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Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts, feelings and behaviours. The purpose of this paper is to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings and behaviours.

A total of 59 typically developing children aged between 8 and 11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order theory of mind task. Furthermore, parents rated their child’s empathy on the children’s empathy quotient.

The findings suggest that CBT is developmentally appropriate for 8–11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.

This study provides evidence for the cognitive and affective skills that might predict the outcome of CBT in children. Metacognition and empathy predict children’s ability to relate thoughts, feelings and behaviours, and therefore may moderate the efficacy of CBT.

It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through lesson study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, the purpose of this paper is to present the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics.

The LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used.

Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS.

This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.

Clinically significant childhood acquired brain injury (ABI) is associated with increased risk of emotional and behavioural dysfunction and peer relationship problems. The purpose of this paper is to determine how emotional and peer related problems for children with ABI compare with those of children referred to mental health services, and to identify clinical predictors of peer relationship problems in a heterogeneous sample typical of a specialist community rehabilitation setting.

Participants were 51 children with clinically significant ABI (32 traumatic brain injury; 29 male) referred for outpatient neuropsychological rehabilitation. Emotional, behavioural and social outcomes were measured using the Strengths and Difficulties Questionnaire (SDQ), and executive functioning was measured with the Behaviour Rating Inventory of Executive Functions. Correlational analyses were used to explore variables associated with peer relationships. A subgroup (n=27) of children with ABI were compared to an age and sex matched mental health group to determine differences on SDQ subscales.

The SDQ profiles of children with clinically significant ABI did not significantly differ from matched children referred to mental health services. Time since injury, peer relationship problems, metacognitive, and behavioural problems correlated with age at injury. These variables and SDQ emotional problems correlated with peer relationship problems. Linear multiple regression analysis indicated that only metacognitive skills remained a significant predictor of peer relationship problems, and metacognitive skills were found to significantly mediate between age at injury and peer relationship problems.

The study confirms the significant effect of childhood ABI on relationships with peers and mental health, those injured at a younger age faring worst. Within the methodological constraints of this study, the results tentatively suggest that age of injury influences later peer relationships via the mediating role of poor metacognitive skills within a heterogeneous clinical sample.

This is the first study to examine the roles of emotional, behavioural and executive variables on the effect of age at injury on peer relationship problems in a sample with a wide range of ages and ages of injury.

Trusting and empathic relationships between project workers and people experiencing homelessness (PEH) form the cornerstone for their needs to be met. However, under the UK austerity agenda project workers practice in a context of increasing pressure and limited resources; with relationships often characterised by conditionality and disconnection. The purpose of this paper is to report on a study investigating project workers’ experiences of building relationships with PEH living in supported housing projects.

A qualitative design was employed in which focus groups were carried out in six projects, using an opportunity sample of 22 project workers. Data were analysed using thematic analysis, within a social constructionist epistemology.

Three main themes were identified: “Working hard to build connection”, “Supporting each other within an unsupportive context” and “Draining but sustaining”. Project workers acted out of strong value systems in building relationships with residents against a backdrop of systemic disconnection.

Clear clinical implications are put forward with in a Psychologically Informed Environment framework. Services supporting PEH need to be psychologically informed and organisations need to embed reflection within their policies and every day practice. In developing services for PEH interdependence not in/dependence needs to be the aim. Finally, the responsibility for improving the lives of PEH should be placed back on society to provide a context in which PEH can thrive.

This rapid evidence assessment (REA) study aims to synthesise what is known about food refusal within male prison populations to aid a better understanding of why this occurs. By looking at the various functions of food refusal for this population, it is hoped that professionals can better support prisoners’ needs in this area.

A rapid review of available data within the published literature was completed. Searches were conducted on two databases (PsychInfo and MedLine), and a total of 328 articles were screened using a three-stage process. This resulted in 13 articles being identified for the final sample, which were reviewed and synthesised into themes by looking for commonalities.

Five themes were identified: “to protest”, “to achieve goals or demands”, “to manage interpersonal difficulties with prison/custodial staff”, “to end life” and “mental health and personality disorder”. The findings appear to suggest that food refusal in this context may be predominantly driven by a need to communicate or gain control.

To help prevent and cease food refusal, it will be beneficial for prison staff to use approaches that support prisoners feeling a sense of fairness, transparency, control and autonomy, as well as problem-solving skills and establishing a sense of purpose and motivation.

This REA confirmed there is a lack of good-quality research into the functions of food refusal among prisoners in the UK. Future research should involve contact with prisoners who have engaged in food refusal to understand motivations firsthand.

The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.

Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.

Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.

Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.

Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.

The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.