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Special Needs, Relationship Type and
Distributive Justice Norms in Early and
Later Years of Middle Childhood
(
Norah L. Frederickson and Elizabeth A. Simmonds
Sensitivity to relationship type and level of need in distributing rewards for work done was investigated with classmates who were best friends, acquaintances, or n = 142) aged 8 to 11 years completed measures of reward allocation, monitoring of task inputs and belief in a just world (BJW). An increase in children’s sensitivity to relationship-type and need was found with age in reward allocation and monitoring of task inputs. Among older children BJW varied with relationship type and monitoring of task inputs. Findings support the characterisation of relationships with acquaintances as exchange relationships, with best friends as symmetrical communal relationships and with children who have SEN as asymmetrical communal relationships.
Well-Being and Professional Doctorate
Research Supervision
National Collaborative Development and
Research Programmes
These involve university tutors and service managers working together to identify priorities in educational psychology and design coordinated studies that have the potential to significantly advance the knowledge base of the profession in important areas through:
• combining development and research in ways that improve practice whilst simultaneously increasing theoretical understanding;
• address priority problems in practice;
• ensure timely identification of appropriate topics for doctoral level research that are important to services so that particular services and trainees can quickly agree and start work on a preferred option.
Some specific topic areas:
1.
Psychological well being/therapeutic interventions.
What difference do they make?
2.
Approaches to tackling bullying
3.
Targeted interventions to prevent exclusion (e.g. social skills, self-esteem, anger management)
4.
Effects of parent training programmes on promoting positive behaviour and psychological well-being
n.frederickson@ucl.ac.uk
Social Competence, Inclusion and Belonging
Bullying ASD
Frederickson, N. & Turner, J. (2003) Utilizing the Classroom Peer Group to
Address Children’s Social Needs. An Evaluation of the ‘Circle of Friends’
Intervention Approach. Journal of Special Education, 36, (4), 234-245.
Petrides, K.V., Frederickson, N., & Furnham, A. (2003) The role of trait emotional intelligence in academic performance and deviant behavior at school. Journal of
Personality and Individual Differences, 36, 277-293.
Frederickson, N., Dunsmuir, S., Lang, J., & Monsen, J.J. (2004). Mainstream-
Special School Inclusion Partnerships: Pupil, Parent and Teacher Perspectives.
International Journal of Inclusive Education, 8 , (1) 37-57.
Frederickson, N., Osborne, L., & Reed, P. (2004) Judgments of inclusion by education service personnel: A multi-method approach. Educational
Psychology, 24, (3), 263-290.
Monsen, J.J. & Frederickson, N. (2004) Teachers’ Attitudes Towards
Mainstreaming and their Pupils’ Perceptions of their Classroom Learning
Environment. Learning Environments Research, 7, 129-142.
Frederickson, N., & Furnham, A. (2004) The relationship between sociometric status and peer assessed behavioural characteristics of included pupils who have moderate learning difficulties and their classroom peers. British Journal of
Educational Psychology, 74, (3), 391-410.
Frederickson, N., Warren, L., & Turner, J. (2005). Circle of friends: An exploration of impact over time.
197-217.
Educational Psychology in Practice , 21, (3),
Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and children’s peer relations at school.
Social
Development, 15 (3), 537-547.
Gibb, K., Tunbridge , D., Chua, A. , & Frederickson, N. (2007) Pathways to inclusion: Moving from special school to mainstream. Educational Psychology in
Practice 23 (2), 109-127.
Frederickson, N., Simmonds, E., Evans, L., & Soulsby, C. (2007)
Assessing Social and Affective Outcomes of Inclusion. British Journal of
Special Education, 34 (2), 105-115 .
Frederickson, N., & Simmonds, E. (2008). Special Needs, Relationship
Type and Distributive Justice Norms in Early and Later Years of Middle
Childhood. Social Development, doi: 10.1111/j.1467-9507.2008.00477.x
A
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Norah Frederickson, Elizabeth Simmonds,
Lynda Evans and Chris Soulsby
The systematic assessment of the social and affective outcomes of inclusion has been lagging behind the assessment of academic outcomes.
This is particularly problematic in view of research evidence supporting concerns about peer rejection and bullying. In this article, Norah
Frederickson and Elizabeth Simmonds, of
University College London, and Lynda Evans and
Chris Soulsby, from Foxwood Special School, report their evaluation of the social and affective outcomes of a special–mainstream school inclusion initiative that places particular emphasis on peer preparation. Measures completed by pupils were used to assess peer group inclusion, social behaviour, bullying and feelings of belonging at school. Results showed that pupils who had transferred from special to mainstream schools experienced positive social outcomes and none experienced peer group rejection. However, results were less positive for mainstream pupils with special educational needs and the authors discuss possibilities for development. Trends in peer reports of bullying suggest that there is no room for complacency and that ongoing monitoring is required.
Supporting Professional Practice:
Assessment Resources
Following the success of the Psychology in
Education Portfolio (edited by Norah Frederickson and
Sean Cameron), Norah
Frederickson and Sandra
Dunsmuir have been commissioned by Granada
Learning to produce a portfolio of assessment measures for Child
Mental Health & Wellbeing aimed at Educational
Psychologists and staff in schools. Areas being reviewed include:
• emotional wellbeing (including happiness and confidence); aspects to be prevented: depression/ anxiety
• psychological wellbeing (including resilience, mastery, confidence, autonomy, attentiveness/ involvement and the capacity to manage conflict and to problem solve)
• social wellbeing (good relationships with others); aspects to be prevented: conduct disorder, delinquency, interpersonal violence and bullying