Literacy & Mental Health in Schools

Literacy & Mental Health in Schools Working Together: Research and Practice Meeting 2016

th Tuesday 5 July 2016 (9.45am-4pm) Queens Building, Royal Holloway, University of London

Welcome

Welcome to our annual research and practitioner event for 2016, bringing together researchers and practitioners working with children. The aim is to work together to make sure that research is guided by practice and vice versa. This year’s focus will be on literacy and mental health in schools. We’re pleased to present a range of talks and posters ranging from emotion regulation to strategies in reading in both primary and secondary educational environments.

The afternoon will feature discussions on current topics surrounding literacy and mental health. This is a fantastic opportunity for researchers to learn from practitioners about how research is used within the profession, and to gain insight into how practice can best guide research.

This year is also a very exciting year, as we are launching the South East Research Network for Schools (SERNS). The aim of this network is to bring together researchers and practitioners to maximise the impact of research on practice within schools and improve outcomes for children and young people. There will be an announcement at 12.15pm, followed by an interactive session from 1 - 2pm in which you are invited to visit the SERNS stall to find out more and put forward interest in participating.

We will be documenting the day throughout, and resources including recordings of talks, electronic copies of handouts and a blogpost summary of the day will be available shortly after the event. You can access this by going to the Royal Holloway website at (www.rhul.ac.uk/psychology). You can also join in the online discussion on the day by using the hashtag #RHULSchools2016.

Thank you for joining us and we hope that you enjoy the day!

Wi-Fi Information Username: workingtogether Password: vvzhEei2 Account type: guest These details can be used to access the CampusNet network as a guest user. The registration page should appear automatically and can otherwise be manually accessed via http://nac.rhul.ac.uk when connected to the network.

Programme - AM

9.45 – 10.00 Arrival, registration and coffee 10.00 – 10.15 Introduction and housekeeping (Jessie Ricketts)

Session 1: Literacy (chair: Eilidh Cage) Lecture Theatre 10.15 – 10.35 Reading development Kathy Rastle 10.35 – 10.55 Vocabulary and Reading in Secondary School Jessie Ricketts

10.55 – 11.15 Tea and Coffee

Session 2: Mental health (chair: Jessie Ricketts) Lecture Theatre 11.15 – 11.35 Adolescent mental health Helen Pote 11.35 – 11.55 Adolescent socio-emotional functioning Catherine Sebastian 11.55 – 12.15 Peer support and mentoring systems Alana James 12.15 – 12.35 Shyness, social anxiety & social-emotional functioning Dawn Watling 12. 35 – 12.45 SERNS launch (Helen Pote)

12.45 – 13.45 Lunch and Poster Session

POSTER TITLE Presenter

EMOTION REGULATION IN ADOLESCENCE Saz Ahmed

FAMILY FUNCTIONING AND WELLBEING IN ADOLESCENTS Carly Butler

MENTAL HEALTH AND AUTISM SPECTRUM CONDITIONS Eilidh Cage

MORPHOLOGY AND READING IN ADOLESCENCE Nicola Dawson

TRANSPOSED LETTER EFFECTS IN ARTIFICIAL LANGUAGES Clare Lally

EMOTION RECOGNITION IN ADOLESCENCE Rachel Nesbit

CHILDREN’S AND TEACHERS’ BULLYING DEFINITIONS AND STRATEGIES Grace Pocock

COGNITIVE BIASES ACROSS ADOLESCENTS Rachel Slavny

ADOLESCENT REPRESENTATIONS OF EMOTION AND EMOTION REGULATION Nadia Somers

PRINT-TO-SOUND NOT PRINT-TO-MEANING TRAINING HELPS DECODING AND Jo Taylor

COMPREHENSION: ORTHOGRAPHIC LEARNING AND FMRI

Programme - PM

13.45 – 14.00 Group Photo (outside Wolfson Building)

14.00 – 14.45 Breakout session 1

1. Literacy in secondary school: interventions an school-wide approaches Lecture theatre 2. Resilience in adolescence QB170 3. Running and evaluating peer support systems in schools QB171 4. Supporting mental health awareness in schools QB240

14.45 – 15.30 Breakout session 2

5. Literacy in primary schools: literacy and meaning Lecture theatre 6. Literacy and mental health QB170 7. Appreciating neurodiversity: supporting children with autism QB171 8. Supporting mental health awareness in schools QB240

15.30 – 16.00 Final remarks Lecture theatre

Your choice of breakout discussion sessions can be found on your name tag. If this part is blank, then please choose your own. Please note some sessions may have limited availability.

People

Saz Ahmed

As a PhD student in the Emotion Development and Brain Lab, Saz’s research focusses on the neurocognitive mechanisms underlying emotion regulation. Furthermore she is investigating how emotional reactivity and regulation vary amongst adults and adolescents with different levels of aggression and anxiety. Saz uses a variety of research methods, including computerised tasks, questionnaires, skin conductance recording and functional neuroimaging to conduct her research.

Dr Eilidh Cage

Eilidh is a Teaching Fellow in Psychology at Royal Holloway. Eilidh's expertise is in autism spectrum conditions. She completed her PhD at the UCL Institute of Education, where she examined reputation concerns in individuals with and without autism. Eilidh's current research interests concern mental health in autism, and how this might relate to experiences of autism acceptance. She is also interested the development of identity in individuals on the autism spectrum.

Nicola Dawson

Nicola’s research explores the role of morphological knowledge in vocabulary acquisition, with a particular focus on word learning in adolescence. The words that pupils encounter as they move through the education system are increasingly complex, and much of this complexity is driven by morphological structure. Nicola’s aim is to investigate whether adolescents are sensitive to the morphological structure of words, the extent to which they use their existing knowledge of morphology to learn new words, and the potential benefits of morphological instruction on vocabulary acquisition. She is also interested in extending this work to children and adolescents with language difficulties.

Dr Alana James

Alana is part of the Social Development Lab at Royal Holloway. Her research focuses upon the use of peer support and mentoring systems and on understanding bullying in educational settings. Currently Alana’s work includes looking at mentoring to support transition from school to university. Her PhD was conducted at Goldsmiths, University of London, in partnership with the NSPCC, and explored the use of peer support systems as anti-bullying approaches in schools in the UK, Japan and South Korea. Prior to joining Royal Holloway, Alana conducted postdoctoral research at King's College London on peer support based parenting interventions.

Clare Lally

Clare works as a research assistant in Professor Kathy Rastle’s lab and will start an ESRC funded PhD in September 2016. She completed a degree in Linguistics and Phonetics BA (Hons) at the University of Leeds and went on to work in education providing 5-14 year olds with literacy support. Clare’s current research investigates the processes used in reading a word, particularly with identifying letters and their position within a word. She investigates this by using artificial languages in order to simulate cross-linguistic differences. After working within a combination of teaching and research environments, Clare is looking forward to meeting with other educational professionals to gain insight on how to best guide future research.

Rachel Nesbit

Rachel is a first year PhD student under the supervision of Dr Dawn Watling. As a PhD student in the Social Development Lab, Rachel’s research focuses on examining factors that influence emotion recognition ability in adolescence. Furthermore, Rachel is particularly interested in investigating how level of social anxiety and degree of emotion lateralisation may influence the ability to accurately recognise emotions. She uses a variety of research methods, including computerised tasks, questionnaires and eye-tracking to conduct her research.

Dr Helen Pote

Helen is Deputy Programme Director for the Doctorate in Clinical Psychology at Royal Holloway and works as a Clinical Psychologist with children, families and schools using cognitive-behavioural and systemic approaches. Her research focusses on individual and family risk factors for mental health problems and resilience factors which promote well-being in young people. She worked with Surrey schools evaluating the Targeted Mental Health in Schools Approach. Recently she has developed a mental health awareness app for teachers to use in schools and this is currently being piloted and evaluated.

Professor Kathy Rastle

Kathy is Head of the Psychology Department at Royal Holloway, and an international authority on the mechanisms that underpin skilled reading and reading acquisition. Her theoretical work on reading was influential in the decision to abandon the National Literacy Strategy in favour of systematic synthetic phonics instruction. This work also features strongly in the DfE advanced teacher training materials developed in response to the Lamb Review on Special Needs Provision (2009). She is particularly keen to learn more about literacy provision within secondary education.

Dr Jessie Ricketts

Jessie directs the Language and Reading Acquisition (LARA) research group, conducting research on oral language and reading development in children aged 4 - 16 years with and without special educational needs. Jessie works with children with dyslexia, specific reading comprehension difficulties, specific language impairment and autism spectrum disorders. At the moment, Jessie's research is particularly focused on vocabulary and reading in adolescents. For more information about LARA go to http://pc.rhul.ac.uk/sites/lara/, and to find out more about the Vocabulary and Reading in Secondary Schools (VaRiSS) project go to www.variss.org.

Rachel Slavny

Rachel’s research interests include cognitive and behavioural aspects of mental health difficulties in adolescents. She has a strong interest in research with clear clinical implications for treatment and epidemiology, especially in the context of development across the life span. Rachel’s PhD project explores several cognitive biases, which form a focus during cognitive-behavioural therapy with young people, using a transdiagnostic and developmental approach. Her research aims to answer key questions regarding how these cognitive biases develop and function in typically developing adolescents.

Dr Catherine Sebastian

Catherine is a Senior Lecturer in the Department of Psychology at Royal Holloway where she directs the Emotion, Development & Brain Lab. Catherine’s research focuses on the development of emotional processing and regulation in typical adolescence and in adolescents with conduct problems. She uses methods from both developmental psychology and cognitive neuroscience including functional magnetic resonance imaging to understand how brain development and behaviour interact. Partnerships with schools are an integral part of Catherine’s research and so she is very excited to be part of the South East Schools Research Network. If you would like more information about her work, please visit her lab website at http://www.pc.rhul.ac.uk/sites/edbl/ and feel free to contact.

Dr Jo Taylor

Jo’s research investigates how people learn to read. In her experiments, she asks adults to learn to read new words written in unfamiliar alphabets, to simulate what it’s like for children learning English for the first time. Jo looks at how different factors affect their learning, for example, whether the words have meanings, how often they see the words, whether each letter only has one sound or can be pronounced differently in different words. Jo also uses magnetic resonance imaging (MRI) to look at how the brain responds to these new languages, in comparison to how the brain responds to familiar English words. This also allows her to look at how brain activity changes as participants become more familiar with the new languages.

Dr. Dawn Watling

Dawn is the director of the Social Development Lab at Royal Holloway. She completed her DPhil at the University of Sussex exploring children and adolescents understanding and use of impression management tactics. Dawn’s post-doctoral work, a joint project with the University of Sussex and Brighton and Hove Local Education Authority, focussed on what factors influence children’s social understanding and well-being across a three year period. Since beginning her post at Royal Holloway in 2005, Dawn continues to be interested in what factors influence children and adolescents behaviour, and how this influences their well- being. She am particularly interested in how those who are shy or more socially anxious use and understand reputation management, recognise and understand emotions, and how this understanding influences their interactions with others.

WITH THANKS TO

Jessica Di Monaco - Undergraduate Research Assistant working with Eilidh Cage Sophie Groosman – Undergraduate Research Assistant working with Jessie Ricketts Grace Pocock - Undergraduate Research Assistant working with Jessie Ricketts Pancy Poon – Placement Student with Catherine Sebastian Lucy Taylor – Research Assistant working with Jessie Ricketts

FOR HELPING TO ORGANISE THE EVENT AND FOR MAKING IT POSSIBLE

South East Research Network for Schools

www.royalholloway.ac.uk/serns

Our aim: To bring together researchers and practitioners to maximise the impact of research on practice within schools and improve outcomes for children and young people.

What we offer: SERNS invites schools from Surrey and the South East to join the network and collaborate with researchers at Royal Holloway, University of London. We offer: • The opportunity to participate in regional, national and international research regarding literacy and mental health. • Access to regular research evidence updates to inform effective strategies for their pupils’ mental health, well-being and literacy. This will be through newsletters and the website. • Access to free mental health, well-being and literacy learning events at Royal Holloway with leading researchers and practitioners presenting their work. • The opportunity to work with experts from Royal Holloway to contribute research ideas and ask questions about their research.

How to become a member: Membership for schools is free and involves completing a simple sign-up form which you can access by going to royalholloway.ac.uk/serns Schools can become a member by completing the online questionnaire which will be reviewed by the SERNS Board.

Social and LANGUAGE, Affective LEARNING and Processes COGNITION LAB

Attendee List

Matthew Abbott Waddesdon CE School Deputy Headteacher [email protected] Saz Ahmed Royal Holloway University of London PhD Student [email protected] Lorna Anderson Rosebery School Intervention Manager [email protected] Ally Ayres Therfield School Learning Mentor [email protected] Zena Barclay-White West Byfleet Infant School Assistant SENCO [email protected] Zoe Barfield Woking High School English Teacher [email protected] Emma Bell Manorcroft Primary School SENCO [email protected] Matt Bennett Surrey County Council Specialist Teacher for Inclusive Practice [email protected] Janet Bento Surrey County Council Educational Psychologist [email protected] Becci Best Beech Lodge School Assistant Psychologist [email protected] Shirley Birkbeck Auriol Junior School ELSA/HLTA [email protected] Michelle Blackman North East Surrey Short Stay School Head Teacher [email protected] Sarah Boon West Byfleet Infant School SENCO [email protected] Parliamentary Office of Science and Sarah Bunn Technology Scientific Adviser [email protected] Eilidh Cage Royal Holloway University of London Teaching Fellow [email protected] Liane Coakes Surrey County Council Area Lead [email protected] Janet Cohen CAMHS Community Nurse (Schools) [email protected] Megan Colley Auriol Junior School Assistant SENCO/Class Teacher [email protected] Katy Cuell St. Peter's Centre Teaching Assistant [email protected] Tanya Das St Peter's Catholic Secondary School Inclusion Manager [email protected] Jane Davies New Monument Primary Academy ELSA [email protected] Robert Davy Thomas Knyvett School Governor [email protected] Samantha Dawson Ashford Park Primary School Assistant Head/DSL [email protected] Nicola Dawson Royal Holloway University of London PhD Student [email protected] Gurkaran Dhanda Coventry University Research intern [email protected] Jed Donnelly Wishmore Cross Academy Principal [email protected] Andy D'Souza CAMHS Primary Mental Health Worker andrew.d'[email protected] Caroline Edwards Surrey & Borders Partnership Lead Primary Mental Health Worker [email protected] Grace Elliott Wellington College SENCO [email protected] Rachel Fahy Royal Holloway University of London Mental Health Advisor [email protected] Maureen Fernandes Surrey County Council Lead Specialist Teacher [email protected] Lorraine Fullard Tomlinscote School HLTA [email protected] Kristina Glushkova Royal Holloway University of London Impact Manager [email protected] Warren Griffiths Manor Green School Head of Care & Safeguarding [email protected] Claire Gungah Epsom Downs Primary School Assistant Head and Inclusion Manager [email protected] Tom Guy GL Assessment Publisher [email protected] Fran Halford Wishmore Cross Academy Lead Therapist [email protected] Sally Hind Broadmere Primary ELSA and Teaching Assistant [email protected] Sandra Hooper CAMHS Primary Mental Health Worker [email protected] Tania Hynard Manor Green School Literacy Specialist [email protected] Channa Iv Indigo International Psychologist [email protected] Alana James Royal Holloway University of London Lecturer [email protected] Jackie Knowles Royal Holloway University of London Academic Advisor (SpLD) [email protected] Clare Lally Royal Holloway University of London Research Assistant [email protected] Alastair Lidster LEAP Ltd. Educational Psychologist [email protected] Madeleine Lloyd The Emmbrook School Teacher of English [email protected] Sue Lynn St. Peter's Centre Headteacher [email protected] 11

Sarah McElroy Surrey County Council Specialist Teacher [email protected] Sarah Mitchell Fairley House Literacy Co-ordinator [email protected] Chani Morris Garth Hill College Assistant Principal [email protected] Amy Morrison Moor House School Speech and Language Therapist [email protected] Rachel Nesbit Royal Holloway University of London PhD Student [email protected] Brenda Newton Sunbury Manor School Inclusion Officer [email protected] Dawn Nicols CAMHS PMHW [email protected] Rhian Norris Surrey County Council Assistant Educational Psychologist [email protected] Helen Norris University of Oxford Graduate research assistant [email protected] Toni Packer Helena Romanes School Specialist Teacher/Assessor [email protected] Stephen Parsons Hackney Speech and Language Therapy SaLT Service Manager [email protected] Laura Pearce Department for Education Government Social Researcher [email protected] Sue Pearson St Crispin's Deputy Headteacher [email protected] Carol Pedley Holly Lodge Primary SENCO [email protected] Helen Pote Royal Holloway University of London Senior Lecturer [email protected] Jessica Powell Hertfordshire County Council Educational Psychologist [email protected] Ann Ralph Royal Masonic School for Girls Director of Learning Support (SENCO) [email protected] Kathy Rastle Royal Holloway University of London Head of Psychology Department [email protected] Nicole Rickett Royal Holloway University of London Research & Business Development Manager [email protected] Jessie Ricketts Royal Holloway University of London Senior Lecturer [email protected] Claire Roberts Lakeside Primary School ELSA [email protected] Phoebe Rodgers The University of Oxford Research Assistant [email protected] Ruth Rogers Herts EPS Educational Psychologist [email protected] Jill Routledge Surrey County Council Specialist Teacher [email protected] Margaret Sampson VaRiSS Advisory Group Secondary Education Expert [email protected] Catherine Sebastian Royal Holloway University of London Senior Lecturer [email protected] Sam Shaw North East Surrey Short Stay School Student Support Worker and Art Therapist [email protected] Shenel Shefik Surbiton High School Head of Psychology [email protected] Rachel Slavny Royal Holloway University of London PhD Student [email protected] Jo Slessor NE Surrey County Council Specialist Teachers for Inclusive Practice. [email protected] Hannah Smith Access to Education NE Surrey Teacher [email protected] Victoria Sprott Garth Hill College SENCO [email protected] Rhona Stainthorp University of Reading Academic/Governor [email protected] Della Sullivan Maybury Primary School Inclusion Leader [email protected] Katarzyna Szymaszek Tomlinscote School LSA [email protected] Niina Tamura University of Oxford Postdoctoral research associate [email protected] Luisa Tarczynski-Bowles Coventry University Research Associate [email protected] Maria Taylor Wishmore Cross Academy Vice-Principal [email protected] Jo Taylor Royal Holloway University of London Post-Doctorial Research Fellow [email protected] Jayne Thomis CAMHS CAMHS Nurse Specialist [email protected] Sue Thompson GL Assessment Senior Publisher [email protected] Anne Twyford Lakeside Primary School ELSA [email protected] Emma Vardy Coventry University Research Associate [email protected] Val Venning North-East Surrey Specialist Teacher Learning and Language [email protected] Dawn Watling Royal Holloway University of London Senior Lecturer [email protected] Gemma Webb New Monument Primary Academy Inclusion and Pastoral Care Leader [email protected] Nadia Wilkinson Surrey County Council Senior Educational Psychologist [email protected] Jane Wilson Jubilee High School Learning Support [email protected] Sarah Wood Surrey County Council Senior Educational Psychologist [email protected]