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Papers by Elizabeth Hannah
Digital health, 2023
Objective To map and explore existing evidence on the use of digital technology to deliver health... more Objective To map and explore existing evidence on the use of digital technology to deliver healthcare services with explicit consideration of health inequalities in UK settings. Methods We searched six bibliographic databases, and the National Health Service (NHS) websites of each UK nation (England, Scotland, Wales, Northern Ireland). Restrictions were applied on publication date (2013–2021) and publication language (English). Records were independently screened against eligibility criteria by pairs of reviewers from the team. Articles reporting relevant qualitative and/or quantitative research were included. Data were synthesised narratively. Results Eleven articles, reporting data from nine interventions, were included. Articles reported findings from quantitative (n = 5), qualitative (n = 5), and mixed-methods (n = 1) studies. Study settings were mainly community based, with only one hospital based. Two interventions targeted service users, and seven interventions targeted healthcare providers. Two studies were explicitly and directly aimed at (and designed for) addressing health inequalities, with the remaining studies addressing them indirectly (e.g. study population can be classed as disadvantaged). Seven articles reported data on implementation outcomes (acceptability, appropriateness, and feasibility) and four articles reported data on effectiveness outcomes, with only one intervention demonstrating cost-effectiveness. Conclusions It is not yet clear if digital health interventions/services in the UK work for those most at risk of health inequalities. The current evidence base is significantly underdeveloped, and research/intervention efforts have been largely driven by healthcare provider/system needs, rather than those of service users. Digital health interventions can help address health inequalities, but a range of barriers persist, alongside a potential for exacerbation of health inequalities.
Bristol University Press eBooks, Aug 31, 2018
Electronic Journal of Research in Education Psychology
Introduction. Children’s social and emotional wellbeing is associated with subsequent academic a... more Introduction. Children’s social and emotional wellbeing is associated with subsequent academic achievement and behavioural outcomes, as well as functioning in later life. Nurturing approaches are one way of developing such wellbeing. Whole-school approaches to nurturing have been discussed in the literature, but no studies of any quality have evaluated effects. The aim of this study was to evaluate whether whole-school nurturing had any effect on children’s wellbeing from the perceptions of pupils, parents and teachers. Method. The present study in primary (elementary) schools is controlled, has follow-up, and multiple perspectives from teachers, parents and pupils. Pupils (n=322) from Years/Grades 1, 3 and 4 (aged 6, 8 and 9) (Years limited by school staff time availability) in three intervention and three control schools and their parents and teachers participated over two years. On a pre-post basis, the Strengths and Difficulties Questionnaire (SDQ) was used with teachers and p...
International journal of educational and life transitions, Dec 31, 2022
This is the first systematic methodological review undertaken of international primary-secondary ... more This is the first systematic methodological review undertaken of international primary-secondary transitions empirical research. It sought to understand and rate the researcher/s' congruence between their: stated philosophical perspective and methodology; conceptualisation of transitions and methodology; theorisation of transitions and methodology; and the overall quality and rigour of the research. The literature review covered the period 2008-2021. A review of reviews ascertained that no previous studies focused on either the congruence between researcher/s' philosophical stance nor their theorisation of transitions with research methodology. Only one review briefly noted the importance of the congruence between transitions conceptualisation and methodology. Therefore, this review is unique in its purpose and internationally significant.
Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program fo... more Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program for adolescents in occupied Palestine Ian Barron & Ghassan Abdallah 1.2 Exploration of the perceptions and responses of children who have experienced war through an Session 2 (2G03) Chair: Divya Jindal-Snape 2.1 Supporting Transition from Primary to Secondary School: Perspectives of Pupils, Parents and Teachers Dianne Mitchell 2.2 Supporting the transition of pupils from primary to secondary school using the MindJump health and well-being programme Elizabeth Hannah & Fiona Session 3 (2S11) Chair: Murray Simpson 3.1 Are you sitting comfortably? Exploring the potential of drawing on children's experiences to inform curriculum development Anna Robb 3.2 Children's experiences of science beyond school Lauren Boath 3.3 Young people: Experts, Session 4 (2S02) Chair: Marie Beresford-Dey 4.1 Multilingualism: a fresh outlook for Gaelic sustainability Argyro Kanaki 4.2 A study into the high drop-out rate of male primary students on the PGDE Primary Programme at the
Educational Psychology in Scotland
Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program fo... more Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program for adolescents in occupied Palestine Ian Barron & Ghassan Abdallah 1.2 Exploration of the perceptions and responses of children who have experienced war through an Session 2 (2G03) Chair: Divya Jindal-Snape 2.1 Supporting Transition from Primary to Secondary School: Perspectives of Pupils, Parents and Teachers Dianne Mitchell 2.2 Supporting the transition of pupils from primary to secondary school using the MindJump health and well-being programme Elizabeth Hannah & Fiona Session 3 (2S11) Chair: Murray Simpson 3.1 Are you sitting comfortably? Exploring the potential of drawing on children's experiences to inform curriculum development Anna Robb 3.2 Children's experiences of science beyond school Lauren Boath 3.3 Young people: Experts, Session 4 (2S02) Chair: Marie Beresford-Dey 4.1 Multilingualism: a fresh outlook for Gaelic sustainability Argyro Kanaki 4.2 A study into the high drop-out rate of male primary students on the PGDE Primary Programme at the
Bristol University Press eBooks, Aug 31, 2018
Bristol University Press eBooks, Aug 31, 2018
Improving Schools, Jul 1, 2006
Collective teacher efficacy (CTE) refers to the collective perception in a school that teachers m... more Collective teacher efficacy (CTE) refers to the collective perception in a school that teachers make an educational difference to their pupils over and above the impact of their social circumstances. This study explored the relationships between CTE, socio-economic status (SES) and pupil attainment levels in reading, writing and mathematics (at the whole primary school level). Sixty-six teachers in 15 out of 19 schools in a small Local Authority participated. Significant positive relationships were found between SES and attainment in reading and mathematics (but not writing). However, significant positive relationships were also found between CTE and attainment in reading and writing (but not mathematics). Neither SES nor CTE independently accounted for a statistically significant proportion of the total variance in attainment. However, CTE appeared to have a much stronger independent impact than SES in writing (and also a modest independent impact in reading). One school with an atypical pattern of high CTE and high attainment despite low SES was studied in depth. Here, school climate or ethos, high quality in-service training and a focus upon pedagogy were perceived as the most potent factors in raising attainment. When these factors serve to heighten CTE, the impact of SES on pupil attainment may be reduced, and this may be easier in some subjects than others.
Educational Psychology, Apr 3, 2012
Frontiers in Education
Research indicates that engaging in leisure activities has a positive effect on the wellbeing, de... more Research indicates that engaging in leisure activities has a positive effect on the wellbeing, development, and quality of life of children and young people with disabilities. However, there appears to be limited literature focusing on the participation of children and young people with a sensory loss in leisure activities and few studies which have gathered data from children and young people. To address this gap, this study explores the perspectives of children and young people with a sensory loss (visual impairment and/or deaf) about opportunities to participate in leisure activities with other children/young people and their experiences. The research was conducted in one locality in Scotland. Sixteen children and young people with a sensory loss from primary and secondary schools participated in four virtual focus groups. Findings revealed that the participants enjoyed having opportunities to be with other children outwith the school context. Psychosocial benefits from participa...
Educational and Child Psychology, Mar 1, 2021
Aims: This systematic analysis aims to address the research question-do whole-school nurturing ap... more Aims: This systematic analysis aims to address the research question-do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables? Rationale: Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in attachment, which nurturing approaches seek to ameliorate. Whilst there is a good deal of international research evidence on the impact of Nurture Groups in schools, less is known about the impact of whole school nurturing approaches on pupils and schools. This paper aims to address that gap. Findings: A total of 146 papers were retrieved from four databases and thirteen from other sources. After excluding 61 duplicate papers, 98 papers were screened in relation to inclusion and exclusion criteria, and only 13 papers were finally selected. Results suggest that nurturing approaches can have a positive impact on pupils' social, emotional and behavioural needs, academic progress, other pupils in the mainstream class/school, parents and home life, and the whole school. Additionally, the length of time a nurturing approach is in place in a school contributes to its effectiveness. Limitations: Limitations include the quality of research available, lack of papers focusing on universal whole-school nurturing approaches and lack of international studies. Conclusions: The paper highlights the need for more robust research focusing on universal whole-school nurturing approaches to be carried out.
Educational Psychology in Scotland, 2015
Digital health, 2023
Objective To map and explore existing evidence on the use of digital technology to deliver health... more Objective To map and explore existing evidence on the use of digital technology to deliver healthcare services with explicit consideration of health inequalities in UK settings. Methods We searched six bibliographic databases, and the National Health Service (NHS) websites of each UK nation (England, Scotland, Wales, Northern Ireland). Restrictions were applied on publication date (2013–2021) and publication language (English). Records were independently screened against eligibility criteria by pairs of reviewers from the team. Articles reporting relevant qualitative and/or quantitative research were included. Data were synthesised narratively. Results Eleven articles, reporting data from nine interventions, were included. Articles reported findings from quantitative (n = 5), qualitative (n = 5), and mixed-methods (n = 1) studies. Study settings were mainly community based, with only one hospital based. Two interventions targeted service users, and seven interventions targeted healthcare providers. Two studies were explicitly and directly aimed at (and designed for) addressing health inequalities, with the remaining studies addressing them indirectly (e.g. study population can be classed as disadvantaged). Seven articles reported data on implementation outcomes (acceptability, appropriateness, and feasibility) and four articles reported data on effectiveness outcomes, with only one intervention demonstrating cost-effectiveness. Conclusions It is not yet clear if digital health interventions/services in the UK work for those most at risk of health inequalities. The current evidence base is significantly underdeveloped, and research/intervention efforts have been largely driven by healthcare provider/system needs, rather than those of service users. Digital health interventions can help address health inequalities, but a range of barriers persist, alongside a potential for exacerbation of health inequalities.
Bristol University Press eBooks, Aug 31, 2018
Electronic Journal of Research in Education Psychology
Introduction. Children’s social and emotional wellbeing is associated with subsequent academic a... more Introduction. Children’s social and emotional wellbeing is associated with subsequent academic achievement and behavioural outcomes, as well as functioning in later life. Nurturing approaches are one way of developing such wellbeing. Whole-school approaches to nurturing have been discussed in the literature, but no studies of any quality have evaluated effects. The aim of this study was to evaluate whether whole-school nurturing had any effect on children’s wellbeing from the perceptions of pupils, parents and teachers. Method. The present study in primary (elementary) schools is controlled, has follow-up, and multiple perspectives from teachers, parents and pupils. Pupils (n=322) from Years/Grades 1, 3 and 4 (aged 6, 8 and 9) (Years limited by school staff time availability) in three intervention and three control schools and their parents and teachers participated over two years. On a pre-post basis, the Strengths and Difficulties Questionnaire (SDQ) was used with teachers and p...
International journal of educational and life transitions, Dec 31, 2022
This is the first systematic methodological review undertaken of international primary-secondary ... more This is the first systematic methodological review undertaken of international primary-secondary transitions empirical research. It sought to understand and rate the researcher/s' congruence between their: stated philosophical perspective and methodology; conceptualisation of transitions and methodology; theorisation of transitions and methodology; and the overall quality and rigour of the research. The literature review covered the period 2008-2021. A review of reviews ascertained that no previous studies focused on either the congruence between researcher/s' philosophical stance nor their theorisation of transitions with research methodology. Only one review briefly noted the importance of the congruence between transitions conceptualisation and methodology. Therefore, this review is unique in its purpose and internationally significant.
Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program fo... more Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program for adolescents in occupied Palestine Ian Barron & Ghassan Abdallah 1.2 Exploration of the perceptions and responses of children who have experienced war through an Session 2 (2G03) Chair: Divya Jindal-Snape 2.1 Supporting Transition from Primary to Secondary School: Perspectives of Pupils, Parents and Teachers Dianne Mitchell 2.2 Supporting the transition of pupils from primary to secondary school using the MindJump health and well-being programme Elizabeth Hannah & Fiona Session 3 (2S11) Chair: Murray Simpson 3.1 Are you sitting comfortably? Exploring the potential of drawing on children's experiences to inform curriculum development Anna Robb 3.2 Children's experiences of science beyond school Lauren Boath 3.3 Young people: Experts, Session 4 (2S02) Chair: Marie Beresford-Dey 4.1 Multilingualism: a fresh outlook for Gaelic sustainability Argyro Kanaki 4.2 A study into the high drop-out rate of male primary students on the PGDE Primary Programme at the
Educational Psychology in Scotland
Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program fo... more Session 1 (1G10) Chair: Ian Barron 1.1 Field trial of a complicated grief psychosocial program for adolescents in occupied Palestine Ian Barron & Ghassan Abdallah 1.2 Exploration of the perceptions and responses of children who have experienced war through an Session 2 (2G03) Chair: Divya Jindal-Snape 2.1 Supporting Transition from Primary to Secondary School: Perspectives of Pupils, Parents and Teachers Dianne Mitchell 2.2 Supporting the transition of pupils from primary to secondary school using the MindJump health and well-being programme Elizabeth Hannah & Fiona Session 3 (2S11) Chair: Murray Simpson 3.1 Are you sitting comfortably? Exploring the potential of drawing on children's experiences to inform curriculum development Anna Robb 3.2 Children's experiences of science beyond school Lauren Boath 3.3 Young people: Experts, Session 4 (2S02) Chair: Marie Beresford-Dey 4.1 Multilingualism: a fresh outlook for Gaelic sustainability Argyro Kanaki 4.2 A study into the high drop-out rate of male primary students on the PGDE Primary Programme at the
Bristol University Press eBooks, Aug 31, 2018
Bristol University Press eBooks, Aug 31, 2018
Improving Schools, Jul 1, 2006
Collective teacher efficacy (CTE) refers to the collective perception in a school that teachers m... more Collective teacher efficacy (CTE) refers to the collective perception in a school that teachers make an educational difference to their pupils over and above the impact of their social circumstances. This study explored the relationships between CTE, socio-economic status (SES) and pupil attainment levels in reading, writing and mathematics (at the whole primary school level). Sixty-six teachers in 15 out of 19 schools in a small Local Authority participated. Significant positive relationships were found between SES and attainment in reading and mathematics (but not writing). However, significant positive relationships were also found between CTE and attainment in reading and writing (but not mathematics). Neither SES nor CTE independently accounted for a statistically significant proportion of the total variance in attainment. However, CTE appeared to have a much stronger independent impact than SES in writing (and also a modest independent impact in reading). One school with an atypical pattern of high CTE and high attainment despite low SES was studied in depth. Here, school climate or ethos, high quality in-service training and a focus upon pedagogy were perceived as the most potent factors in raising attainment. When these factors serve to heighten CTE, the impact of SES on pupil attainment may be reduced, and this may be easier in some subjects than others.
Educational Psychology, Apr 3, 2012
Frontiers in Education
Research indicates that engaging in leisure activities has a positive effect on the wellbeing, de... more Research indicates that engaging in leisure activities has a positive effect on the wellbeing, development, and quality of life of children and young people with disabilities. However, there appears to be limited literature focusing on the participation of children and young people with a sensory loss in leisure activities and few studies which have gathered data from children and young people. To address this gap, this study explores the perspectives of children and young people with a sensory loss (visual impairment and/or deaf) about opportunities to participate in leisure activities with other children/young people and their experiences. The research was conducted in one locality in Scotland. Sixteen children and young people with a sensory loss from primary and secondary schools participated in four virtual focus groups. Findings revealed that the participants enjoyed having opportunities to be with other children outwith the school context. Psychosocial benefits from participa...
Educational and Child Psychology, Mar 1, 2021
Aims: This systematic analysis aims to address the research question-do whole-school nurturing ap... more Aims: This systematic analysis aims to address the research question-do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables? Rationale: Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in attachment, which nurturing approaches seek to ameliorate. Whilst there is a good deal of international research evidence on the impact of Nurture Groups in schools, less is known about the impact of whole school nurturing approaches on pupils and schools. This paper aims to address that gap. Findings: A total of 146 papers were retrieved from four databases and thirteen from other sources. After excluding 61 duplicate papers, 98 papers were screened in relation to inclusion and exclusion criteria, and only 13 papers were finally selected. Results suggest that nurturing approaches can have a positive impact on pupils' social, emotional and behavioural needs, academic progress, other pupils in the mainstream class/school, parents and home life, and the whole school. Additionally, the length of time a nurturing approach is in place in a school contributes to its effectiveness. Limitations: Limitations include the quality of research available, lack of papers focusing on universal whole-school nurturing approaches and lack of international studies. Conclusions: The paper highlights the need for more robust research focusing on universal whole-school nurturing approaches to be carried out.
Educational Psychology in Scotland, 2015