Race Relations and the Making of Educational Policy: The view from the centre in the 1960s

Conservative and Labour Governments in the 1960s sought through education policy to promote harmonious race relations. Drawing on recently recent archive material the article seeks to explore what this meant in practice. In particular it pays close attention to the publication of Circular 7/65 and its repercussions. The article further examines the role assigned to public education to promote better community relations, particularly after 1965. It concludes by arguing that the discourse of that period has continued to exert a powerful influence until the present day.     

Helping Clients Cope with Change in the 21st Century: A Balancing Act

The national vision to equip all individuals with the knowledge, skills and desire for lifelong learning in order to meet the challenges in the world of work today, and in the future, is a powerful incentive for career services professionals. The authors use the analogy of a chair to discuss four strategies to assist clients in maintaining balance as they cope with uncertainty and change.     

Starting to make a difference: responding to the challenges of recent developments in the early years

Recent national changes in ‘Early Years’ policy are likely to have major impact on the practice and profession of educational psychology. In this paper, implications at the individual, service and systemic levels are examined and practice examples given of how an Educational Psychology Service (EPS) might rise to the new challenges these major changes engender. The paper concludes that in order to maintain a clear overview of the continuing developments and demands in this area and to ensure that there is a co-ordinated response, the ‘Early Years’ should increasingly become recognised as an area for a Senior Specialist educational psychologist (EP). This EP would be charged with the responsibility for drawing up the service development plan for the Early Years and at the same time ensuring that the opportunities offered by the ongoing developments in this area are capitalised upon.     

An Approach with Name‐calling and Verbal Taunting

Classroom teachers are aware that during everyday classroom teaching name‐calling can be a wide‐scale problem. Verbal bullying is often covert and pupils are reluctant to report it. In this paper the author outlines a strategy to reduce the frequency of name‐calling and verbal taunting. An adaptive approach to the problem of repeated name‐calling is illustrated through a case study. The approach utilizes 'reframing' and 'image‐replacement' techniques to reduce confrontation and the perpetuation of verbal taunting for those who are identified as 'provocative victims'.     

Normative data for regional sweat sodium concentration and whole-body sweating rate in athletes

The purpose of this study was to establish normative data for regional sweat sodium concentration ([Na⁺]) and whole-body sweating rate in athletes. Data from 506 athletes (367 adults, 139 youth; 404 male, 102 female) were compiled from observational athlete testing for a retrospective analysis. The participants were skill/team-sport (including American football, baseball, basketball, soccer and tennis) and endurance (including cycling, running and triathlon) athletes exercising in cool to hot environmental conditions (15–50°C) during training or competition in the laboratory or field. A standardised regional absorbent patch technique was used to determine sweat [Na⁺] on the dorsal mid-forearm. Whole-body sweat [Na⁺] was predicted using a published regression equation (y = 0.57x+11.05). Whole-body sweating rate was calculated from pre- to post-exercise change in body mass, corrected for fluid/food intake (ad libitum) and urine output. Data are expressed as mean ± SD (range). Forearm sweat [Na⁺] and predicted whole-body sweat [Na⁺] were 43.6 ± 18.2 (12.6–104.8) mmol · L^–1 and 35.9 ± 10.4 (18.2–70.8) mmol · L^–1, respectively. Absolute and relative whole-body sweating rates were 1.21 ± 0.68 (0.26–5.73) L · h^–1 and 15.3 ± 6.8 (3.3–69.7) ml · kg^–1 · h^–1, respectively. This retrospective analysis provides normative data for athletes’ forearm and predicted whole-body sweat [Na⁺] as well as absolute and relative whole-body sweating rate across a range of sports and environmental conditions.