1. I travel to school by bus/train/tube 2. I travel to school by car
3. I walk to school
4. I usually take 10 minutes or less to get to school 5. I usually take 10 to 20 minutes to get to school
6. I usually take 20 to 30 minutes to get to school
7. I take more than 30 minutes to get to school
8. I eat school dinners
9. I eat packed lunch
10.I attend one lunchtime or after school club
Appendix F: Pictures of catering trainees Experimental condition:
Appendix G: Letter to schools
, 2016
Re: Invitation to participate in UCL research to promote positive attitudes to learning disability
We are conducting research into young people’s attitudes towards those with learning disabilities. Most schools now take strong action against bullying, and the recent Department of Education funded SEN and Disability anti-bullying campaign has developed resources to support schools in tackling bullying of children with disabilities. However, it is clear that more needs to be done to not only reduce bullying but also encourage more positive attitudes among young people towards peers and adults with learning disabilities. This study goes beyond normal school policies to investigate further how adolescents may make choices to socially include those with a learning disability. We would like to invite your school to participate in this study. The project will combine awareness raising of learning disability, with fostering of positive attitudes towards people with a learning disability using a multi-media and discussion format.
What will taking part involve?
We would like to conduct this study during one 45 minute lesson (we imagine a PSHE lesson may be most suited) with pupils in years 7 to 11. Pupils will be asked to complete several tasks during the lesson, including: anonymous short questionnaires measuring attitudes towards peers with learning disabilities, one distraction exercise answering questions about their journey to school, and a brief voting task to assess how they might respond in a real life task concerned with social interactions with people with learning disabilities. Following these short exercises, pupils will receive a brief, multimedia educational session aimed at awareness raising and encouraging positive attitudes towards individuals with (learning) disabilities. Above all this session is designed to educate, to tackle common misconceptions about learning disability, to raise empathy of common experiences of bullying and
rejection among people with learning disabilities, and to empower young people to stand up against such behavior should they witness it.
We would be very happy to answer any queries you may have and show you the materials to be used to help you decide whether or not your school should take part in this project.
If this study would be something you might be interested in participating in, please
contact us by email ( ) and we would be happy to arrange
a brief meeting to discuss the study in more detail.
Yours sincerely
Dr Katrina Scior & Richard Grove
Senior Lecturer Clinical Psychologist in Training
Clinical, Educational and Health Psychology University College London
1-19 Torrington Place London WC1E 7HB
Appendix H: Ethical approval
UCL RESEARCH ETHICS COMMITTEE ACADEMIC SERVICES
30 April 2015
Dr Katrina Scior Research Department of Clinical, Educational and Health Psychology UCL Dear Dr Scior
Notification of Ethical Approval Project ID: 6529/001: An investigation into the relationship between adolescents’ attitudes and behaviour toward people with intellectual disabilities: Do they do what they say?
Further to your satisfactory response to the committee’s comments, I am pleased to confirm in my capacity as Chair of the UCL Research Ethics Committee (REC) that your study has been approved by the UCL REC
Approval is subject to the following conditions:
1. You must seek Chair’s approval for proposed amendments to the research for which this approval has been given. Ethical approval is specific to this project and must not be treated as applicable to research of a similar nature. Each research project is reviewed separately and if there are significant changes to the research protocol you should seek confirmation of continued ethical approval by completing the ‘Amendment Approval Request Form’:
2. It is your responsibility to report to the Committee any unanticipated problems or adverse events involving risks to participants or others. Both non-serious and serious adverse events must be reported.
Reporting Non-Serious Adverse Events
For non-serious adverse events you will need to inform Helen Dougal, Ethics Committee Administrator ( ), within ten days of an adverse incident occurring and provide a full written report that should include any amendments to the participant information sheet and study protocol. The Chair or Vice-Chair of the Ethics Committee will confirm that the incident is non-serious and report to the Committee at the next meeting. The final view of the Committee will be communicated to you.
Reporting Serious Adverse Events
The Ethics Committee should be notified of all serious adverse events via the Ethics Committee Administrator immediately the incident occurs. Where the adverse incident is unexpected and serious, the Chair or Vice-Chair will decide whether the study should be terminated pending the opinion of an independent expert. The adverse event will be considered at the next Committee meeting and a decision will be made on the need to change the information leaflet and/or study protocol.
On completion of the research you must submit a brief report (a maximum of two sides of A4) of your findings/concluding comments to the Committee, which includes in particular issues relating to the ethical implications of the research.
With best wishes for the research. Yours sincerely
Professor John Foreman Chair of the UCL Research Ethics Committee
Cc: Richard Grove, Applicant Professor Peter Fonagy
Academic Service, 2 Taviton Street, University College London Gower Street London WC1E 6BT Tel: Email: http://ethics.grad.ucl.ac.uk/