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The gifted learner: how to help Educational Psychology in Practice Pub Date : 2024-03-13 Nina Robinson
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Ahead of Print, 2024)
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Investigating primary and secondary school staff views on the level of need for educational psychology services in England: “What does good look like?” Educational Psychology in Practice Pub Date : 2024-03-11 Tim Hooper, Kevin Woods, Kate Fallon, Helen Chilton, Ruth Dennis, Adrienne Sedgwick, Jo Suchy, Joe Wilson, Josh Woods
The research aimed to estimate educational psychologist (EP) service provision required to deliver a “good” level of EP service within primary and secondary schools in one local authority (LA) in E...
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Autism and criminal justice. The experience of suspects, defendants and offenders in England and Wales Educational Psychology in Practice Pub Date : 2024-02-18 John Wilkins
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Ahead of Print, 2024)
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Schema Therapy for children and adolescents (ST-CA) a practitioner’s guide Educational Psychology in Practice Pub Date : 2024-02-05 Jodie Wilkinson
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 40, No. 1, 2024)
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Understanding and Supporting Refugee Children and Young People Educational Psychology in Practice Pub Date : 2024-02-05 Louise Hill
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 40, No. 1, 2024)
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How educational psychologists use cognitive behavioural therapy interventions: a systematic literature review Educational Psychology in Practice Pub Date : 2024-02-05 Sarah Rutter, Cathy Atkinson
This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The inform...
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Using AV1 robots to support pupils with physical and emotional health needs Educational Psychology in Practice Pub Date : 2024-02-05 Matthew Fletcher, Caroline Bond, Pamela Qualter
The AV1 robotic device has a growing evidence base, both internationally and in the UK, for supporting pupils with physical/emotional health needs. The device allows pupils to access their school l...
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Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work Educational Psychology in Practice Pub Date : 2024-02-05 Mike Straker
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 40, No. 1, 2024)
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Exploring views of physical restraint in schools: pupil experiences, relationships with staff, and alternative strategies Educational Psychology in Practice Pub Date : 2024-02-05 Bethany Hodgkiss, Emma Harding
Physical restraint is a restrictive practice used in schools, but there are no up-to-date statistics concerning the frequency of its usage in England and there are concerns as to whether it is bein...
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Drama-based intervention to support social inclusion: evaluation of an approach to include students with ADHD in Algeria Educational Psychology in Practice Pub Date : 2024-02-05 Aida Layachi, Graeme Douglas, Maria Reraki
This paper explores the impact of a drama-based intervention on the social inclusion of middle school learners including some with ADHD in Algeria. The intervention included drama-based activities ...
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What do educational psychologists consider to be best practice when gaining consent across the 0 to 25 age range? Educational Psychology in Practice Pub Date : 2024-01-17 Althea Lyons, George Thomas
Educational psychologists (EPs) have a legal and ethical obligation to gain informed consent prior to any psychological involvement. As EPs work across the 0 to 25 age range, the person giving cons...
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The collaborative development of a local authority emotionally based school non-attendance (Ebsna) early identification tool Educational Psychology in Practice Pub Date : 2024-01-07 Rhonda Boaler, Caroline Bond, Louise Knox
Emotionally based school non-attendance (EBSNA) difficulties negatively impact children and young people (CYP) and their families at many levels. EBSNA is complex, often involving individual and co...
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Is personality overlooked in educational psychology? Educational experiences of secondary-school students with introverted personality styles Educational Psychology in Practice Pub Date : 2023-12-01 Eva Godfrey, George Koutsouris
The biopsychosocial model has revolutionised the way need is considered in educational psychology. However, not all facets have received equal attention, with personality factors often being overlo...
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SPIRAL: parents’ experiences of emotionally-based school non-attendance (EBSNA) informing a framework for successful reintegration Educational Psychology in Practice Pub Date : 2023-11-24 Rachel Sawyer, Nikki Collingwood
Emotionally-based school non-attendance (EBSNA) is believed to impact one to two percent of children and young people (CYP): it is understood to present as severe emotional upset at the prospect of...
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Staff and student perspectives and effects of positive behaviour support: a literature review Educational Psychology in Practice Pub Date : 2023-11-18 Fathi Abou Zaid
Positive behaviour support (PBS) has been receiving increased attention recently but has not been studied from the perspectives of staff and students in Sweden. This article presents an integrative...
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Bubble Schools and the Long Road from Lockdown – The Educational Legacy of COVID-19, Educational Psychology in Practice Pub Date : 2023-11-03 Emily Gold
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 4, 2023)
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A guide to best practice in special education, health and social care: Making the system work to meet the needs of children, young people and their families Educational Psychology in Practice Pub Date : 2023-11-03 Kathryn Morgan
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 4, 2023)
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Build resilience and heal from trauma through play. A practical guide for early childhood educators Educational Psychology in Practice Pub Date : 2023-11-03 Zoe Stephens
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 4, 2023)
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Exploring risk and protective factors in kinship family environments: a systematic literature review of the views of children in kinship care Educational Psychology in Practice Pub Date : 2023-11-03 Julia Clements, Susan Birch
Kinship care is care provided by members of a child’s extended family or friend network when they can no longer live with their parents. Kinship care is the most prevalent form of out-of-home care,...
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Square pegs inclusivity, compassion and fitting in: a guide for schools Educational Psychology in Practice Pub Date : 2023-09-11 Siobhan Gould
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 4, 2023)
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A content analysis of school anti-bullying policies in England: signs of progress Educational Psychology in Practice Pub Date : 2023-09-06 Ifraah Kidwai, Peter K Smith
Schools in England are required to have an anti-bullying policy. A revised 42-item scoring scheme was used to report a content analysis of 200 anti-bullying policies. On average, school policies ha...
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Emergent literacy: effects of a multi-tier intervention in a COVID-19 pandemic context Educational Psychology in Practice Pub Date : 2023-08-31 Joana Cruz, Helena Bilimória, Maria José Mackaaij, Sofia Marques
Emergent literacy (EL) interventions are effective at fostering foundational skills for reading and writing. During the COVID-19 pandemic schools faced several challenges to maintain these interven...
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Systemic school-based approaches for supporting students with attendance difficulties: a systematic literature review Educational Psychology in Practice Pub Date : 2023-07-25 Rhonda Boaler, Caroline Bond
Since the COVID-19 pandemic, attendance difficulties have become an increasing concern for governments and schools internationally. Given that attendance difficulties are often underpinned by psych...
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Education health and care plans (EHCPs) and statements in England: a 20 year sustainability review Educational Psychology in Practice Pub Date : 2023-07-21 Alan J Marsh
In 2003, the Department for Education in England commissioned research which supported the policy drive to reduce the reliance on statements for special educational needs (SEN). Twenty years on and...
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Exploring social justice principles within an educational psychology service Educational Psychology in Practice Pub Date : 2023-06-26 Esther K Kuria, Catherine Kelly
ABSTRACT With an increasingly diverse UK population and differences in outcomes and experiences, educational psychologists (EPs) need actively to adhere to and promote principles of equality and equity. Although there is limited engagement with social justice issues in the professional and ethical guidelines in the UK, there has been a growing body of research exploring socially just EP practice. This
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Using self-identified symptoms to reveal differential test anxiety profiles and supports: a mixed-methods study Educational Psychology in Practice Pub Date : 2023-06-25 Jerrell C. Cassady, W. Holmes Finch, Olivia D. Nicholson, Mackenzie M. Oedy
Test anxiety has a ubiquitous, and perhaps growing, presence in academic settings. The purpose of this mixed method study (N = 597) was to explore the individual learners’ experiences with test anx...
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How effective is the Parents Plus Early Years Programme in promoting positive outcomes? Educational Psychology in Practice Pub Date : 2023-06-16 Lydia Mannion
The Parents Plus Early Years (PPEY) Programme was conceptualised as an early group intervention for parents of preschool children with behavioural, emotional and developmental difficulties. This sy...
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A systemic approach to supporting motivation and behaviour in secondary classrooms during COVID: a professional development intervention using self-determination theory Educational Psychology in Practice Pub Date : 2023-06-14 Hayley Prickett, Ben Hayes
ABSTRACT This exploratory study employed mixed-methods to investigate outcomes associated with an online self-determination theory (SDT) based teacher professional development (PD) intervention, and explored teachers’ perspectives about re-engaging students following COVID-19. Participants were 33 secondary school teachers from across England and Wales. Quantitative data from a single group pre-test-post-test
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The Guide to Play Therapy Documentation and Parent Consultation Educational Psychology in Practice Pub Date : 2023-06-08 Siti Mei Syarah Amir
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 4, 2023)
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Developing teachers’ capacity to support students’ assessment experiences: An exploratory participatory action research project in collaboration with high school students Educational Psychology in Practice Pub Date : 2023-06-01 Emma Forshaw, Kevin Woods, Tee McCaldin
ABSTRACT Involving young people in the co-production of whole-school wellbeing strategies is aligned with the United Nations rights of the child and current UK legislation. This exploratory participatory action research (PAR) project aimed to facilitate teacher-student collaboration in one high school to develop whole-school practice with a focus on assessment. Training videos were co-created focusing
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The influence of educational psychology on government policy and educational practice Educational Psychology in Practice Pub Date : 2023-05-22 Jeremy Swinson
ABSTRACT This paper examines the importance of educational psychology influence on UK Government education policy and school practice between the 1930s and the present time. It focuses on: the lead up to the 1944 Education Act; the 1967 Plowden Report on primary education; the 1973 Bullock Report on literacy; the 1978 Warnock Report on special education; the 1989 Elton Report on behaviour in schools;
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Navigating Media’s Influence Through Childhood And Adolescence: A Question and Answer Guide for Professionals. Kate S Kurtin and Mary Ellen McCormick (2022). New York Educational Psychology in Practice Pub Date : 2023-05-02 Simon Worker
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 3, 2023)
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Educational psychology perspectives on supporting young autistic people: insights from experience, practice and research Educational Psychology in Practice Pub Date : 2023-05-01 Anthony Gray
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 3, 2023)
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Educational Neuroscience: The Basics Cathy Rogers and Michael S Educational Psychology in Practice Pub Date : 2023-05-01 Ruth Hewett
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 3, 2023)
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Working on the Frontline of Mental Health. A CBT Therapist’s Casebook Educational Psychology in Practice Pub Date : 2023-04-28 Antonia Cobbald
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 3, 2023)
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Exploring the challenges of transitioning to higher education for students studying away from home Educational Psychology in Practice Pub Date : 2023-04-28 Lasha Khojanashvili, Mzia Tsereteli, Mariam Bakashvili, Mehmet Aslan
ABSTRACT This paper explores and compares the challenges faced by those who study away from home during their transition to higher education with those who study closer to home. This qualitative, exploratory study was conducted with 14 students, using semi-structured interviews. Data were processed using the “Big Q approach” to thematic analysis. The findings indicate that the construct of transition
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Preparing for adulthood: educational psychologists’ reflections on using the personal skills profile Educational Psychology in Practice Pub Date : 2023-04-17 Eleanor Tomlinson, Louise Oland
ABSTRACT This study sought to establish educational psychologists’ (EPs) views on their experiences of using a personal skills profile (PSP), created to support post-16 transition. Two focus groups were held with EPs working in local authorities in the UK. Discussions focused on participants’ experiences of using the PSP with young people (YP), its value, and how it could be developed further. Audio
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Teacher collective efficacy and the management of difficult behaviour: the role of student-teacher relationships Educational Psychology in Practice Pub Date : 2023-03-30 Rebecca Dean, Simon Gibbs
ABSTRACT Pupils’ behaviour can affect teacher morale, attrition, and exclusions. Teachers’ efficacy beliefs can serve as a protective factor against stress and burnout. This study examined a possible association between teachers’ collective efficacy (CE) beliefs and exclusion rates, and whether student-teacher relationships (STRs) affected CE beliefs and teachers’ views about how they responded to
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Addressing the withdrawal of playtime: a collaborative action research project Educational Psychology in Practice Pub Date : 2023-03-30 Thomas Clements, Emma Harding
ABSTRACT Despite evidence for the importance of playtime for children, the use of the withdrawal of playtime is a sanction that is used throughout schools in the UK. In light of this, there have been recent arguments highlighting the need to explore alternatives to this sanction in order to protect opportunities for playtime. This exploratory action research study included an initial focus group and
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Neurodevelopmental Disorders in Children and Adolescents: A Guide to Evaluation and Treatment Educational Psychology in Practice Pub Date : 2023-03-27 John Wilkins
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 3, 2023)
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The neuroscience of the developing child: self-regulation for well-being and a sustainable future Educational Psychology in Practice Pub Date : 2023-03-23 Steph Nash
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 3, 2023)
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Are children and young people with additional learning needs at a systemic disadvantage regarding Welsh language opportunities? Educational Psychology in Practice Pub Date : 2023-03-19 Eleri Nia Davies
ABSTRACT This paper explores whether children and young people (CYP) with additional learning needs (ALN) are at a systemic disadvantage regarding Welsh language opportunities. Justification pertaining to why this should be on the radar of educational psychologists (EPs) in Wales is provided. Congruent with critical realism, quantitative and qualitative research is reviewed, examining micro, eco and
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“When I feel like I can make a difference, it’s amazing”: using IPA to explore primary school teachers’ experiences of children’s mental health in the United Kingdom Educational Psychology in Practice Pub Date : 2023-03-15 Emily Hattersley
ABSTRACT UK government statistics illustrate that children’s mental health problems are rising. Schools are positioned as central to identifying and responding to children’s mental health problems, and teachers are seen to play a crucial role in fostering positive relationships, developing supportive environments, and implementing targeted interventions. This exploratory research considered how primary
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How teaching happens: seminal works in teaching and teacher effectiveness and what they mean in practice Educational Psychology in Practice Pub Date : 2023-03-06 Benjamin Levy
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 2, 2023)
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A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention Educational Psychology in Practice Pub Date : 2023-03-03 Rebekah Purcell, Catherine Kelly
ABSTRACT The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils’ perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve papers met the inclusion criteria; the majority explored other key stakeholders’ views alongside pupil
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Inclusive education for the 21st century: Theory, policy and practice Educational Psychology in Practice Pub Date : 2023-03-01 Dr. Josephine Faure Walker
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 2, 2023)
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How do adolescent autistic girls construct self-concept and social identity? A discourse analysis Educational Psychology in Practice Pub Date : 2023-02-24 Rebekah Morgan
ABSTRACT A recent UK study found that 28% of autistic children were diagnosed with autism after starting secondary school, a stage where self-concept and social identity are the main developmental tasks. This study uses Foucauldian Discourse Analysis to explore the discourses ten girls with a diagnosis of autism use in their constructions of self-concept and social identity in interviews and written
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Dyslexia assessment in Amharic Educational Psychology in Practice Pub Date : 2023-02-23 Abebayehu Messele Mekonnen
ABSTRACT This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9 -12 years. Evidence of construct validity was obtained through factor analyses. Results
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Typical and atypical child and adolescent development 4: cognition, intelligence and learning Educational Psychology in Practice Pub Date : 2023-02-22 Sarah Finnegan
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 2, 2023)
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Exploring young people’s experiences of the Tree Of Life narrative intervention through participatory research Educational Psychology in Practice Pub Date : 2023-01-25 Hannah Fleming, Amelia Paton, Janet Rowley
ABSTRACT This small-scale, qualitative, participatory study explored a group of young people’s experiences of the Tree of Life narrative intervention and ways of conducting participatory research with this particular group. The research was carried out with five co-researchers (aged 12–13 years) who attend a specialist secondary school for students with autism/social communication needs and related
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User perspectives of robotic telepresence technology in schools: A systematic literature review Educational Psychology in Practice Pub Date : 2023-01-20 Matthew Fletcher, Caroline Bond, Pamela Qualter
ABSTRACT There is a growth in the use of robotic telepresence technology, allowing users to remotely access an environment, to support the inclusion/attendance of school pupils experiencing physical/emotional difficulties in the UK. Educational psychologists (EPs) are likely to encounter robotic telepresence technology due to their role in supporting pupil inclusion. Despite the Department for Education
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A role for educational psychologists: using Planning Alternative Tomorrows with Hope (PATH) and participatory action research (PAR) to develop a Relationships and Sex Education (RSE) support group with staff in a special school Educational Psychology in Practice Pub Date : 2023-01-10 Natalie Carpenter, Frances Lee, Dawn Male
ABSTRACT Relationships and Sex Education (RSE) for those with special educational needs and/or disabilities (SEND) is a complex and historically overlooked area, affected by socio-cultural factors, attitudes and beliefs. Research calls for professionals to work collaboratively, in a participatory, person-centred way, with scarce guidance to inform ways of working. This study explored and evaluated
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Literacy: a path for all Educational Psychology in Practice Pub Date : 2022-12-29 Louise Jarvis
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 1, 2023)
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How is Video Interaction Guidance (VIG) applied in education settings? A scoping review Educational Psychology in Practice Pub Date : 2022-12-27 Ciara Rogers, Caroline Bond, Catherine Kelly
ABSTRACT The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores
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Learning from supervisor experience of increased virtual supervision for educational psychologists Educational Psychology in Practice Pub Date : 2022-12-20 Melissa L Parry
ABSTRACT This research explored the experiences of supervisors of educational psychologists (EPs) and trainee EPs (TEPs), using an increase in virtual methods of supervision, first undertaken during the Covid-19 restrictions within one Local Authority (LA) in England. Eleven supervisors in different roles, with varying lengths of experience, were supervising a range of EP positions and contributed
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The effects of mobile phone use on students’ emotional-behavioural functioning, and academic and social competencies Educational Psychology in Practice Pub Date : 2022-12-01 Hossein Eskandari, Mohammad Reza Vahdani Asadi, Rouhollah Khodabandelou
ABSTRACT This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the Covid-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was used to assess parental perception of the
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The role of academic and professional tutors in supporting trainee educational psychologist wellbeing Educational Psychology in Practice Pub Date : 2022-11-23 Will Shield
ABSTRACT The wellbeing of doctoral students is an area that is well researched; however, no research has yet explored which factors of doctoral training have most impact upon trainee educational psychologist (TEP) wellbeing. TEPs across England and Wales completed a questionnaire to explore their doctoral wellbeing. Six themes were generated from a reflexive thematic analysis in relation to how academic
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Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists Educational Psychology in Practice Pub Date : 2022-11-22 Janet Rowley, Pandora Giles, Amy Hammond, Amal Hussein, Michelle Oakey, Sherly O'hara, Jessica Williams, Katie Wood
ABSTRACT A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee educational psychologists on their experiences
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A cultural historical activity theory analysis of educational psychologists’ statutory assessment process post- 2014 children and families act Educational Psychology in Practice Pub Date : 2022-10-25 Zoe Capper, Colette Soan
ABSTRACT The activity of educational psychologists’ (EPs’) statutory psychological assessment continues to be viewed critically within literature. The current research explores the understanding of EPs and special educational needs and disability (SEND) officers in this activity, considering the 2014/2015 policy reforms. Semi-structured interviews were conducted in a single Local Authority (LA) using
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Teenage School Difficulties: How to help Educational Psychology in Practice Pub Date : 2022-10-12 Frank Pearson
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Vol. 39, No. 1, 2023)