Pub Date : 2024-01-11DOI: 10.1080/02667363.2024.2301862
Jodie Wilkinson
Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Ahead of Print, 2024)
发表于《实践中的教育心理学：教育心理学的理论、研究与实践》（2024 年提前出版）
{"title":"Schema Therapy for children and adolescents (ST-CA) a practitioner’s guide","authors":"Jodie Wilkinson","doi":"10.1080/02667363.2024.2301862","DOIUrl":"https://doi.org/10.1080/02667363.2024.2301862","url":null,"abstract":"Published in Educational Psychology in Practice: theory, research and practice in educational psychology (Ahead of Print, 2024)","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139462372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-07DOI: 10.1080/02667363.2023.2300027
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...
{"title":"The collaborative development of a local authority emotionally based school non-attendance (Ebsna) early identification tool","authors":"Rhonda Boaler, Caroline Bond, Louise Knox","doi":"10.1080/02667363.2023.2300027","DOIUrl":"https://doi.org/10.1080/02667363.2023.2300027","url":null,"abstract":"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...","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139398281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1080/02667363.2023.2287524
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...
{"title":"Is personality overlooked in educational psychology? Educational experiences of secondary-school students with introverted personality styles","authors":"Eva Godfrey, George Koutsouris","doi":"10.1080/02667363.2023.2287524","DOIUrl":"https://doi.org/10.1080/02667363.2023.2287524","url":null,"abstract":"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...","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1080/02667363.2023.2285457
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...
{"title":"SPIRAL: parents’ experiences of emotionally-based school non-attendance (EBSNA) informing a framework for successful reintegration","authors":"Rachel Sawyer, Nikki Collingwood","doi":"10.1080/02667363.2023.2285457","DOIUrl":"https://doi.org/10.1080/02667363.2023.2285457","url":null,"abstract":"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...","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-18DOI: 10.1080/02667363.2023.2282458
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...
{"title":"Staff and student perspectives and effects of positive behaviour support: a literature review","authors":"Fathi Abou Zaid","doi":"10.1080/02667363.2023.2282458","DOIUrl":"https://doi.org/10.1080/02667363.2023.2282458","url":null,"abstract":"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...","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-13DOI: 10.1080/02667363.2023.2278850
Louise Hill
"Understanding and Supporting Refugee Children and Young People." Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2
“理解和支持难民儿童和青少年。”《实践中的教育心理学》，第1-2页
{"title":"Understanding and Supporting Refugee Children and Young People <b>Understanding and Supporting Refugee Children and Young People</b> , by Tina Rae, Routledge, Abingdon, Oxon, 2023, 160 52 pp., £22.99 (paperback) ISBN 9781032405568 Hardback £120, £120 (hardback) ISBN 9781032405568, £20.69 (eBook) ISBN 9781003353607","authors":"Louise Hill","doi":"10.1080/02667363.2023.2278850","DOIUrl":"https://doi.org/10.1080/02667363.2023.2278850","url":null,"abstract":"\"Understanding and Supporting Refugee Children and Young People.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1080/02667363.2023.2274028
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 information available on the intervention design and delivery was benchmarked against Fuggle et al.‘s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.
{"title":"How educational psychologists use cognitive behavioural therapy interventions: a systematic literature review","authors":"Sarah Rutter, Cathy Atkinson","doi":"10.1080/02667363.2023.2274028","DOIUrl":"https://doi.org/10.1080/02667363.2023.2274028","url":null,"abstract":"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 information available on the intervention design and delivery was benchmarked against Fuggle et al.‘s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/02667363.2023.2269082
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 lessons remotely through telepresence technology. Previous papers have highlighted the growing relevance to the education field, although, to date, there is no published UK academic research. In consideration of this, the purpose of the present paper was to explore the views of school staff who have trialled the AV1 device in the UK. Semi-structured interviews were held with 10 staff members from different school settings before data were analysed thematically. Key themes related to potential for impact, opportunities/challenges, and wider socio-economic considerations. Implications are considered in relation to (1) future research and professional practice, and (2) the introduction of a proposed implementation framework to support practitioners when trialling the AV1.
{"title":"Using AV1 robots to support pupils with physical and emotional health needs","authors":"Matthew Fletcher, Caroline Bond, Pamela Qualter","doi":"10.1080/02667363.2023.2269082","DOIUrl":"https://doi.org/10.1080/02667363.2023.2269082","url":null,"abstract":"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 lessons remotely through telepresence technology. Previous papers have highlighted the growing relevance to the education field, although, to date, there is no published UK academic research. In consideration of this, the purpose of the present paper was to explore the views of school staff who have trialled the AV1 device in the UK. Semi-structured interviews were held with 10 staff members from different school settings before data were analysed thematically. Key themes related to potential for impact, opportunities/challenges, and wider socio-economic considerations. Implications are considered in relation to (1) future research and professional practice, and (2) the introduction of a proposed implementation framework to support practitioners when trialling the AV1.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135823682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-15DOI: 10.1080/02667363.2023.2270738
Mike Straker
"Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work." Educational Psychology in Practice, ahead-of-print(ahead-of-print), p. 1
应用专业监督的治疗功能:关注人类服务工作的情绪影响《实践中的教育心理学》，第1页
{"title":"Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work <b>Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work</b> by Nicki Weld, Oxon, Routledge, 158, 2023, pp., £29.99 Paperback: ISBN :9781032416366£120 Hardback: ISBN:9781032416373£23.99 EBook, ISBN:9781003359036","authors":"Mike Straker","doi":"10.1080/02667363.2023.2270738","DOIUrl":"https://doi.org/10.1080/02667363.2023.2270738","url":null,"abstract":"\"Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), p. 1","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/02667363.2023.2260136
Zoe Stephens
"Build resilience and heal from trauma through play. A practical guide for early childhood educators." Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2
“通过玩耍建立韧性，治愈创伤。幼儿教育工作者的实用指南。”《实践中的教育心理学》，第1-2页
{"title":"Build resilience and heal from trauma through play. A practical guide for early childhood educators <b>Build resilience and heal from trauma through play. A practical guide for early childhood educators</b> , By Julie Nicholson, and Julie Kurtz, An Eye on Education book by Routledge, New York and London, 2023, 220 pp., £120 (Hardback), £26.99 (paperback), £24.29 (eBook), ISBN 978-1032352619 and ISBN 9781003326113","authors":"Zoe Stephens","doi":"10.1080/02667363.2023.2260136","DOIUrl":"https://doi.org/10.1080/02667363.2023.2260136","url":null,"abstract":"\"Build resilience and heal from trauma through play. A practical guide for early childhood educators.\" Educational Psychology in Practice, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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