Pub Date : 2023-06-01DOI: 10.1080/02667363.2023.2217349
Emma Forshaw, K. 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 on students’ assessment experiences and ways to improve wellbeing and performance. Reflexive thematic analysis of the data identified key facilitators and challenges to the PAR process, alongside insights into students’ assessment experiences. The paper concludes that PAR has the potential to empower young people and open channels of communication between students and teachers. Implications for educational psychology (EP) practice and future research are discussed.
{"title":"Developing teachers’ capacity to support students’ assessment experiences: An exploratory participatory action research project in collaboration with high school students","authors":"Emma Forshaw, K. Woods, Tee McCaldin","doi":"10.1080/02667363.2023.2217349","DOIUrl":"https://doi.org/10.1080/02667363.2023.2217349","url":null,"abstract":"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 on students’ assessment experiences and ways to improve wellbeing and performance. Reflexive thematic analysis of the data identified key facilitators and challenges to the PAR process, alongside insights into students’ assessment experiences. The paper concludes that PAR has the potential to empower young people and open channels of communication between students and teachers. Implications for educational psychology (EP) practice and future research are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"345 - 363"},"PeriodicalIF":0.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45817686","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 : 2023-05-22DOI: 10.1080/02667363.2023.2210279
J. 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; Every Child Matters, 2003; and on the 2007 Social and Emotional Aspects of Learning (SEAL). The paper considers the extent that research by educational psychologists may have influenced both the decisions of Governments but also school practice. It concludes that, despite the small size of the profession, EPs’ influence has been considerable.
{"title":"The influence of educational psychology on government policy and educational practice","authors":"J. Swinson","doi":"10.1080/02667363.2023.2210279","DOIUrl":"https://doi.org/10.1080/02667363.2023.2210279","url":null,"abstract":"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; Every Child Matters, 2003; and on the 2007 Social and Emotional Aspects of Learning (SEAL). The paper considers the extent that research by educational psychologists may have influenced both the decisions of Governments but also school practice. It concludes that, despite the small size of the profession, EPs’ influence has been considerable.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"331 - 344"},"PeriodicalIF":0.8,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44532821","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 : 2023-05-02DOI: 10.1080/02667363.2023.2206254
Simon Worker
The growth in the influence and presence of media and digital immersion has become an omni-present aspect of childhood and adolescence. This has perhaps been exacerbated by the impact of the recent pandemic and adjustments of the post-pandemic way of life. Therefore, this book is of the moment in terms of its relevance to considering childhood developmental issues. The text provides an exploration of the impact of media set against childhood development and the challenges faced in providing a safe environment for children, young people and those seeking to help them navigate growing up in the digital world. The book is organised into clear chapters exploring a specific area of media and digital concern. The chapters are organised using a developmental perspective and explore the issues facing young people and how the digital world is influential in shaping behaviours and as a source of influence on developmental schema. It explores relevant research and evidence to aspects of the digital world. Alongside this, the authors present a series of questions relevant to the topic that they seek to answer within the context of the research and childhood development. The book covers topics such as childhood media environments and current guidelines on digital media; growing up and learning in the digital age. These more broad issues are accompanied by relevant topics such as video games and internet safety. In addition, the book examines childhood and adolescent wellbeing with chapters on body image; disordered eating; gender identity and sexuality; pornography; risk taking behaviours and attitudes to drugs, alcohol and sex. The book aims to provide practitioners with a supportive source of information to assist in answering concerns parents and teachers may have around digital and media exposure on childhood development, consider what is “normal” and decide what to be concerned about. In this goal, the authors are
{"title":"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","authors":"Simon Worker","doi":"10.1080/02667363.2023.2206254","DOIUrl":"https://doi.org/10.1080/02667363.2023.2206254","url":null,"abstract":"The growth in the influence and presence of media and digital immersion has become an omni-present aspect of childhood and adolescence. This has perhaps been exacerbated by the impact of the recent pandemic and adjustments of the post-pandemic way of life. Therefore, this book is of the moment in terms of its relevance to considering childhood developmental issues. The text provides an exploration of the impact of media set against childhood development and the challenges faced in providing a safe environment for children, young people and those seeking to help them navigate growing up in the digital world. The book is organised into clear chapters exploring a specific area of media and digital concern. The chapters are organised using a developmental perspective and explore the issues facing young people and how the digital world is influential in shaping behaviours and as a source of influence on developmental schema. It explores relevant research and evidence to aspects of the digital world. Alongside this, the authors present a series of questions relevant to the topic that they seek to answer within the context of the research and childhood development. The book covers topics such as childhood media environments and current guidelines on digital media; growing up and learning in the digital age. These more broad issues are accompanied by relevant topics such as video games and internet safety. In addition, the book examines childhood and adolescent wellbeing with chapters on body image; disordered eating; gender identity and sexuality; pornography; risk taking behaviours and attitudes to drugs, alcohol and sex. The book aims to provide practitioners with a supportive source of information to assist in answering concerns parents and teachers may have around digital and media exposure on childhood development, consider what is “normal” and decide what to be concerned about. In this goal, the authors are","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"386 - 387"},"PeriodicalIF":0.8,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44280070","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 : 2023-05-01DOI: 10.1080/02667363.2023.2206253
Ruth Hewett
The growth in the influence and presence of media and digital immersion has become an omni-present aspect of childhood and adolescence. This has perhaps been exacerbated by the impact of the recent pandemic and adjustments of the post-pandemic way of life. Therefore, this book is of the moment in terms of its relevance to considering childhood developmental issues. The text provides an exploration of the impact of media set against childhood development and the challenges faced in providing a safe environment for children, young people and those seeking to help them navigate growing up in the digital world. The book is organised into clear chapters exploring a specific area of media and digital concern. The chapters are organised using a developmental perspective and explore the issues facing young people and how the digital world is influential in shaping behaviours and as a source of influence on developmental schema. It explores relevant research and evidence to aspects of the digital world. Alongside this, the authors present a series of questions relevant to the topic that they seek to answer within the context of the research and childhood development. The book covers topics such as childhood media environments and current guidelines on digital media; growing up and learning in the digital age. These more broad issues are accompanied by relevant topics such as video games and internet safety. In addition, the book examines childhood and adolescent wellbeing with chapters on body image; disordered eating; gender identity and sexuality; pornography; risk taking behaviours and attitudes to drugs, alcohol and sex. The book aims to provide practitioners with a supportive source of information to assist in answering concerns parents and teachers may have around digital and media exposure on childhood development, consider what is “normal” and decide what to be concerned about. In this goal, the authors are
{"title":"Educational Neuroscience: The Basics Cathy Rogers and Michael S","authors":"Ruth Hewett","doi":"10.1080/02667363.2023.2206253","DOIUrl":"https://doi.org/10.1080/02667363.2023.2206253","url":null,"abstract":"The growth in the influence and presence of media and digital immersion has become an omni-present aspect of childhood and adolescence. This has perhaps been exacerbated by the impact of the recent pandemic and adjustments of the post-pandemic way of life. Therefore, this book is of the moment in terms of its relevance to considering childhood developmental issues. The text provides an exploration of the impact of media set against childhood development and the challenges faced in providing a safe environment for children, young people and those seeking to help them navigate growing up in the digital world. The book is organised into clear chapters exploring a specific area of media and digital concern. The chapters are organised using a developmental perspective and explore the issues facing young people and how the digital world is influential in shaping behaviours and as a source of influence on developmental schema. It explores relevant research and evidence to aspects of the digital world. Alongside this, the authors present a series of questions relevant to the topic that they seek to answer within the context of the research and childhood development. The book covers topics such as childhood media environments and current guidelines on digital media; growing up and learning in the digital age. These more broad issues are accompanied by relevant topics such as video games and internet safety. In addition, the book examines childhood and adolescent wellbeing with chapters on body image; disordered eating; gender identity and sexuality; pornography; risk taking behaviours and attitudes to drugs, alcohol and sex. The book aims to provide practitioners with a supportive source of information to assist in answering concerns parents and teachers may have around digital and media exposure on childhood development, consider what is “normal” and decide what to be concerned about. In this goal, the authors are","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"385 - 386"},"PeriodicalIF":0.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984520","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 : 2023-05-01DOI: 10.1080/02667363.2023.2207913
A. Gray
the impact
影响
{"title":"Educational psychology perspectives on supporting young autistic people: insights from experience, practice and research","authors":"A. Gray","doi":"10.1080/02667363.2023.2207913","DOIUrl":"https://doi.org/10.1080/02667363.2023.2207913","url":null,"abstract":"the impact","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"387 - 388"},"PeriodicalIF":0.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46796790","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 : 2023-04-28DOI: 10.1080/02667363.2023.2208343
Lasha Khojanashvili, M. 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 to higher education differs between students who study away from home and those who are local. In the case of studying away from home, in contrast to students with no such experience, the construct of the transition includes a psychosocial component. The current model of transition to HE comprises cognitive, communicative, self-regulation, and psychosocial components. The current conceptual framework aligns with a theoretical perspective which emphasises a nonlinear, iterative, and recursive conceptualisation of the transition process. Implications for practice are discussed.
{"title":"Exploring the challenges of transitioning to higher education for students studying away from home","authors":"Lasha Khojanashvili, M. Tsereteli, Mariam Bakashvili, Mehmet Aslan","doi":"10.1080/02667363.2023.2208343","DOIUrl":"https://doi.org/10.1080/02667363.2023.2208343","url":null,"abstract":"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 to higher education differs between students who study away from home and those who are local. In the case of studying away from home, in contrast to students with no such experience, the construct of the transition includes a psychosocial component. The current model of transition to HE comprises cognitive, communicative, self-regulation, and psychosocial components. The current conceptual framework aligns with a theoretical perspective which emphasises a nonlinear, iterative, and recursive conceptualisation of the transition process. Implications for practice are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"309 - 330"},"PeriodicalIF":0.8,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451381","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 : 2023-04-28DOI: 10.1080/02667363.2023.2206252
A. Cobbald
This collection of case studies is written by a CBT therapist working in the NHS and in private practice. The book’s stated aims are to shed light on the role of CBT therapists, celebrate their commitment and compassion, and illustrate the transformative potential of CBT. The book seeks to meet its aims through presenting seven case studies, each of which is focused on a specific disorder including post-traumatic stress disorder (PTSD), depression, generalised anxiety disorder (GAD), obsessive compulsive disorder (OCD), social phobia, panic disorder and vomit and soiling phobia. Each chapter covers the client’s presenting needs and their progress through therapy.
{"title":"Working on the Frontline of Mental Health. A CBT Therapist’s Casebook","authors":"A. Cobbald","doi":"10.1080/02667363.2023.2206252","DOIUrl":"https://doi.org/10.1080/02667363.2023.2206252","url":null,"abstract":"This collection of case studies is written by a CBT therapist working in the NHS and in private practice. The book’s stated aims are to shed light on the role of CBT therapists, celebrate their commitment and compassion, and illustrate the transformative potential of CBT. The book seeks to meet its aims through presenting seven case studies, each of which is focused on a specific disorder including post-traumatic stress disorder (PTSD), depression, generalised anxiety disorder (GAD), obsessive compulsive disorder (OCD), social phobia, panic disorder and vomit and soiling phobia. Each chapter covers the client’s presenting needs and their progress through therapy.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"384 - 384"},"PeriodicalIF":0.8,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46948907","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 : 2023-04-17DOI: 10.1080/02667363.2023.2200921
E. 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 recordings were transcribed, anonymised and thematically analysed. Findings indicated that EPs found that the PSP elicited useful information to support discussions around preparation for adulthood. Key themes relate to the ease of use by EPs and effectiveness and efficiency in regard to information gathering. The tool was deemed to be accessible to YP. Findings are discussed with specific focus on the EP role in relation to supporting preparation for adulthood as outlined in the Special Educational Needs and Disabilities Code of Practice (SEND CoP). Future directions for research are explored.
{"title":"Preparing for adulthood: educational psychologists’ reflections on using the personal skills profile","authors":"E. Tomlinson, Louise Oland","doi":"10.1080/02667363.2023.2200921","DOIUrl":"https://doi.org/10.1080/02667363.2023.2200921","url":null,"abstract":"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 recordings were transcribed, anonymised and thematically analysed. Findings indicated that EPs found that the PSP elicited useful information to support discussions around preparation for adulthood. Key themes relate to the ease of use by EPs and effectiveness and efficiency in regard to information gathering. The tool was deemed to be accessible to YP. Findings are discussed with specific focus on the EP role in relation to supporting preparation for adulthood as outlined in the Special Educational Needs and Disabilities Code of Practice (SEND CoP). Future directions for research are explored.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"294 - 308"},"PeriodicalIF":0.8,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49007056","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 : 2023-03-30DOI: 10.1080/02667363.2023.2196713
Rebecca Dean, S. 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 difficult behaviour. A mixed methods design was utilised with four secondary schools in one UK local authority. A questionnaire ascertained CE beliefs. Subsequently, semi-structured interviews with ten teachers, with high and low CE, were conducted. A significant association was found between CE and the rate of fixed term exclusions. Interview data revealed four broad themes: The “Quality of Relationships”; the effects on “Efficacy Beliefs”; less “Reliance on Disciplinary Approaches” and having “Greater Tolerance”. Positive STRs enable teachers to provide an environment in which behaviours are more respectful, reducing the need for disciplinary approaches, such as exclusion.
{"title":"Teacher collective efficacy and the management of difficult behaviour: the role of student-teacher relationships","authors":"Rebecca Dean, S. Gibbs","doi":"10.1080/02667363.2023.2196713","DOIUrl":"https://doi.org/10.1080/02667363.2023.2196713","url":null,"abstract":"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 difficult behaviour. A mixed methods design was utilised with four secondary schools in one UK local authority. A questionnaire ascertained CE beliefs. Subsequently, semi-structured interviews with ten teachers, with high and low CE, were conducted. A significant association was found between CE and the rate of fixed term exclusions. Interview data revealed four broad themes: The “Quality of Relationships”; the effects on “Efficacy Beliefs”; less “Reliance on Disciplinary Approaches” and having “Greater Tolerance”. Positive STRs enable teachers to provide an environment in which behaviours are more respectful, reducing the need for disciplinary approaches, such as exclusion.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"273 - 293"},"PeriodicalIF":0.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45099463","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 : 2023-03-30DOI: 10.1080/02667363.2023.2194610
T. Clements, E. 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 multiple psychological consultations with teachers in a single setting to collaboratively explore and review potential alternatives. Findings include teachers wanting to address behaviours that often result in the withdrawal of playtime, and strategies to address these were co-constructed and implemented. Other findings included contextual barriers to stopping the use of withdrawing playtime, such as curriculum constraints, as well as facilitative aspects to stopping the withdrawal of playtime. Further implications for EP and school practice and research, as well as limitations, are discussed.
{"title":"Addressing the withdrawal of playtime: a collaborative action research project","authors":"T. Clements, E. Harding","doi":"10.1080/02667363.2023.2194610","DOIUrl":"https://doi.org/10.1080/02667363.2023.2194610","url":null,"abstract":"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 multiple psychological consultations with teachers in a single setting to collaboratively explore and review potential alternatives. Findings include teachers wanting to address behaviours that often result in the withdrawal of playtime, and strategies to address these were co-constructed and implemented. Other findings included contextual barriers to stopping the use of withdrawing playtime, such as curriculum constraints, as well as facilitative aspects to stopping the withdrawal of playtime. Further implications for EP and school practice and research, as well as limitations, are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"257 - 272"},"PeriodicalIF":0.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44471578","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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