Pub Date : 2023-06-26DOI: 10.1080/02667363.2023.2226857
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 small scale exploratory research aimed to add to the UK literature by investigating how social justice principles can be developed within one educational psychology service (EPS). Findings indicate that social justice is defined as a cyclical process. A model has been produced to conceptualise social justice in EP practice which illustrates the importance of understanding how it is defined, and how this impacts EP work with clients and the EP team. Safe spaces and supportive leadership are highlighted as key to enabling reflection; and relationships and sharing information to promote systems-level change are highlighted. Limitations of the research and implications for practice are considered.
{"title":"Exploring social justice principles within an educational psychology service","authors":"Esther K Kuria, Catherine Kelly","doi":"10.1080/02667363.2023.2226857","DOIUrl":"https://doi.org/10.1080/02667363.2023.2226857","url":null,"abstract":"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 small scale exploratory research aimed to add to the UK literature by investigating how social justice principles can be developed within one educational psychology service (EPS). Findings indicate that social justice is defined as a cyclical process. A model has been produced to conceptualise social justice in EP practice which illustrates the importance of understanding how it is defined, and how this impacts EP work with clients and the EP team. Safe spaces and supportive leadership are highlighted as key to enabling reflection; and relationships and sharing information to promote systems-level change are highlighted. Limitations of the research and implications for practice are considered.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43350113","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 : 2023-06-25DOI: 10.1080/02667363.2023.2228195
J. Cassady, W. H. Finch, Olivia D. Nicholson, Mackenzie M. Oedy
ABSTRACT 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 anxiety by asking them to respond to an open prompt to explain how test anxiety impacts their academic lives. The results of open qualitative coding revealed 14 unique categories nested within five broad themes of reported manifestation or impact. Classification analyses revealed five discernable groups of respondents based on those codes, which were subsequently examined for group differences on established constructs related to test anxiety (personality characteristics, academic self-handicapping, uncertainty intolerance). The results confirmed that open ended responses from students aligned with established theoretical models of test anxiety, and that simplified self-reporting of the test anxiety experience may provide useful guidance in practical settings to activate supports for learners. Using these broad categories of test anxious response, recommendations for potential individually-specific supports to mitigate these inductively-identified categories of test anxiety are discussed.
{"title":"Using self-identified symptoms to reveal differential test anxiety profiles and supports: a mixed-methods study","authors":"J. Cassady, W. H. Finch, Olivia D. Nicholson, Mackenzie M. Oedy","doi":"10.1080/02667363.2023.2228195","DOIUrl":"https://doi.org/10.1080/02667363.2023.2228195","url":null,"abstract":"ABSTRACT 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 anxiety by asking them to respond to an open prompt to explain how test anxiety impacts their academic lives. The results of open qualitative coding revealed 14 unique categories nested within five broad themes of reported manifestation or impact. Classification analyses revealed five discernable groups of respondents based on those codes, which were subsequently examined for group differences on established constructs related to test anxiety (personality characteristics, academic self-handicapping, uncertainty intolerance). The results confirmed that open ended responses from students aligned with established theoretical models of test anxiety, and that simplified self-reporting of the test anxiety experience may provide useful guidance in practical settings to activate supports for learners. Using these broad categories of test anxious response, recommendations for potential individually-specific supports to mitigate these inductively-identified categories of test anxiety are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43802338","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 : 2023-06-16DOI: 10.1080/02667363.2023.2222580
Lydia Mannion
ABSTRACT 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 systematic review sought to examine and critically evaluate the existing literature in which the PPEY Programme has been implemented. A number of inclusion and exclusion criteria were employed while selecting studies for the current review, which focused on peer-reviewed articles published after 2005 in the English language. Participants included were parents of children aged between 0 and 7 years, in order to consider the impact of PPEY on parents and young children specifically. A total of five studies were included within the current review. The results indicated that the PPEY Programme effectively promoted a range of positive parental and child outcomes. Based on these findings, a number of implications for practice within the field of educational psychology are presented.
{"title":"How effective is the Parents Plus Early Years Programme in promoting positive outcomes?","authors":"Lydia Mannion","doi":"10.1080/02667363.2023.2222580","DOIUrl":"https://doi.org/10.1080/02667363.2023.2222580","url":null,"abstract":"ABSTRACT 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 systematic review sought to examine and critically evaluate the existing literature in which the PPEY Programme has been implemented. A number of inclusion and exclusion criteria were employed while selecting studies for the current review, which focused on peer-reviewed articles published after 2005 in the English language. Participants included were parents of children aged between 0 and 7 years, in order to consider the impact of PPEY on parents and young children specifically. A total of five studies were included within the current review. The results indicated that the PPEY Programme effectively promoted a range of positive parental and child outcomes. Based on these findings, a number of implications for practice within the field of educational psychology are presented.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47932008","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 : 2023-06-14DOI: 10.1080/02667363.2023.2221023
Hayley Prickett, B. 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 design were analysed, and a range of teacher outcomes were analysed through paired (dependent) sample t-tests. Qualitative data from teachers’ written responses were analysed using framework analysis (FA). Quantitative findings indicated significant increases in teachers’ self-efficacy, and personal responsibility, and moderate teacher control beliefs, and significant reductions in teachers’ negative beliefs about student misbehaviour, and high teacher control beliefs. The overarching themes within the framework included a priori generated themes of autonomy, relatedness, and competence, as well as an emergent theme highlighting the importance of prioritising psychological needs. The combined findings have important implications for practice and suggest the need for approaches that put the psychological needs of students first. Further research is suggested to expand the evidence base, and to address the limitations of the current research.
{"title":"A systemic approach to supporting motivation and behaviour in secondary classrooms during COVID: a professional development intervention using self-determination theory","authors":"Hayley Prickett, B. Hayes","doi":"10.1080/02667363.2023.2221023","DOIUrl":"https://doi.org/10.1080/02667363.2023.2221023","url":null,"abstract":"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 design were analysed, and a range of teacher outcomes were analysed through paired (dependent) sample t-tests. Qualitative data from teachers’ written responses were analysed using framework analysis (FA). Quantitative findings indicated significant increases in teachers’ self-efficacy, and personal responsibility, and moderate teacher control beliefs, and significant reductions in teachers’ negative beliefs about student misbehaviour, and high teacher control beliefs. The overarching themes within the framework included a priori generated themes of autonomy, relatedness, and competence, as well as an emergent theme highlighting the importance of prioritising psychological needs. The combined findings have important implications for practice and suggest the need for approaches that put the psychological needs of students first. Further research is suggested to expand the evidence base, and to address the limitations of the current research.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45792673","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 : 2023-06-08DOI: 10.1080/02667363.2023.2222562
Siti Mei Syarah Amir
Creating thorough documentation and conducting effective parental consultations in the context of play therapy can be challenging for practitioners and play therapists. However, this book provides invaluable assistance by offering practical, clear, and comprehensive guidance for implementation. The authors, a US university professor and associate professor respectively, are highly esteemed authorities in the field of play therapy, both serving as professional counsellor supervisors and registered play therapists, with combined extensive experience in scholarly writing, clinical supervision and contributing to the global discourse on both play and sand tray therapy. The book, designed to support practitioners and play therapists enhance their effectiveness and efficiency during play therapy sessions, particularly in documenting notes and engaging in parental consultations, is not only practical but also theoretical. It encompasses easy-to-use practices rooted in comprehensive play therapy theories, such as psychodynamic, cognitive-behavioural therapy, humanistic, postmodern, and systemic approaches (p.5). This book therefore benefits from the authors’ extensive expertise, offering a blend of practicality and theoretical foundation, presenting user-friendly techniques grounded in a comprehensive theory. Divided into two parts, comprising a total of twelve chapters, the first part is dedicated to the essential topics of documentation and parental consultation. The authors effectively present well-defined intervention/treatment plans, useful templates, and detailed step-by-step guidance for documenting notes and conducting consultations with parents, culminating in the termination phase. In the second part, the authors offer insightful perspectives and real-life case examples that assist readers in anticipating potential challenges and addressing issues relevant to parental involvement. Each chapter is meticulously organised; logically, systematically, and comprehensively, ensuring a coherent flow of information. Thought-provoking conclusions are provided at the end of each chapter, while the inclusion of visual aids, such as graphs and images, serves to enhance the reader’s grasp of the book’s
{"title":"The Guide to Play Therapy Documentation and Parent Consultation","authors":"Siti Mei Syarah Amir","doi":"10.1080/02667363.2023.2222562","DOIUrl":"https://doi.org/10.1080/02667363.2023.2222562","url":null,"abstract":"Creating thorough documentation and conducting effective parental consultations in the context of play therapy can be challenging for practitioners and play therapists. However, this book provides invaluable assistance by offering practical, clear, and comprehensive guidance for implementation. The authors, a US university professor and associate professor respectively, are highly esteemed authorities in the field of play therapy, both serving as professional counsellor supervisors and registered play therapists, with combined extensive experience in scholarly writing, clinical supervision and contributing to the global discourse on both play and sand tray therapy. The book, designed to support practitioners and play therapists enhance their effectiveness and efficiency during play therapy sessions, particularly in documenting notes and engaging in parental consultations, is not only practical but also theoretical. It encompasses easy-to-use practices rooted in comprehensive play therapy theories, such as psychodynamic, cognitive-behavioural therapy, humanistic, postmodern, and systemic approaches (p.5). This book therefore benefits from the authors’ extensive expertise, offering a blend of practicality and theoretical foundation, presenting user-friendly techniques grounded in a comprehensive theory. Divided into two parts, comprising a total of twelve chapters, the first part is dedicated to the essential topics of documentation and parental consultation. The authors effectively present well-defined intervention/treatment plans, useful templates, and detailed step-by-step guidance for documenting notes and conducting consultations with parents, culminating in the termination phase. In the second part, the authors offer insightful perspectives and real-life case examples that assist readers in anticipating potential challenges and addressing issues relevant to parental involvement. Each chapter is meticulously organised; logically, systematically, and comprehensively, ensuring a coherent flow of information. Thought-provoking conclusions are provided at the end of each chapter, while the inclusion of visual aids, such as graphs and images, serves to enhance the reader’s grasp of the book’s","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44368559","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 : 2023-06-01DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：