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Typical and atypical child and adolescent development 4: cognition, intelligence and learning 典型和非典型儿童和青少年发展4:认知、智力和学习
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-02-22 DOI: 10.1080/02667363.2023.2181567
Sarah Finnegan
pelling and very readable; there are also practical and well-evidenced approaches to improve inclusive practice at a systemic level. The book is particularly recommended to support educational psychology services and SENDCos looking to develop guidance on quality first teaching, differentiation, and partnership working with schools, parents, and children and young people. Recommended for: Educational psychologists, teachers and education managers Style: Practical; theoretical
成片且可读性强;在系统层面上,也有切实可行且证据确凿的方法来改进包容性做法。特别推荐这本书支持教育心理学服务和SENDCos,他们希望制定关于质量优先教学、差异化以及与学校、家长、儿童和年轻人合作的指导。推荐对象:教育心理学家、教师和教育管理者风格:实用;理论的
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引用次数: 0
Exploring young people’s experiences of the Tree Of Life narrative intervention through participatory research 通过参与式研究探索年轻人对生命之树叙事干预的体验
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-25 DOI: 10.1080/02667363.2023.2167810
Hannah Fleming, Amelia Paton, J. 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 social, emotional and mental health needs. Visual approaches were used to answer the research question: “What did we think of the Tree of Life group?” The data were analysed using an adaptation of thematic analysis and the findings included the following themes: friendship, knowledge, fun, and self-expression. The findings suggest implications for educational psychologists regarding the usefulness of the Tree of Life approach to improve friendships, group cohesion and foster self-reflection. The research also has implications for EPs as practitioner researchers in supporting the use of participatory approaches to promote the autonomy of young people.
摘要:这项小规模、定性、参与性研究探讨了一组年轻人对生命之树叙事干预的体验,以及与这一特定群体进行参与性研究的方式。这项研究由五名合作研究人员(年龄在12-13岁 年)就读于一所专门为有自闭症/社会沟通需求以及相关社会、情感和心理健康需求的学生开设的中学。视觉方法被用来回答研究问题:“我们对生命之树小组有什么看法?”使用主题分析的改编方法对数据进行了分析,结果包括以下主题:友谊、知识、乐趣和自我表达。研究结果对教育心理学家提出了生命之树方法在改善友谊、群体凝聚力和培养自我反思方面的有用性的启示。这项研究还对EP作为从业者研究人员支持使用参与式方法来促进年轻人的自主性产生了影响。
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引用次数: 0
User perspectives of robotic telepresence technology in schools: A systematic literature review 学校机器人远程呈现技术的用户视角:系统的文献综述
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-20 DOI: 10.1080/02667363.2022.2155932
Matthew Fletcher, C. Bond, P. 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 exploring this technology as a form of alternative provision, there is a lack of research exploring perceptions around robotic telepresence technology. The current review explores perspectives of users. Database searches were conducted between July 2021 and September 2021, identifying studies published within the last ten years. Eleven papers met the inclusion criteria. The review identified four inductive themes: potential for robotic telepresence technology to promote inclusion; potential for robotic telepresence technology to facilitate engagement; technical design factors influencing utility; and acceptability of robotic telepresence technology to users. Findings are discussed alongside implications for educational psychologists/future research.
摘要在英国,机器人远程呈现技术的使用越来越多,它允许用户远程访问环境,以支持有身体/情绪困难的学生融入/出勤。教育心理学家(EP)可能会遇到机器人远程呈现技术,因为他们在支持学生融入方面发挥了作用。尽管教育部正在探索这项技术作为一种替代教育形式,但缺乏探索机器人远程呈现技术的研究。当前的综述探讨了用户的观点。数据库搜索在2021年7月至2021年9月期间进行,确定了过去十年内发表的研究。11篇论文符合入选标准。审查确定了四个归纳主题:机器人远程呈现技术促进包容性的潜力;机器人远程呈现技术促进参与的潜力;影响效用的技术设计因素;以及机器人远程呈现技术对用户的可接受性。研究结果与对教育心理学家/未来研究的启示一起进行了讨论。
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引用次数: 5
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 教育心理学家的角色:利用“带着希望规划未来”(PATH)和参与性行动研究(PAR),与一所特殊学校的工作人员一起建立一个关系与性教育(RSE)支持小组
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-01-02 DOI: 10.1080/02667363.2022.2164559
Natalie Carpenter, F. Lee, D. 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 how an RSE support group can be developed, supported by an educational psychologist (EP) using Planning Alternative Tomorrows with Hope (PATH) to include the views of parents, school staff and pupils. An exploratory ethnographic case study design was used through participatory action research (PAR). The EP’s knowledge, skills and relationship with the school was pivotal in planning, facilitating and supporting the group and providing a safe space for staff to implement RSE and contemplate key issues. Findings suggest that PATH provided a structured, participatory person-centred framework to plan for and support the group process.
摘要针对有特殊教育需求和/或残疾者的关系和性教育(RSE)是一个复杂且历史上被忽视的领域,受到社会文化因素、态度和信仰的影响。研究呼吁专业人员以参与式、以人为本的方式进行合作,而很少有指导来告知工作方式。本研究探讨并评估了如何在教育心理学家(EP)的支持下,利用“带希望的计划替代明天”(PATH)建立RSE支持小组,以纳入家长、学校工作人员和学生的意见。通过参与性行动研究(标准杆数)采用了探索性人种学案例研究设计。EP的知识、技能以及与学校的关系在规划、促进和支持该小组以及为员工实施RSE和思考关键问题提供安全空间方面至关重要。调查结果表明,PATH提供了一个结构化的、以参与人为中心的框架,用于规划和支持小组进程。
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引用次数: 0
Literacy: a path for all 扫盲:所有人的道路
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-29 DOI: 10.1080/02667363.2022.2154908
L. Jarvis
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引用次数: 0
How is Video Interaction Guidance (VIG) applied in education settings? A scoping review 视频互动指导(VIG)如何应用于教育环境?范围审查
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-27 DOI: 10.1080/02667363.2022.2158455
Ciara Rogers, C. 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 how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils’ skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested.
摘要近年来,视频交互制导(VIG)文献增长迅速。教育心理学家(EP)是接受过VIG培训的众多职业之一,将其应用于家庭。一种基于关系的干预措施,侧重于优势和沟通,学校的VIG似乎是合适的,尽管研究基础正在发展。本范围审查探讨了VIG是如何在教育环境中应用的。通过对关键数据库和灰色文献的系统搜索,有14篇论文符合入选标准。调查结果显示,VIG已应用于各种客户的教育环境,重点关注员工发展、学生技能和人际关系。VIG可以与另一种干预或评估一起使用,尽管与VIG相关的结果可能很难衡量。环保署有能力支持学校投资于循证干预措施;因此,提出了对实践的启示和进一步研究的建议。
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引用次数: 0
Learning from supervisor experience of increased virtual supervision for educational psychologists 向导师学习教育心理学家强化虚拟监督的经验
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-20 DOI: 10.1080/02667363.2022.2158176
M. 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 to the online semi-structured questionnaire, which focused on supervision delivery, opportunities, challenges, and contextual factors. The responses were analysed using thematic analysis, with a number of themes identified. Key conclusions related to value of supervision, differences in supervisory practice, adequate experience, and support for TEP development and competence including newly qualified EPs, emotional impact of supervising while working remotely, supervisor and supervisee wellbeing, and technological considerations. Implications for practice are explored.
摘要本研究探讨了教育心理学家(EP)和受训EP(TEP)的监管人员的经验,使用了虚拟监管方法的增加,首次在新冠肺炎限制期间在英格兰一个地方当局(LA)内进行。11名具有不同职位、不同经验的主管正在监督一系列EP职位,并对在线半结构化问卷做出了贡献,该问卷侧重于监督实施、机会、挑战和背景因素。对答复进行了专题分析,确定了一些主题。关键结论涉及监督的价值、监督实践的差异、充足的经验以及对TEP发展和能力的支持,包括新获得资格的EP、远程工作时监督的情感影响、监督人和被监督人的幸福感以及技术考虑。探讨了对实践的启示。
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引用次数: 0
The effects of mobile phone use on students’ emotional-behavioural functioning, and academic and social competencies 手机使用对学生情绪行为功能、学术能力和社交能力的影响
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-12-01 DOI: 10.1080/02667363.2022.2151981
H. 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 effects of mobile phone use. Questionnaires were completed by 500 parents, of which 470 were analysed. Findings showed a perceived relationship between the use of cyberspace (smartphone, tablet, games, and social networks) and anxious/depressed, withdrawn, somatic complaints, social problems, thought problems, attention problems, antisocial behaviour, and aggressive behaviour in children. Findings indicate that children’s cultural context affects their exposure to online dangers, including receiving threatening images and messages, and cyberbullying; the effects in the current study being lower than the international average. It is recommended that there should be focus on promoting students’ media literacy, and parental awareness.
摘要本相关研究调查了新冠肺炎疫情期间伊朗小学生使用手机的关系及其对情绪行为功能、学业和社会能力的影响。一名研究人员设计了一份问卷,并使用父母版的Achenbach儿童行为检查表(CBCL)来评估父母对使用手机影响的看法。500名家长完成了问卷调查,其中470人进行了分析。研究结果显示,网络空间(智能手机、平板电脑、游戏和社交网络)的使用与儿童的焦虑/抑郁、孤僻、身体抱怨、社交问题、思维问题、注意力问题、反社会行为和攻击行为之间存在感知关系。研究结果表明,儿童的文化背景会影响他们接触网络危险,包括接收威胁性图片和信息,以及网络欺凌;目前研究中的影响低于国际平均水平。建议重点提高学生的媒体素养和家长意识。
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引用次数: 0
The role of academic and professional tutors in supporting trainee educational psychologist wellbeing 学术和专业导师在支持受训教育心理学家健康方面的作用
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-11-23 DOI: 10.1080/02667363.2022.2148635
W. 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 and professional tutors can support wellbeing: facilitating relationships; adapting models of support; ensuring clear communication; addressing placement concerns; providing practical support and mediating the impact of the COVID-19 pandemic on doctoral study. Areas reported to have most impact on wellbeing included workload, making reasonable demands on self, having confidence in research, receiving quality feedback, and experiencing trusting relationships with supervisors. Findings were consistent with previous research and implications for those involved in the training of educational psychologists are discussed, including the need to prioritise wellbeing support in all aspects of training.
摘要博士生的幸福感是一个研究得很好的领域;然而,目前还没有研究探讨博士培训的哪些因素对受训教育心理学家(TEP)的幸福感影响最大。英格兰和威尔士的TEP完成了一份问卷调查,以探究他们的博士健康状况。关于学术和专业导师如何支持幸福感的反射性主题分析产生了六个主题:促进关系;调整支助模式;确保清晰的沟通;解决安置问题;为新冠肺炎疫情对博士研究的影响提供实际支持和调解。据报道,对幸福感影响最大的领域包括工作量、对自我提出合理要求、对研究有信心、收到高质量的反馈以及与主管建立信任关系。研究结果与之前的研究一致,并讨论了对参与教育心理学家培训的人的影响,包括在培训的各个方面优先考虑幸福支持的必要性。
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引用次数: 0
Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists 在教育心理学实践中应用批判性反思框架:实习教育心理学家的观点
IF 0.8 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-11-22 DOI: 10.1080/02667363.2022.2150603
J. Rowley, P. Giles, A. Hammond, Amal Hussein, Michelle Oakey, Sherly O'hara, Jessica Williams, K. 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 of using the framework in practice. Four focus groups were held involving 16 co-researchers; the videos of the focus groups were analysed using a thematic analysis approach by the co-researchers themselves. Themes identified relating to their experience of using the framework are: ‘positive experience’, ‘flexible application’, ‘facilitating deeper thinking’, ‘influence of self (reflexivity)’. Themes relating to co-researcher views on how the framework can be developed are related to accessibility and usability. The article concludes with implications of the research for use and development of the framework and for critically reflective EP training and practice.
摘要描述了一个支持教育心理学实践中批判性反思的框架。讨论了批判性反思的过程及其背后的理论思想,包括EP工作中批判性反思与社会正义变革行动之间的联系。本文报告了一个由实习教育心理学家参与的研究项目,介绍了他们在实践中使用该框架的经验。举行了四个重点小组讨论会,共有16名共同研究人员参加;联合研究人员自己使用主题分析方法对焦点小组的视频进行了分析。与他们使用该框架的经历相关的主题包括:“积极体验”、“灵活应用”、“促进更深层次的思考”、“自我影响(自反性)”。与共同研究者关于如何开发框架的观点有关的主题与可访问性和可用性有关。文章最后指出了该研究对框架的使用和发展以及批判性反思EP培训和实践的启示。
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引用次数: 0
期刊
Educational Psychology in Practice
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