Pub Date : 2022-09-04DOI: 10.1080/02667363.2022.2119341
I. Broadley-Westerduin
The impact of the Covid-19 pandemic in 2020/21 caused massive and unprecedented disrup-tion to schooling systems, young people and families. This book explores online learning, curriculum modelling, parental engagement, assessment and evaluation through interviews. Breslin used his experience as a teacher, researcher, examiner, school governor and policy influencer to write about what the first Lockdown revealed. The author tracks the experience of adapting teaching, learning and school leadership. The research method used recorded and transcribed zoom discussions from interviews with ‘pupils, parents and professionals’ to make policy recommendations using three broad questions:
{"title":"Lessons from Lockdown: The Educational Legacy of Covid-19","authors":"I. Broadley-Westerduin","doi":"10.1080/02667363.2022.2119341","DOIUrl":"https://doi.org/10.1080/02667363.2022.2119341","url":null,"abstract":"The impact of the Covid-19 pandemic in 2020/21 caused massive and unprecedented disrup-tion to schooling systems, young people and families. This book explores online learning, curriculum modelling, parental engagement, assessment and evaluation through interviews. Breslin used his experience as a teacher, researcher, examiner, school governor and policy influencer to write about what the first Lockdown revealed. The author tracks the experience of adapting teaching, learning and school leadership. The research method used recorded and transcribed zoom discussions from interviews with ‘pupils, parents and professionals’ to make policy recommendations using three broad questions:","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"449 - 450"},"PeriodicalIF":0.8,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625630","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 : 2022-09-02DOI: 10.1080/02667363.2022.2111677
Alexandra Sewell, Anastasia Kennett, Victoria Pugh
ABSTRACT Educational psychologists seek to keep abreast of significant theoretical and practical developments within the field of inclusive education. This paper outlines and discusses Universal Design for Learning as a theory of inclusion, highly applicable for use by educational psychologists. The Universal Design for Learning (UDL) framework is introduced by exploring the contextual history of its development and explaining the three pillars of the framework; the ‘affective networks’, the ‘recognition networks’, and the ‘strategic networks’. Application of the UDL framework is demonstrated with classroom-based examples, drawing on existing research. A critical stance is taken towards understanding the current drawbacks of UDL, and direct links to educational psychology practice are made and critically reviewed considering these.
{"title":"Universal Design for Learning as a theory of inclusive practice for use by educational psychologists","authors":"Alexandra Sewell, Anastasia Kennett, Victoria Pugh","doi":"10.1080/02667363.2022.2111677","DOIUrl":"https://doi.org/10.1080/02667363.2022.2111677","url":null,"abstract":"ABSTRACT Educational psychologists seek to keep abreast of significant theoretical and practical developments within the field of inclusive education. This paper outlines and discusses Universal Design for Learning as a theory of inclusion, highly applicable for use by educational psychologists. The Universal Design for Learning (UDL) framework is introduced by exploring the contextual history of its development and explaining the three pillars of the framework; the ‘affective networks’, the ‘recognition networks’, and the ‘strategic networks’. Application of the UDL framework is demonstrated with classroom-based examples, drawing on existing research. A critical stance is taken towards understanding the current drawbacks of UDL, and direct links to educational psychology practice are made and critically reviewed considering these.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"364 - 378"},"PeriodicalIF":0.8,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41698814","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 : 2022-08-27DOI: 10.1080/02667363.2022.2116690
P. Sullivan
This book aims to provide a useful source of explanations, strategies, and resources to support needs arising from a diagnosis of Developmental Coordination Disorder (DCD). It includes information across different stages of the lifespan (that is, early childhood, adolescence and early adulthood) with links to key educational milestones (that is, primary and secondary education and further education) as well as issues pertaining to growing independence. The authors have designed the book as a toolkit, which enables readers to dip in and out of sections that are felt to be relevant at any particular time. As well as aiming to provide the context of DCD and specific challenges experienced at different lifespan milestones, the book offers a range pof strategies to help manage or mitigate difficulties linked to DCD. The work is designed to be a resource for a range of people, including those who experience DCD; the parents/ carers of those who experience DCD; and both educators and other professionals who may have an interest in this field. The impact of the Covid-19 pandemic in 2020/21 caused massive and unprecedented disrup-tion to schooling systems, young people and families. This book explores online learning, curriculum modelling, parental engagement, assessment and evaluation through interviews. Breslin used his experience as a teacher, researcher, examiner, school governor and policy influencer to write about what the first Lockdown revealed. The author tracks the experience of adapting teaching, learning and school leadership. The research method used recorded and transcribed zoom discussions from interviews with ‘pupils, parents and professionals’ to make policy recommendations using three broad questions:
{"title":"Developmental coordination disorder (Dyspraxia) how to help","authors":"P. Sullivan","doi":"10.1080/02667363.2022.2116690","DOIUrl":"https://doi.org/10.1080/02667363.2022.2116690","url":null,"abstract":"This book aims to provide a useful source of explanations, strategies, and resources to support needs arising from a diagnosis of Developmental Coordination Disorder (DCD). It includes information across different stages of the lifespan (that is, early childhood, adolescence and early adulthood) with links to key educational milestones (that is, primary and secondary education and further education) as well as issues pertaining to growing independence. The authors have designed the book as a toolkit, which enables readers to dip in and out of sections that are felt to be relevant at any particular time. As well as aiming to provide the context of DCD and specific challenges experienced at different lifespan milestones, the book offers a range pof strategies to help manage or mitigate difficulties linked to DCD. The work is designed to be a resource for a range of people, including those who experience DCD; the parents/ carers of those who experience DCD; and both educators and other professionals who may have an interest in this field. The impact of the Covid-19 pandemic in 2020/21 caused massive and unprecedented disrup-tion to schooling systems, young people and families. This book explores online learning, curriculum modelling, parental engagement, assessment and evaluation through interviews. Breslin used his experience as a teacher, researcher, examiner, school governor and policy influencer to write about what the first Lockdown revealed. The author tracks the experience of adapting teaching, learning and school leadership. The research method used recorded and transcribed zoom discussions from interviews with ‘pupils, parents and professionals’ to make policy recommendations using three broad questions:","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"448 - 449"},"PeriodicalIF":0.8,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44034241","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 : 2022-07-13DOI: 10.1080/02667363.2022.2098257
Branka Vasilic
ABSTRACT Behaviour supports in schools and educational psychology practices have been largely influenced by the view of human behaviour as individual action. Individual action-focused practices are associated with identifying, labelling and separating individual young people. This paper argues for a relational process-oriented understanding of human behaviour that can lead to more dynamic practices that are responsive to complexity and diversity. This paper explores how a relational lens in practice could shift the conversation from severe behaviour challenges to behaviour as a relational process and generate more collaborative, inclusive and culturally responsive school practices. A growing interest in relationally oriented practices is evident in the increasing use of culturally responsive, restorative, narrative, and solution-focused practices in schools. What seems to be missing is a conceptual shift that would allow relational orientation in current practices to be better recognised and strategically developed.
{"title":"Behaviour as relational process: linking theory to practice","authors":"Branka Vasilic","doi":"10.1080/02667363.2022.2098257","DOIUrl":"https://doi.org/10.1080/02667363.2022.2098257","url":null,"abstract":"ABSTRACT Behaviour supports in schools and educational psychology practices have been largely influenced by the view of human behaviour as individual action. Individual action-focused practices are associated with identifying, labelling and separating individual young people. This paper argues for a relational process-oriented understanding of human behaviour that can lead to more dynamic practices that are responsive to complexity and diversity. This paper explores how a relational lens in practice could shift the conversation from severe behaviour challenges to behaviour as a relational process and generate more collaborative, inclusive and culturally responsive school practices. A growing interest in relationally oriented practices is evident in the increasing use of culturally responsive, restorative, narrative, and solution-focused practices in schools. What seems to be missing is a conceptual shift that would allow relational orientation in current practices to be better recognised and strategically developed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"379 - 391"},"PeriodicalIF":0.8,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45630360","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 : 2022-07-03DOI: 10.1080/02667363.2022.2100321
Tania Clarke, S. Hoskin
ABSTRACT Attention on children and young people’s (CYP) wellbeing has increased internationally over the past two decades, particularly in the context of education. This small scale, preliminary study was conducted across four state-funded schools in England (two primary; two secondary) amidst a time of policy change that saw the introduction of Mental Wellbeing Support Teams in schools, and the mandating of statutory Health Education curricula. The study investigated whether psycho-informed lessons could be developed aligned to curriculum guidelines, and how pupils would engage with this learning content. Drawing on Positive Education (PE) theory, and Self-Determination theory (SDT) the researchers worked collaboratively to co-develop and deliver lessons to CYP (aged 9–11 years, and 14–15 years). This paper describes the theoretical underpinnings of the lessons, learning activities used, and critically reflects on pupils’ engagement. Implications for practice are considered and recommendations made regarding possible future teaching of mental wellbeing in England.
{"title":"Teaching children and adolescents about mental wellbeing: an exploratory multi-site case study in England","authors":"Tania Clarke, S. Hoskin","doi":"10.1080/02667363.2022.2100321","DOIUrl":"https://doi.org/10.1080/02667363.2022.2100321","url":null,"abstract":"ABSTRACT Attention on children and young people’s (CYP) wellbeing has increased internationally over the past two decades, particularly in the context of education. This small scale, preliminary study was conducted across four state-funded schools in England (two primary; two secondary) amidst a time of policy change that saw the introduction of Mental Wellbeing Support Teams in schools, and the mandating of statutory Health Education curricula. The study investigated whether psycho-informed lessons could be developed aligned to curriculum guidelines, and how pupils would engage with this learning content. Drawing on Positive Education (PE) theory, and Self-Determination theory (SDT) the researchers worked collaboratively to co-develop and deliver lessons to CYP (aged 9–11 years, and 14–15 years). This paper describes the theoretical underpinnings of the lessons, learning activities used, and critically reflects on pupils’ engagement. Implications for practice are considered and recommendations made regarding possible future teaching of mental wellbeing in England.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"317 - 340"},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364172","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 : 2022-07-03DOI: 10.1080/02667363.2022.2100320
Bardha Marku, Georgia Z. Niolaki, Aris Terzopoulos, C. Wood
ABSTRACT Parenting a child with Special Educational Needs (SEN) presents numerous challenges for families. For immigrant parents, these challenges can be particularly difficult to overcome when faced with structural, cultural and linguistic barriers. This qualitative study explored the lived experiences of eight Eastern European immigrants parenting a child with SEN in England. Semi-structured interviews were conducted, and a data-driven thematic analysis of a series of interviews was carried out. The study identified two key themes: (a) embarking on an unpredicted journey and (b) navigating through challenges. The analyses highlight discrepancies in partnership working between parents and educators and shortcomings in advice that professionals provided to these parents, potentially placing pupils and their families at a disadvantage. The implications for educational psychologists (EPs) and other professionals working with Eastern European parents raising a child with SEN are also discussed.
{"title":"Eastern European parents’ experiences of parenting a child with SEN in England","authors":"Bardha Marku, Georgia Z. Niolaki, Aris Terzopoulos, C. Wood","doi":"10.1080/02667363.2022.2100320","DOIUrl":"https://doi.org/10.1080/02667363.2022.2100320","url":null,"abstract":"ABSTRACT Parenting a child with Special Educational Needs (SEN) presents numerous challenges for families. For immigrant parents, these challenges can be particularly difficult to overcome when faced with structural, cultural and linguistic barriers. This qualitative study explored the lived experiences of eight Eastern European immigrants parenting a child with SEN in England. Semi-structured interviews were conducted, and a data-driven thematic analysis of a series of interviews was carried out. The study identified two key themes: (a) embarking on an unpredicted journey and (b) navigating through challenges. The analyses highlight discrepancies in partnership working between parents and educators and shortcomings in advice that professionals provided to these parents, potentially placing pupils and their families at a disadvantage. The implications for educational psychologists (EPs) and other professionals working with Eastern European parents raising a child with SEN are also discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"297 - 316"},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43542388","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 : 2022-07-03DOI: 10.1080/02667363.2022.2084042
Tunde Sobitan
ABSTRACT Research into refugee students’ settlement in host countries highlights school belonging as essential to their wellbeing and academic achievement. This research aimed to understand how secondary school refugee students experience school belonging in the North East of England. Interpretative Phenomenological Analysis was used to understand the views of refugee students. Four superordinate themes were developed: agency, participation, safety and separation. Findings suggested that EPs could support the school belonging of refugee students through their capacity to work across school systems. In this, EPs could draw on the bio-psycho-socio-ecological model of school belonging, hence providing an ecological and interactionist approach to supporting this group and also highlighting additional factors which emerged for refugee students. The discussion around the findings highlighted the barriers and facilitators to the participants’ school belonging. Overall, the research findings contribute to a growing body of literature on the school belonging of refugee students in the UK.
{"title":"Understanding the experiences of school belonging amongst secondary school students with refugee backgrounds (UK)","authors":"Tunde Sobitan","doi":"10.1080/02667363.2022.2084042","DOIUrl":"https://doi.org/10.1080/02667363.2022.2084042","url":null,"abstract":"ABSTRACT Research into refugee students’ settlement in host countries highlights school belonging as essential to their wellbeing and academic achievement. This research aimed to understand how secondary school refugee students experience school belonging in the North East of England. Interpretative Phenomenological Analysis was used to understand the views of refugee students. Four superordinate themes were developed: agency, participation, safety and separation. Findings suggested that EPs could support the school belonging of refugee students through their capacity to work across school systems. In this, EPs could draw on the bio-psycho-socio-ecological model of school belonging, hence providing an ecological and interactionist approach to supporting this group and also highlighting additional factors which emerged for refugee students. The discussion around the findings highlighted the barriers and facilitators to the participants’ school belonging. Overall, the research findings contribute to a growing body of literature on the school belonging of refugee students in the UK.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"259 - 278"},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48968205","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 : 2022-06-23DOI: 10.1080/02667363.2022.2087583
Mike Chamarette
be useful to parents/carers, who may be seeking advice on how best to support their child’s education. Introducing the relevant sections to parents should help promote an appropriate and consistent approach across home and school. For example, there are strategies for supporting the home-school transition, completing homework, exam revision, and developing independence skills, all of which are highly relevant to parents/ carers. Overall, the Autism Resource Manual meets its aims, providing an abundance of useful strategies and environmental adaptations which I am sure many teachers will find helpful. Recommended for: Teachers; Support Staff; Parents/Carers (some sections) Style: Practical; easy to read; primarily for dipping into Value: Worth recommending for schools to buy
{"title":"Theories of school psychology – critical perspectives","authors":"Mike Chamarette","doi":"10.1080/02667363.2022.2087583","DOIUrl":"https://doi.org/10.1080/02667363.2022.2087583","url":null,"abstract":"be useful to parents/carers, who may be seeking advice on how best to support their child’s education. Introducing the relevant sections to parents should help promote an appropriate and consistent approach across home and school. For example, there are strategies for supporting the home-school transition, completing homework, exam revision, and developing independence skills, all of which are highly relevant to parents/ carers. Overall, the Autism Resource Manual meets its aims, providing an abundance of useful strategies and environmental adaptations which I am sure many teachers will find helpful. Recommended for: Teachers; Support Staff; Parents/Carers (some sections) Style: Practical; easy to read; primarily for dipping into Value: Worth recommending for schools to buy","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"345 - 346"},"PeriodicalIF":0.8,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44076047","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 : 2022-06-18DOI: 10.1080/02667363.2022.2090904
L. Daniels, L. Goegan, Sierra Tulloch, N. Lou, K. Noels
ABSTRACT Evidence generally supports a positive association between growth mindset and academic outcomes, even if the experimental evidence for growth mindset interventions is somewhat more tenuous. From an applied perspective, the concept of growth mindsets has grown in popularity with a proliferation of materials readily available to teachers and school administrators. The purpose of this multi-method study was to explore elementary students’ (ages 6-12) understanding of growth mindset messaging created by their school and teachers, and its association with students’ emotions. The results showed that students were positively impacted by the growth mindset messaging, both in school and when facing challenges outside of school. Their emotions were largely positive, with the exception of frustration, which participants associated equally with a growth and a fixed mindset. Results are discussed in relation to mindset theory broadly as well as in regards to school-and teacher-initiated mindset messages.
{"title":"School-led mindset messaging: understanding elementary students’ meaning and emotions","authors":"L. Daniels, L. Goegan, Sierra Tulloch, N. Lou, K. Noels","doi":"10.1080/02667363.2022.2090904","DOIUrl":"https://doi.org/10.1080/02667363.2022.2090904","url":null,"abstract":"ABSTRACT Evidence generally supports a positive association between growth mindset and academic outcomes, even if the experimental evidence for growth mindset interventions is somewhat more tenuous. From an applied perspective, the concept of growth mindsets has grown in popularity with a proliferation of materials readily available to teachers and school administrators. The purpose of this multi-method study was to explore elementary students’ (ages 6-12) understanding of growth mindset messaging created by their school and teachers, and its association with students’ emotions. The results showed that students were positively impacted by the growth mindset messaging, both in school and when facing challenges outside of school. Their emotions were largely positive, with the exception of frustration, which participants associated equally with a growth and a fixed mindset. Results are discussed in relation to mindset theory broadly as well as in regards to school-and teacher-initiated mindset messages.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"279 - 296"},"PeriodicalIF":0.8,"publicationDate":"2022-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44936690","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 : 2022-05-09DOI: 10.1080/02667363.2022.2070456
Richard A. Ruttledge
ABSTRACT This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.
{"title":"A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school","authors":"Richard A. Ruttledge","doi":"10.1080/02667363.2022.2070456","DOIUrl":"https://doi.org/10.1080/02667363.2022.2070456","url":null,"abstract":"ABSTRACT This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"38 1","pages":"237 - 258"},"PeriodicalIF":0.8,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48900646","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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