Pub Date : 2022-09-11DOI: 10.1080/02667363.2022.2122139
Jennifer Heseltine
{"title":"ADHD and attention difficulties. How to help","authors":"Jennifer Heseltine","doi":"10.1080/02667363.2022.2122139","DOIUrl":"https://doi.org/10.1080/02667363.2022.2122139","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42669657","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 : 2022-09-11DOI: 10.1080/02667363.2022.2119343
Erika Payne
{"title":"Executive Functions: connecting into practice – CPD for educational psychologists","authors":"Erika Payne","doi":"10.1080/02667363.2022.2119343","DOIUrl":"https://doi.org/10.1080/02667363.2022.2119343","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41595974","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 : 2022-09-05DOI: 10.1080/02667363.2022.2109005
C. Atkinson, Joanne Barrow, S. Norris
ABSTRACT Assessment is one of the five functions of the educational psychologist’s (EP’s) role, yet there is a dearth of research exploring its distinctive contribution to school-based practice, and a lack of definition about what it is. In this study, the assessment practices of EPs were compared with those of other educational professionals who had achieved certification for competence in educational testing. Data were analysed using descriptive and inferential statistics, with patterns emerging which indicated that, while there is some overlap, assessment practices of EPs and other educational professionals often have different foci. Specifically, evidence suggests that EPs offer a broader, more holistic perspective with strong emphasis on the social and emotional wellbeing of the child. Additionally, other practitioners typically have a more school-orientated focus, for example, testing for exam access arrangements, reflecting their professional role. Implications are discussed, particularly in relation to the distinctive contribution to EP assessment.
{"title":"Assessment practices of educational psychologists and other educational professionals","authors":"C. Atkinson, Joanne Barrow, S. Norris","doi":"10.1080/02667363.2022.2109005","DOIUrl":"https://doi.org/10.1080/02667363.2022.2109005","url":null,"abstract":"ABSTRACT Assessment is one of the five functions of the educational psychologist’s (EP’s) role, yet there is a dearth of research exploring its distinctive contribution to school-based practice, and a lack of definition about what it is. In this study, the assessment practices of EPs were compared with those of other educational professionals who had achieved certification for competence in educational testing. Data were analysed using descriptive and inferential statistics, with patterns emerging which indicated that, while there is some overlap, assessment practices of EPs and other educational professionals often have different foci. Specifically, evidence suggests that EPs offer a broader, more holistic perspective with strong emphasis on the social and emotional wellbeing of the child. Additionally, other practitioners typically have a more school-orientated focus, for example, testing for exam access arrangements, reflecting their professional role. Implications are discussed, particularly in relation to the distinctive contribution to EP assessment.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46736281","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 : 2022-09-04DOI: 10.1080/02667363.2022.2119342
Julia Clements
{"title":"Supporting the emotional well-being of children and young people with learning disabilities. A whole school approach","authors":"Julia Clements","doi":"10.1080/02667363.2022.2119342","DOIUrl":"https://doi.org/10.1080/02667363.2022.2119342","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46837795","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 : 2022-09-04DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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: 10.1080/02667363.2022.2100320
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":null,"pages":null},"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: 10.1080/02667363.2022.2100321
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":null,"pages":null},"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}
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：