Educational Psychology in Practice最新文献_第3页

Staff and student perspectives and effects of positive behaviour support: a literature review 教师和学生的观点和积极行为支持的影响:文献综述

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Educational Psychology in Practice Pub Date : 2023-11-18 DOI: 10.1080/02667363.2023.2282458

Fathi Abou Zaid

引用次数: 0

Understanding and Supporting Refugee Children and Young People Understanding and Supporting Refugee Children and Young People , by Tina Rae, Routledge, Abingdon, Oxon, 2023, 160 52 pp., £22.99 (paperback) ISBN 9781032405568 Hardback £120, £120 (hardback) ISBN 9781032405568, £20.69 (eBook) ISBN 9781003353607 理解和支持难民儿童和年轻人，蒂娜·雷，劳特利奇，阿宾顿，奥克森，2023,160 52页，22.99英镑(平装本)ISBN 9781032405568精装本120英镑，120英镑(精装本)ISBN 9781032405568, 20.69英镑(电子书)ISBN 9781003353607

Educational Psychology in Practice Pub Date : 2023-11-13 DOI: 10.1080/02667363.2023.2278850

Louise Hill

引用次数: 0

How educational psychologists use cognitive behavioural therapy interventions: a systematic literature review 教育心理学家如何使用认知行为疗法干预:系统的文献综述

Educational Psychology in Practice Pub Date : 2023-11-10 DOI: 10.1080/02667363.2023.2274028

Sarah Rutter, Cathy Atkinson

{"title":"How educational psychologists use cognitive behavioural therapy interventions: a systematic literature review","authors":"Sarah Rutter, Cathy Atkinson","doi":"10.1080/02667363.2023.2274028","DOIUrl":"https://doi.org/10.1080/02667363.2023.2274028","url":null,"abstract":"This systematic literature review explored how educational psychologists (EPs) use cognitive behavioural therapy (CBT) interventions within school settings, with whom and to what effect. The information available on the intervention design and delivery was benchmarked against Fuggle et al.‘s framework that identified CBT competencies required for working with children and young people (CYP). Research into school-based CBT interventions involving EPs between 2013 and 2021 was systematically identified and assessed for quality using quantitative and qualitative frameworks. The aggregative analysis highlighted the heterogeneity of CBT interventions being used to support a range of outcomes. The heterogeneity of interventions made it difficult to draw decisive conclusions about the impact of CBT. Although intervention impact varied, overall a positive impact was observed particularly for CYP with anxiety. Benchmarking interventions against a CBT framework enabled competency profiling within EP practice, suggesting EPs could potentially work more collaboratively with school staff and parents. Implications for future research and practice are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"124 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137202","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}

引用次数: 0

Using AV1 robots to support pupils with physical and emotional health needs 使用AV1机器人支持学生的身体和心理健康需求

Educational Psychology in Practice Pub Date : 2023-10-18 DOI: 10.1080/02667363.2023.2269082

Matthew Fletcher, Caroline Bond, Pamela Qualter

引用次数: 1

Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work Applying The Therapeutic Function of Professional Supervision: Attending To The Emotional Impacts Of Human Service Work by Nicki Weld, Oxon, Routledge, 158, 2023, pp., £29.99 Paperback: ISBN :9781032416366£120 Hardback: ISBN:9781032416373£23.99 EBook, ISBN:9781003359036 应用专业监督的治疗功能:关注人类服务工作的情感影响应用专业监督的治疗功能:关注人类服务工作的情感影响Nicki Weld, Oxon, Routledge, 158,2023, pp.， 29.99英镑平装:ISBN: 9781032416366英镑120精装:ISBN:9781032416373英镑23.99电子书，ISBN:9781003359036

Educational Psychology in Practice Pub Date : 2023-10-15 DOI: 10.1080/02667363.2023.2270738

Mike Straker

引用次数: 0

Build resilience and heal from trauma through play. A practical guide for early childhood educators Build resilience and heal from trauma through play. A practical guide for early childhood educators , By Julie Nicholson, and Julie Kurtz, An Eye on Education book by Routledge, New York and London, 2023, 220 pp., £120 (Hardback), £26.99 (paperback), £24.29 (eBook), ISBN 978-1032352619 and ISBN 9781003326113 通过玩耍建立韧性，治愈创伤。幼儿教育工作者实用指南:通过玩耍培养韧性，治愈创伤。《幼儿教育实践指南》，朱莉·尼科尔森和朱莉·库尔茨著，劳特利奇出版的《教育之眼》，纽约和伦敦，2023年，220页，120英镑(精装本)，26.99英镑(平装本)，24.29英镑(电子书)，ISBN 978-1032352619和9781003326113

Educational Psychology in Practice Pub Date : 2023-10-02 DOI: 10.1080/02667363.2023.2260136

Zoe Stephens

引用次数: 0

A guide to best practice in special education, health and social care: Making the system work to meet the needs of children, young people and their families A guide to best practice in special education, health and social care: Making the system work to meet the needs of children, young people and their families , Rona Tutt and Paul Williams, Routledge, Oxen, UK, 2023, 184 pp., (Paperback), ISBN 9781032366753, £22.99, (Hardback), ISBN 9781032366760, £120, EBook ISBN 9781003333203, £22.99 最佳实践指南在特殊教育、卫生和社会保健:使系统满足孩子的需求,年轻人和他们的家庭在特殊教育的最佳实践指南,健康和社会保健:使系统满足孩子的需求,年轻人和他们的家庭,罗娜的资料和保罗·威廉姆斯,劳特利奇,牛,英国,2023年,184页,(平装),ISBN 9781032366753,£22.99,(精装)、ISBN 9781032366760,£120,电子书ISBN 9781003333203,£22.99

Educational Psychology in Practice Pub Date : 2023-10-02 DOI: 10.1080/02667363.2023.2269045

Kathryn Morgan

引用次数: 0

Exploring views of physical restraint in schools: pupil experiences, relationships with staff, and alternative strategies 探索学校中身体约束的观点:学生的经验，与工作人员的关系，以及替代策略

Educational Psychology in Practice Pub Date : 2023-09-26 DOI: 10.1080/02667363.2023.2258788

Bethany Hodgkiss, Emma Harding

{"title":"Exploring views of physical restraint in schools: pupil experiences, relationships with staff, and alternative strategies","authors":"Bethany Hodgkiss, Emma Harding","doi":"10.1080/02667363.2023.2258788","DOIUrl":"https://doi.org/10.1080/02667363.2023.2258788","url":null,"abstract":"ABSTRACTPhysical restraint is a restrictive practice used in schools, but there are no up-to-date statistics concerning the frequency of its usage in England and there are concerns as to whether it is being used appropriately and effectively. Pupils with special educational needs are more likely to experience physical restraint in school, but opportunities for them to share their views through research are limited. Through semi-structured interviews, four primary-aged pupils from a specialist social, emotional and mental health (SEMH) educational setting shared their experiences of physical restraint, its impact on their relationships with staff members, and alternative strategies. Overall, participants had negative experiences of physical restraint, highlighting that it should be used for safety, but not for minor incidents. All participants identified useful alternative strategies that helped them to feel calmer. The ability to separate negative emotions associated with physical restraint and supporting staff members varied between participants. The findings are discussed in relation to implications for educational psychology practice and future research.KEYWORDS: Physical restraintpupil viewsrelationshipsalternative strategieshuman rights Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis project was funded through England’s Department for Education (DfE) National College for Teaching and Learning (NCTL) ITEP award 2020-2022.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135719105","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}

引用次数: 0

Drama-based intervention to support social inclusion: evaluation of an approach to include students with ADHD in Algeria 以戏剧为基础的支持社会包容的干预措施:阿尔及利亚纳入ADHD学生的方法评价

Educational Psychology in Practice Pub Date : 2023-09-21 DOI: 10.1080/02667363.2023.2258780

Aida Layachi, Graeme Douglas, Maria Reraki

{"title":"Drama-based intervention to support social inclusion: evaluation of an approach to include students with ADHD in Algeria","authors":"Aida Layachi, Graeme Douglas, Maria Reraki","doi":"10.1080/02667363.2023.2258780","DOIUrl":"https://doi.org/10.1080/02667363.2023.2258780","url":null,"abstract":"This paper explores the impact of a drama-based intervention on the social inclusion of middle school learners including some with ADHD in Algeria. The intervention included drama-based activities and was delivered over a period of six weeks (24 sessions). One second-year middle school classroom (n = 29), including students with ADHD (n = 3), was recruited for the study. A mixed-methods, explanatory sequential design was adopted: Social Inclusion Survey data were collected before and after the intervention; and qualitative data were collected using semi-structured interviews and focus groups two weeks after the intervention. The findings suggest an increase in the acceptance levels (and a decrease in the rejection levels) of students with ADHD in line with the group as a whole. Furthermore, the findings suggest a positive drama influence on the students’ social interactions, friendships, and sense of belonging. The findings highlight the need for schools to promote the social inclusion of all the students through embracing creative teaching strategies and recognising the importance of social development in inclusive settings.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136237146","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}

引用次数: 0

Exploring risk and protective factors in kinship family environments: a systematic literature review of the views of children in kinship care 探索亲属家庭环境中的风险和保护因素:对亲属关怀中儿童观点的系统文献综述

Educational Psychology in Practice Pub Date : 2023-09-20 DOI: 10.1080/02667363.2023.2243212

Julia Clements, Susan Birch

{"title":"Exploring risk and protective factors in kinship family environments: a systematic literature review of the views of children in kinship care","authors":"Julia Clements, Susan Birch","doi":"10.1080/02667363.2023.2243212","DOIUrl":"https://doi.org/10.1080/02667363.2023.2243212","url":null,"abstract":"ABSTRACTKinship care is care provided by members of a child’s extended family or friend network when they can no longer live with their parents. Kinship care is the most prevalent form of out-of-home care, both internationally and in the UK. Little is known about kinship care from the perspectives of children and specifically, the risk and protective factors which may be at play. To explore this gap, this systematic literature review appraised and synthesised qualitative research that gives voice to children’s experiences of kinship care. Twenty eligible studies were assessed for quality and relevance. A thematic synthesis of the studies’ findings was undertaken, and themes suggesting risk and protective factors for children in kinship care were generated. The theorised risk and protective factors for children in kinship care are presented. Implications of the findings for educational psychology (EP) practice are discussed and the need for further research identified.KEYWORDS: kinship carerisk factorsprotective factorssystematic reviewchildren’s views Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors reported there is no funding associated with the work featured in this article.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136315017","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}

引用次数: 0