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Educational Psychology in Practice最新文献

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Addressing the withdrawal of playtime: a collaborative action research project 解决游戏时间的减少问题：一个合作行动研究项目
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Educational Psychology in Practice Pub Date : 2023-03-30 DOI: 10.1080/02667363.2023.2194610
T. Clements, E. Harding
{"title":"Addressing the withdrawal of playtime: a collaborative action research project","authors":"T. Clements, E. Harding","doi":"10.1080/02667363.2023.2194610","DOIUrl":"https://doi.org/10.1080/02667363.2023.2194610","url":null,"abstract":"ABSTRACT Despite evidence for the importance of playtime for children, the use of the withdrawal of playtime is a sanction that is used throughout schools in the UK. In light of this, there have been recent arguments highlighting the need to explore alternatives to this sanction in order to protect opportunities for playtime. This exploratory action research study included an initial focus group and multiple psychological consultations with teachers in a single setting to collaboratively explore and review potential alternatives. Findings include teachers wanting to address behaviours that often result in the withdrawal of playtime, and strategies to address these were co-constructed and implemented. Other findings included contextual barriers to stopping the use of withdrawing playtime, such as curriculum constraints, as well as facilitative aspects to stopping the withdrawal of playtime. Further implications for EP and school practice and research, as well as limitations, are discussed.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"257 - 272"},"PeriodicalIF":0.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44471578","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
Neurodevelopmental Disorders in Children and Adolescents: A Guide to Evaluation and Treatment 儿童和青少年的神经发育障碍：评估和治疗指南
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Educational Psychology in Practice Pub Date : 2023-03-27 DOI: 10.1080/02667363.2023.2194093
John Wilkins
{"title":"Neurodevelopmental Disorders in Children and Adolescents: A Guide to Evaluation and Treatment","authors":"John Wilkins","doi":"10.1080/02667363.2023.2194093","DOIUrl":"https://doi.org/10.1080/02667363.2023.2194093","url":null,"abstract":"The book is divided into three parts. Section one deals with approaches to diagnosis. Two distinct approaches are posited: an approach referred to as response to intervention is contrasted with one which emphasises the assessment of primary strengths and weaknesses. A combined approach is recommended: the author is especially critical of a wait to fail approach.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"383 - 383"},"PeriodicalIF":0.8,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45327194","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
The neuroscience of the developing child: self-regulation for well-being and a sustainable future 发育中儿童的神经科学：幸福和可持续未来的自我调节
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Educational Psychology in Practice Pub Date : 2023-03-23 DOI: 10.1080/02667363.2023.2192109
Stephen Nash
{"title":"The neuroscience of the developing child: self-regulation for well-being and a sustainable future","authors":"Stephen Nash","doi":"10.1080/02667363.2023.2192109","DOIUrl":"https://doi.org/10.1080/02667363.2023.2192109","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"382 - 382"},"PeriodicalIF":0.8,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42205734","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
Are children and young people with additional learning needs at a systemic disadvantage regarding Welsh language opportunities? 有额外学习需求的儿童和年轻人在威尔士语机会方面是否处于系统性劣势？
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Educational Psychology in Practice Pub Date : 2023-03-19 DOI: 10.1080/02667363.2023.2186835
E. Davies
{"title":"Are children and young people with additional learning needs at a systemic disadvantage regarding Welsh language opportunities?","authors":"E. Davies","doi":"10.1080/02667363.2023.2186835","DOIUrl":"https://doi.org/10.1080/02667363.2023.2186835","url":null,"abstract":"ABSTRACT This paper explores whether children and young people (CYP) with additional learning needs (ALN) are at a systemic disadvantage regarding Welsh language opportunities. Justification pertaining to why this should be on the radar of educational psychologists (EPs) in Wales is provided. Congruent with critical realism, quantitative and qualitative research is reviewed, examining micro, eco and macrosystems. A systemic lens illuminates the context and process factors that CYP with ALN and their families may encounter regarding Welsh language opportunities. This paper is informed by the bioecological Person Process Context Time (PPCT) model, and the Constructionist Model of Informed and Reasoned Action (COMOIRA). Limitations demarcating interpretation of identified issues are highlighted, without negating their significance. Implications for EPs are offered, contemplating their role in facilitating inclusion through supporting the development of greater cohesion between Welsh Government (WG) legislation (macrosystem), and the systemic realities of CYP with ALN in Wales.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"217 - 234"},"PeriodicalIF":0.8,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48618199","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
“When I feel like I can make a difference, it’s amazing”: using IPA to explore primary school teachers’ experiences of children’s mental health in the United Kingdom “当我觉得自己可以有所作为时，这太神奇了”：使用IPA探索英国小学教师对儿童心理健康的体验
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Educational Psychology in Practice Pub Date : 2023-03-15 DOI: 10.1080/02667363.2023.2189691
Emily Hattersley
{"title":"“When I feel like I can make a difference, it’s amazing”: using IPA to explore primary school teachers’ experiences of children’s mental health in the United Kingdom","authors":"Emily Hattersley","doi":"10.1080/02667363.2023.2189691","DOIUrl":"https://doi.org/10.1080/02667363.2023.2189691","url":null,"abstract":"ABSTRACT UK government statistics illustrate that children’s mental health problems are rising. Schools are positioned as central to identifying and responding to children’s mental health problems, and teachers are seen to play a crucial role in fostering positive relationships, developing supportive environments, and implementing targeted interventions. This exploratory research considered how primary teachers in the UK conceptualise mental health, specifically children’s mental health, how they view and make sense of their role in relation to this, and approach working with children based on these understandings. Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with four primary school teachers. Four master themes were identified: environmental factors; relational approach; the impact of, and on, teachers; mental health as a personal and individual experience. The implications for teachers, schools and EPs are considered, with recommendations including developing support for teachers, creating relational primary school communities, and considering the “real-world” action EPs could take.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"235 - 251"},"PeriodicalIF":0.8,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46582587","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
How teaching happens: seminal works in teaching and teacher effectiveness and what they mean in practice 教学是如何发生的：教学和教师效能的开创性工作及其在实践中的意义
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Educational Psychology in Practice Pub Date : 2023-03-06 DOI: 10.1080/02667363.2023.2178998
Benjamin Levy
{"title":"How teaching happens: seminal works in teaching and teacher effectiveness and what they mean in practice","authors":"Benjamin Levy","doi":"10.1080/02667363.2023.2178998","DOIUrl":"https://doi.org/10.1080/02667363.2023.2178998","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"252 - 253"},"PeriodicalIF":0.8,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43227074","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: 5
A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention 一项系统的文献综述，旨在探讨学生对情绪识字支持助理（ELSA）干预的关键结果的看法
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Educational Psychology in Practice Pub Date : 2023-03-03 DOI: 10.1080/02667363.2023.2185208
Rebekah Purcell, Catherine Kelly
{"title":"A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention","authors":"Rebekah Purcell, Catherine Kelly","doi":"10.1080/02667363.2023.2185208","DOIUrl":"https://doi.org/10.1080/02667363.2023.2185208","url":null,"abstract":"ABSTRACT The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils’ perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve papers met the inclusion criteria; the majority explored other key stakeholders’ views alongside pupil perspectives and few studies focused explicitly on outcomes for pupils. Pupil data were analysed using thematic synthesis, producing four themes: communication skills; emotional understanding, management, and outcomes; relational and social skills; and positive school experiences. Students highlighted outcomes which the intervention intended to deliver, and additional skills. Examination of the approaches taken to gain pupil perspectives identified semi-structured interviews as a frequent method, with standardised quantitative measures used in four of the 12 papers. The review highlighted areas to consider in relation to measures that capture progress within the ELSA intervention.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"201 - 216"},"PeriodicalIF":0.8,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49366353","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: 1
Inclusive education for the 21st century: Theory, policy and practice 21世纪的全纳教育：理论、政策与实践
IF 0.8
Educational Psychology in Practice Pub Date : 2023-03-01 DOI: 10.1080/02667363.2023.2181523
Josephine Faure Walker
{"title":"Inclusive education for the 21st century: Theory, policy and practice","authors":"Josephine Faure Walker","doi":"10.1080/02667363.2023.2181523","DOIUrl":"https://doi.org/10.1080/02667363.2023.2181523","url":null,"abstract":"","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"253 - 254"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49331496","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: 7
How do adolescent autistic girls construct self-concept and social identity? A discourse analysis 青春期自闭症女孩如何构建自我概念和社会认同？话语分析
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Educational Psychology in Practice Pub Date : 2023-02-24 DOI: 10.1080/02667363.2023.2181316
Rebekah Morgan
{"title":"How do adolescent autistic girls construct self-concept and social identity? A discourse analysis","authors":"Rebekah Morgan","doi":"10.1080/02667363.2023.2181316","DOIUrl":"https://doi.org/10.1080/02667363.2023.2181316","url":null,"abstract":"ABSTRACT A recent UK study found that 28% of autistic children were diagnosed with autism after starting secondary school, a stage where self-concept and social identity are the main developmental tasks. This study uses Foucauldian Discourse Analysis to explore the discourses ten girls with a diagnosis of autism use in their constructions of self-concept and social identity in interviews and written journals. The actions that are made possible through the discourses employed are considered. Three discourses which participants draw upon are: a diagnostic discourse; an individualistic discourse; and a normativity discourse. These discourses were used to construct the self as a “legitimised autistic”, as “a person with support needs”, as “uniquely individual”, as a person “in the process of becoming” and as a “self in hiding from a hostile world”. Social identities based around constructs of “fitting in” and “sticking out” were identified. Implications for practice are suggested.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"178 - 200"},"PeriodicalIF":0.8,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43184693","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
Dyslexia assessment in Amharic 阿姆哈拉语阅读障碍评估
IF 0.8
Educational Psychology in Practice Pub Date : 2023-02-23 DOI: 10.1080/02667363.2023.2176827
Abebayehu Messele Mekonnen
{"title":"Dyslexia assessment in Amharic","authors":"Abebayehu Messele Mekonnen","doi":"10.1080/02667363.2023.2176827","DOIUrl":"https://doi.org/10.1080/02667363.2023.2176827","url":null,"abstract":"ABSTRACT This exploratory study aimed at developing a dyslexia assessment tool in the Amharic language and to collect initial reliability and validity data on the tool designed to identify dyslexia in Grade 3. The developed battery consists of 10 tests. Data were collected from 121 Amharic-speaking children, aged 9 -12 years. Evidence of construct validity was obtained through factor analyses. Results showed that letter-naming was the most significant predictor of word-level literacy (WLL) skills in Amharic, followed by word-reading measures. Factor analysis revealed four factors: phonological-naming and decoding, comprehension, verbal short-term memory, and orthographic processing. In Amharic, which uses an alphasyllabary writing system, letter-naming is not only a vital WLL skill but also serves as a necessary foundational prerequisite for the acquisition of other WLL skills. The findings substantiate the account that even if the underlying cognitive factor responsible for dyslexia is similar among humans, its manifestations vary across languages and orthographies.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":"39 1","pages":"154 - 177"},"PeriodicalIF":0.8,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020142","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: 1
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