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Klemfuss, J. Zoe; Ceci, Stephen J. – Developmental Review, 2012
Young children are often called as witnesses to crimes they were victims of or observed. Because of their immaturity, child witnesses are sometimes more heavily scrutinized than adult witnesses before being allowed to testify in court, for example, through competency screening. This review discusses the psychology and US law relevant to decisions…
Descriptors: Children, Competence, Court Litigation, Laws
Brooks, Michael; Kakabadse, Nada K. – Management in Education, 2014
This article reflects on the introduction of "matrix management" arrangements for an Educational Psychology Service (EPS) within a Children's Service Directorate of a Local Authority (LA). It seeks to demonstrate critical self-awareness, consider relevant literature with a view to bringing insights to processes and outcomes, and offers…
Descriptors: Foreign Countries, Action Research, Educational Psychology, Administrative Organization
Cole, Rachel L.; Treadwell, Susanne; Dosani, Sima; Frederickson, Norah – School Psychology International, 2013
This study evaluated the school-based short-term, cognitive-behavioral group anger management programme, "Learning How to Deal with our Angry Feelings" (Southampton Psychology Service, 2003). Thirteen groups of children aged 7- to 11-years-old were randomly allocated to two different cohorts: One cohort ("n"?=?35) first…
Descriptors: Psychological Patterns, Intervention, Cognitive Restructuring, Behavior Modification
Baker, Sara T.; Le Courtois, Soizic; Eberhart, Janina – International Journal of Early Years Education, 2023
Playful learning has garnered supporters and research evidence, and also can be seen as nebulous and, therefore, reliant on practitioners' intuitions in early education settings. In this paper, we offer an explicit theoretical account, grounded in developmental psychology of how play might support the acquisition of broad skills and dispositions…
Descriptors: Play, Learning Processes, Children, Personal Autonomy
Shute, Rosalyn H. – International Journal of School & Educational Psychology, 2019
The widespread introduction of mindfulness programs into schools and preschools is occurring in the absence of any developmental perspective on the practice. With the aim of providing educators with a theoretical basis for considering the application of mindfulness in schools, this article extends a recent model of mindfulness as metacognition,…
Descriptors: Metacognition, Developmental Psychology, Social Development, Emotional Development
Kramer, Brianne, Ed.; McKenzie, Jennifer, Ed. – Myers Education Press, 2022
According to the American Psychological Association (APA, 2015), trauma is an emotional response to a terrible event, which can lead to difficulties with emotional regulation, social relationships, and the development of physical symptoms. Traumatic experiences may include physical or sexual abuse, neglect, experiencing or witnessing violence,…
Descriptors: Children, Trauma, Emotional Response, Symptoms (Individual Disorders)
Prendeville, Paula; Kinsella, William – Cambridge Journal of Education, 2022
This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have…
Descriptors: Ethics, Values, Educational Psychology, Realism
Tobias, Adele – Educational Psychology in Practice, 2018
This article explores the application of the genogram in educational psychology (EP) practice. It provides a brief overview of the historical and theoretical development of the genogram. It then reviews and critiques some of the current literature regarding clinical application of the genogram in casework with children and adolescents and their…
Descriptors: Educational Psychology, Counseling Techniques, Family Counseling, Family (Sociological Unit)
Ribeiro, Ana Sofia; Silva, Isabel – Global Studies of Childhood, 2021
In the aftermath of catastrophes, art based participatory research has proven to be a useful tool for evoking emotions and knowledge in affected children, as well as for informing risk education and recovery psychology practices. Framed by disaster risk reduction and environmental philosophy, this article analyses a sample of drawings produced by…
Descriptors: Trauma, Emotional Response, Children, Freehand Drawing
Whear, Rebecca; Marlow, Ruth; Boddy, Kate; Ukoumunne, Obioha C.; Parker, Claire; Ford, Tamsin; Thompson-Coon, Jo; Stein, Ken – School Psychology International, 2014
When children with special educational needs are excluded from school, it should raise the concern that these children are not receiving adequate help and support. This systematic review aims to identify the prevalence of psychiatric disorder or impairing psychopathology among children who are excluded from school compared to children who are not…
Descriptors: Mental Disorders, Children, Special Needs Students, Psychopathology
Russell, Paul – Journal of Psychologists and Counsellors in Schools, 2019
In a world where the only constant is change, schools are faced with the need to adapt creatively to changing societal demands, parental expectations, and children with increasingly diverse needs. Lasting and effective change can only occur with systemic and organisational change, and this essay argues that school-based psychologists are an…
Descriptors: School Psychology, School Psychologists, Organizational Change, Change Agents
Schlinger, Henry D. – Early Child Development and Care, 2021
B. F. Skinner is the most eminent psychologist of the twentieth century, and it is no exaggeration to say that his discovery of operant learning (conditioning) has influenced the broader field of psychology, as well as other disciplines, including education, neuroscience, and philosophy. Skinner's discovery and elucidation of operant learning has…
Descriptors: Psychologists, Operant Conditioning, Learning Processes, Child Development
Barajas-Gonzalez, R. Gabriela; Ayón, Cecilia; Torres, Franco – Society for Research in Child Development, 2018
Heeding the call put out by the "New England Journal of Medicine" (2017), we utilize an ecological-transactional model as a conceptual framework for understanding existing literature and for guiding future research on immigration enforcement threat and Latino child development. Using the World Health Organization's definition of…
Descriptors: Violence, Hispanic Americans, Child Development, Immigration
Ratner, Helene – Discourse: Studies in the Cultural Politics of Education, 2019
Drawing on science and technology studies (STS), this article explores information practices around children deemed to be 'at risk'. Risk is not a self-evident epistemic object. Different professional instructions mobilize the concept of context to emphasize the partiality and contingency of descriptions of 'risk'. This article develops the…
Descriptors: Children, At Risk Students, Agency Cooperation, Foreign Countries
Siegler, Robert S.; Im, Soo-hyun; Schiller, Lauren K.; Tian, Jing; Braithwaite, David W. – Grantee Submission, 2020
Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create…
Descriptors: Logical Thinking, Arithmetic, Numbers, Fractions