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Wagner, Kirsty; Bunn, Helena – Educational Psychology in Practice, 2020
In 2014 in England a new Special Educational Needs and Disabilities (SEND) Code of Practice (CoP) was introduced. Available data on the impact of the CoP in the area of SEND are inconclusive; however, it seems that the progress of pupils with SEND falls significantly behind the achievement of all pupils, and that nationally there is considerable…
Descriptors: Foreign Countries, Academic Achievement, Special Education, Special Needs Students
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Callicott, Katie; Towers, Katherine; Limniotis, Marina – Educational Psychology in Practice, 2020
Dynamic assessment (DA) is appealing to educational psychologists (EPs) due to: its flexibility, allowing EPs to adjust materials and processes to fit the assessment context; its usefulness, revealing ideas about how the next steps for learning might be achieved; and its focus on strengths. In Feuerstein's words, "it is the instances of…
Descriptors: Alternative Assessment, Educational Psychology, Psychologists, Reflection
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Giles, Pandora; Rowley, Janet – Educational Psychology in Practice, 2020
A film was made by a group of young people (YP) which aimed to inform educational psychologists (EPs) about how they would like EPs to work with them. A participatory research project was established with the YP which aimed to establish, through two focus groups, EPs' views on the film. EPs responded positively to the film; they valued hearing…
Descriptors: Educational Psychology, Psychologists, Participatory Research, Films
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Sewell, Alexandra – Educational Psychology in Practice, 2020
Social skill interventions are utilised by educational psychologists (EPs) to promote positive social behaviour amongst pupils. These have predominantly occurred for target populations, rather than at the whole-class level. Research into evidence-based, whole-class interventions for social skill development is warranted. The Good Behaviour Game…
Descriptors: Interpersonal Competence, Skill Development, Social Development, Contingency Management
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Krause, Natasha; Blackwell, Laura; Claridge, Simon – Educational Psychology in Practice, 2020
The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of…
Descriptors: Program Effectiveness, Student Attitudes, Emotional Intelligence, Student Welfare
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Jackson Taft, Leanne; Woods, Kevin; Ford, Anne – Educational Psychology in Practice, 2020
The United Nations Convention on the Rights of a Child (UNCRC) calls for education to prepare children for ' … responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin'. The current study examines…
Descriptors: Children, Childrens Rights, Foreign Countries, International Law
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Turner, Jennifer; Gulliford, Anthea – Educational Psychology in Practice, 2020
The Circles of Adults (CoA) group problem solving process has been used by educational psychologists (EPs) when supporting vulnerable educational placements, but its effects upon staff or student outcomes have not been explored. CoAs were used in the current research with staff supporting Children Looked After (CLA) in secondary schools. A…
Descriptors: Foster Care, Child Welfare, Secondary School Students, Adults
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Hagarty, Imogen; Morgan, Gavin – Educational Psychology in Practice, 2020
Social-emotional learning programmes can be effective for typically-developing children and young people in improving their social-emotional skills. This systematic literature review, evaluating peer-reviewed literature from 2007 to 2018, investigated whether these programmes are also effective for children and young people with learning…
Descriptors: Social Development, Emotional Development, Children, Learning Disabilities
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Park, Jane; Mortell, Judith – Educational Psychology in Practice, 2020
Transition research tends to consider the experiences of typically developing pupils and often focuses on the primary to secondary school transition. Accounts that specifically focus on the views of autistic pupils also tend to rely heavily on the accounts of parents and staff. This study explored the transition experiences of four young autistic…
Descriptors: Young Adults, Autism, Pervasive Developmental Disorders, Adult Education
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Sabey, Christian; Ross, Scott; Goodman, Jordan – Educational Psychology in Practice, 2020
Students with autism spectrum disorder often require social supports to function well in a mainstream class setting. Researchers have demonstrated the effects of social skills training for students with autism, but their work has focused primarily on topographically defined outcomes, such as increasing the frequency of social behaviours. More…
Descriptors: Interpersonal Competence, Training, Program Effectiveness, Students with Disabilities
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Rowley, Janet; Rajbans, Taljeet; Markland, Beckett – Educational Psychology in Practice, 2020
A narrative therapeutic group intervention, Tree of Life, was carried out with groups of ethnic minority parents of children with special educational needs and/or disability (SEND) in a mainstream primary school. A participatory research approach was used, involving collaboration with the group of parents and involvement of a parent co-researcher.…
Descriptors: Intervention, Group Therapy, Minority Groups, Special Needs Students
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Gough, Gemma; Gulliford, Anthea – Educational Psychology in Practice, 2020
This exploratory study considers young carers' perceptions of factors contributing to their adjustment and benefit finding within their caregiving role. Benefit-finding, defined as the "process of deriving positive growth from adversity", is a key construct within the domain of positive psychology. A strengths-based perspective was…
Descriptors: Caregivers, Caregiver Attitudes, Resilience (Psychology), Self Efficacy
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Minks, Adrian; Williams, Huw; Basille, Karen – Educational Psychology in Practice, 2020
For 40 years there has been a call for improvement in assessing the academic potential of children and young people (CYP) with visual impairment. Anecdotal evidence regarding the use of psychometric assessments with CYP with visual impairment suggests that some professional practice has involved the use of assessments normed on a sighted…
Descriptors: Psychometrics, Cognitive Measurement, Visual Impairments, Intelligence Quotient
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Cunningham, Larissa; Hartwell, Brettany K.; Kreppner, Jana – Educational Psychology in Practice, 2019
Nurture Groups (NGs) are a short term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting. The social skills of 16 children (aged between 6.0 and 9.75 years) were assessed through teacher ratings and children's self-report to hypothetical and challenging social situations.…
Descriptors: Social Support Groups, Psychotherapy, Children, Interpersonal Competence
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Kay, Daniel – Educational Psychology in Practice, 2019
Child participation currently holds a high profile within the field of educational psychology and has been the subject of increasing interest and research. The aim of this paper is to consider the potential merit in orienting the focus beyond participation in planning and decision-making and towards self-advocacy. Self-advocacy is an essential…
Descriptors: Children, Inclusion, Participative Decision Making, Childrens Rights
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