Citations (34)
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Read on this site (19)
Shana Cerny, Jessica Reishus, Wade Robinson, Shelby Beckman, Erin Buse, Reina Sebastian & Jaimie Smith. (2022) Promoting Social-Emotional Development In Children Experiencing Economic Hardship Using TBRI® Nurture Group©. Journal of Occupational Therapy, Schools, & Early Intervention 15:1, pages 31-48.
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Sarah Wall. (2021) ‘A little whisper in the ear’: how developing relationships between pupils with attachment difficulties and key adults can improve the former’s social, emotional and behavioural skills and support inclusion. Emotional and Behavioural Difficulties 26:4, pages 394-411.
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Marianne Coleman. (2020) Leading the change to establish a whole-school nurturing culture. Emotional and Behavioural Difficulties 25:1, pages 68-79.
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Larissa Cunningham, Brettany K Hartwell & Jana Kreppner. (2019) Exploring the impact of Nurture Groups on children’s social skills: a mixed-methods approach. Educational Psychology in Practice 35:4, pages 368-383.
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Susan Salisbury. (2018) Using attachment enhancing activities based on the principles of Theraplay® to improve adult-child relationships and reduce a child’s ‘overall stress’ as measured by the Strength and Difficulties Questionnaire (SDQ). Emotional and Behavioural Difficulties 23:4, pages 424-440.
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Kelly Stone, Cheryl Burgess, Brigid Daniel, Joanna Smith & Christine Stephen. (2017) Nurture corners in preschool settings: involving and nurturing children and parents. Emotional and Behavioural Difficulties 22:4, pages 383-396.
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Louise Webber. (2017) A school’s journey in creating a relational environment which supports attachment and emotional security. Emotional and Behavioural Difficulties 22:4, pages 317-331.
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Kerry Vincent. (2017) ‘It’s small steps, but that leads to bigger changes’: evaluation of a nurture group intervention. Emotional and Behavioural Difficulties 22:4, pages 303-316.
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Christine Lavoie, Caroline Couture, Jean-Yves Bégin & Line Massé. (2017) The differentiated impact of Kangaroo Class programmes in Quebec primary schools: examining behavioural improvements in relation to student characteristics. Emotional and Behavioural Difficulties 22:3, pages 275-289.
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Carmel Cefai & Sue Anne Spiteri Pizzuto. (2017) Listening to the voices of young children in a nurture class. Emotional and Behavioural Difficulties 22:3, pages 248-260.
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Robyn Grantham & Fiona Primrose. (2017) Investigating the fidelity and effectiveness of Nurture Groups in the secondary school context. Emotional and Behavioural Difficulties 22:3, pages 219-236.
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Sam March & Maura Kearney. (2017) A psychological service contribution to nurture: Glasgow’s nurturing city. Emotional and Behavioural Difficulties 22:3, pages 237-247.
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Jo Warin. (2017) Creating a whole school ethos of care. Emotional and Behavioural Difficulties 22:3, pages 188-199.
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Naomi Katherine Hughes & Annette Schlösser. (2014) The effectiveness of nurture groups: a systematic review. Emotional and Behavioural Difficulties 19:4, pages 386-409.
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Corinne Syrnyk. (2014) Capturing the Nurture approach: experiences of young pupils with SEBD. Emotional and Behavioural Difficulties 19:2, pages 154-175.
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Athina Kourmoulaki. (2013) Nurture groups in a Scottish secondary school: purpose, features, value and areas for development. Emotional and Behavioural Difficulties 18:1, pages 60-76.
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Jennifer Garner & Miles Thomas. (2011) The role and contribution of Nurture Groups in secondary schools: perceptions of children, parents and staff. Emotional and Behavioural Difficulties 16:2, pages 207-224.
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Robert Hart. (2010) Classroom behaviour management: educational psychologists' views on effective practice. Emotional and Behavioural Difficulties 15:4, pages 353-371.
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Lynne M. Binnie & Kristen Allen. (2008) Whole school support for vulnerable children: the evaluation of a part‐time nurture group. Emotional and Behavioural Difficulties 13:3, pages 201-216.
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Articles from other publishers (15)
Nolan Amy, F.S. Hannah Elizabeth, Lakin Elizabeth & J. Topping Keith. (2021) Whole-school nurturing approaches: A systematic analysis of impact. Educational and Child Psychology 38:1, pages 10-23.
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Carmel Cefai & Sue Anne Spiteri Pizzuto. 2021. Children’s Concepts of Well-being. Children’s Concepts of Well-being
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Seaneen Sloan, Karen Winter, Paul Connolly & Aideen Gildea. (2020) The effectiveness of Nurture Groups in improving outcomes for young children with social, emotional and behavioural difficulties in primary schools: An evaluation of Nurture Group provision in Northern Ireland. Children and Youth Services Review 108, pages 104619.
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Bick-har LAMBick-har Lam. 2019. Social Support, Well-being, and Teacher Development. Social Support, Well-being, and Teacher Development
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Emma Birch. (2016) ‘You do what you need for your children, don’t you?’: An exploration of the current range of practice and priorities of nurture group staff in a local authority. Educational and Child Psychology 33:4, pages 40-49.
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Gemma Cheney, Annette Schlösser, Poppy Nash & Lesley Glover. (2013) Targeted group-based interventions in schools to promote emotional well-being: A systematic review. Clinical Child Psychology and Psychiatry 19:3, pages 412-438.
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Rhian Griffiths, Rosanna Stenner & Una Hicks. (2014) Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational and Child Psychology 31:1, pages 124-136.
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Rebecca Kirkbride. (2014) ‘They were a little family’: an exploratory study of parental involvement in nurture groups - from a practitioner and parent perspective. British Journal of Special Education 41:1, pages 82-104.
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Isabel Shaver & Kirstie McClatchey. (2013) Assessing effectiveness of nurture groups in Northern Scotland. Support for Learning 28:3, pages 97-102.
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Corinne Syrnyk. (2012) The nurture teacher: characteristics, challenges and training. British Journal of Special Education 39:3, pages 146-155.
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Therese Day, Anita Prunty & Maeve Dupont. (2012) Responding to students' needs in special schools in Ireland and England: findings from two schools. Journal of Research in Special Educational Needs 12:3, pages 141-150.
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Carmel Cefai & Paul Cooper. (2011) The introduction of nurture groups in Maltese schools: a method of promoting inclusive education. British Journal of Special Education 38:2, pages 65-72.
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Moira Broadhead, Roy Chilton & Victoria Stephens. (2011) Utilising the Boxall Profile within the Scallywags service for children with emotional and behavioural difficulties. British Journal of Special Education 38:1, pages 19-27.
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Tommy MacKay, Sue Reynolds & Maura Kearney. (2010) From attachment to attainment: The impact of nurture groups on academic achievement. Educational and Child Psychology 27:3, pages 100-110.
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Sue Reynolds, Tommy MacKay & Maura Kearney. (2009) Nurture groups: a large-scale, controlled study of effects on development and academic attainment. British Journal of Special Education 36:4, pages 204-212.
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