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Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 29, 2013 - Issue 4
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Articles

Activity theory: a framework for understanding multi-agency working and engaging service users in change

Paul Michael GreenhouseSchool of Psychology, Cardiff University, Cardiff, UKCorrespondence[email protected]
Pages 404-415 | Published online: 28 Nov 2013

Citations (7)

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Read on this site (2)

Zoe Capper & Colette Soan. (2022) A cultural historical activity theory analysis of educational psychologists’ statutory assessment process post- 2014 children and families act. Educational Psychology in Practice 38:4, pages 428-447.
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H.C.M. (Tim) Carroll. (2015) Pupil absenteeism and the educational psychologist. Educational Studies 41:1-2, pages 47-61.
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Articles from other publishers (5)

Hannah Richardson. (2023) Professional identity as a barrier to inter-agency working? A meta-ethnography of research conducted with professionals working in UK children’s services. Journal of Children's Services 18:2, pages 104-120.
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Rhiannon Warwick. (2023) Perspectives of the educational psychologist’s role in a multi-agency children’s social care team: A cultural-historical activity theory framework. Educational and Child Psychology 40:2, pages 54-82.
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John Niven. (2023) Using cultural-historical activity theory (CHAT) tools to understand reflecting teams as a process for professional learning. Educational and Child Psychology 40:2, pages 109-127.
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Sarah McIntosh, Kevin Woods & Andi Stother. (2022) Continuing in post-16 education: The views of adopted young people. Adoption & Fostering 46:3, pages 286-301.
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Hanne Knudsen. (2021) The worry conversation: A loosening technology. European Educational Research Journal 20:6, pages 841-859.
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