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Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 31, 2015 - Issue 1
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Articles

The strength-based approach to educational psychology practice: a critique from social constructionist and systemic perspectives

Lucy WildingEducational Psychology Department, Cardiff University, Cardiff, Wales, UKCorrespondence[email protected]
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Simon GriffeyEducational Psychology Department, Cardiff University, Cardiff, Wales, UK
Pages 43-55 | Published online: 12 Dec 2014

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Read on this site (3)

Mi-Hwa Park, Jeanetta G. Riley & Jessica M. Branch. (2020) Developing self-awareness using mindfulness meditation with preservice teachers: reflections on practice. Journal of Early Childhood Teacher Education 41:2, pages 183-196.
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Nick Bozic, Rebecca Lawthom & Janice Murray. (2018) Exploring the context of strengths – a new approach to strength-based assessment. Educational Psychology in Practice 34:1, pages 26-40.
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Lynne Fernie & Daniela Cubeddu. (2016) WOWW: a solution orientated approach to enhance classroom relationships and behaviour within a Primary three class. Educational Psychology in Practice 32:2, pages 197-208.
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Articles from other publishers (12)

Lauren Haire, Jennifer E. Symonds, Joyce Senior & Ugo Pace. (2023) Practicing psychologists’ accounts of demand avoidance and extreme demand avoidance in children and adolescents. Frontiers in Education 8.
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Felicity Roux, Jacqueline Hendriks, Sharyn Burns & HuiJun Chih. (2023) An ovulatory menstrual health literacy program within a Health Promoting School framework: reflections from school staff. Frontiers in Education 8.
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Felicity Roux, HuiJun Chih, Jacqueline Hendriks & Sharyn Burns. (2023) Mixed Method Evaluation of My Vital Cycles®: A Holistic School-Based Ovulatory Menstrual Health Literacy Program. International Journal of Environmental Research and Public Health 20:11, pages 5964.
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Felicity Roux, Sharyn Burns, Jacqueline Hendriks & HuiJun Chih. (2023) “What’s going on in my body?”: gaps in menstrual health education and face validation of My Vital Cycles®, an ovulatory menstrual health literacy program. The Australian Educational Researcher.
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Bruce W. Smith, Naila deCruz-Dixon, Kelly Erickson, Anne Guzman, Alvin Phan & Kaitlyn Schodt. (2023) The Effects of an Online Positive Psychology Course on Happiness, Health, and Well-Being. Journal of Happiness Studies 24:3, pages 1145-1167.
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Fiona Jane Harkness, Joanne Walker & Frauke Meyer. (2022) Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource Teachers: Learning and Behaviour. Australasian Journal of Special and Inclusive Education 46:2, pages 138-150.
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Yuen Sze Michelle Tan & Imelda S. Caleon. (2022) “It's not just about grades”: Teachers' alternative perceptions of students performing at a low level and of these students' academic success. Teaching and Teacher Education 118, pages 103816.
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Rosabel Ng & Helena Bunn. (2022) ‘Autism doesn’t come with a manual, it comes with a parent who never gives up’: A family resilience perspective to exploring the views of Black and Minority Ethnic parents of children with autism. DECP Debate 1:182, pages 6-22.
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Felicity Roux, Sharyn Burns, HuiJun Chih & Jacqueline Hendriks. (2022) The Use of a Two-Phase Online Delphi Panel Methodology to Inform the Concurrent Development of a School-Based Ovulatory Menstrual Health Literacy Intervention and Questionnaire. Frontiers in Global Women's Health 3.
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Nick Bozic, Rebecca Lawthom, Janice Murray & Jeremy Oldfield. (2021) Using a situative perspective to gain a deeper understanding of how children’s strengths are related to social context. Journal of Research in Special Educational Needs 21:3, pages 280-289.
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Bruce W. Smith, C. Graham Ford, Kelly Erickson & Anne Guzman. (2020) The Effects of a Character Strength Focused Positive Psychology Course on Undergraduate Happiness and Well-Being. Journal of Happiness Studies 22:1, pages 343-362.
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Michelle Dean, Robin Harwood & Connie Kasari. (2016) The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder. Autism 21:6, pages 678-689.
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