Citations (17)
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Read on this site (8)
Esther K Kuria & Catherine Kelly. (2023) Exploring social justice principles within an educational psychology service. Educational Psychology in Practice 39:4, pages 403-418.
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Janet Rowley, Pandora Giles, Amy Hammond, Amal Hussein, Michelle Oakey, Sherly O'hara, Jessica Williams & Katie Wood. (2023) Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists. Educational Psychology in Practice 39:1, pages 19-37.
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Nick Hammond & Nicola Palmer. (2021) Between therapeutics and therapy: the continuum of therapeutic practice and the role of ethical blind spots in decision-making. Educational Psychology in Practice 37:2, pages 117-133.
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Claire McGuiggan. (2021) Stepping over the boundary: an exploration of educational psychologists’ work with families. Educational Psychology in Practice 37:1, pages 1-18.
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Ian Smillie & Meryl Newton. (2020) Educational psychologists’ practice: obtaining and representing young people’s views. Educational Psychology in Practice 36:3, pages 328-344.
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Janet Rowley, Taljeet Rajbans & Beckett Markland. (2020) Supporting parents through a narrative therapeutic group approach: a participatory research project. Educational Psychology in Practice 36:2, pages 115-132.
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Pandora Giles & Janet Rowley. (2020) Educational psychologists’ responses to a post-16 service user film on their practice: a participatory research project. Educational Psychology in Practice 36:1, pages 78-92.
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Alan J. Marsh & Andrea Higgins. (2018) A developing educational psychology service work-allocation model. Educational Psychology in Practice 34:2, pages 208-221.
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Articles from other publishers (9)
Elaine Ratheram & Catherine Kelly. (2023) An exploration of developing the practice of educational psychologists with minority cultural and linguistic populations in England: A dynamic journey of understanding and change. Educational and Child Psychology 40:3, pages 30-46.
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Penelope Edwards & Helena Bunn. (2022) ‘We have to carry on’. A participatory research project with young people enrolled on a supported internship programme during the Covid-19 pandemic. Educational and Child Psychology 39:3, pages 56-69.
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Anthony Gray & Kevin Woods. (2022) Person‐centred practices in education: a systematic review of research. Support for Learning 37:2, pages 309-335.
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Adam Boddison & Helen Curran. (2021) The experience of SENCOs in England during the COVID‐19 pandemic: the amplification and exposure of pre‐existing strengths and challenges and the prioritisation of mental health and wellbeing in schools. Journal of Research in Special Educational Needs 22:2, pages 126-136.
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Pooja Sharma. (2021) Barriers faced when eliciting the voice of children and young people with special educational needs and disabilities for their Education, Health and Care Plans and Annual Reviews. British Journal of Special Education 48:4, pages 455-476.
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Beate Hellawell. (2018)
An ethical audit of the
SEND
CoP 2015: professional partnership working and the division of ethical labour
. Journal of Research in Special Educational Needs 19:1, pages 15-26.
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Robin Bartlett. (2017) The experience of deaf students in secondary mainstream classrooms. Educational and Child Psychology 34:4, pages 60-69.
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Beate Hellawell. (2017) A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015. British Journal of Special Education 44:4, pages 411-430.
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Catherine Beal, Mary Chilokoa & Sharon Ladak. (2017) Critical reflection on peer supervision underpinning inter-agency work: EPs working experientially with a Youth Offending Service. Educational and Child Psychology 34:3, pages 109-118.
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