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Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 32, 2016 - Issue 2
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Articles

Introducing Farouk’s process consultation group approach in Irish primary schools

Marie HayesEducational Psychology Group, Research Department of Clinical, Educational & Health Psychology, University College London, London, UKCorrespondence[email protected]
&
Phil StringerEducational Psychology Group, Research Department of Clinical, Educational & Health Psychology, University College London, London, UK
Pages 145-162 | Published online: 23 Feb 2016

Citations (9)

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Read on this site (7)

Jeremy Swinson & Georgia Henderson. (2023) Analysing the attitude and opinions of a ‘difficult’ year group in a secondary school. Pastoral Care in Education 41:2, pages 177-190.
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Andrea Jardí, Ignasi Puigdellívol, Cristina Petreñas & Dorys Sabando. (2021) The role of teaching assistants in managing behaviour in inclusive Catalan schools. European Journal of Special Needs Education 36:2, pages 265-277.
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Fungisai Muchenje & Catherine Kelly. (2021) How teachers benefit from problem-solving, circle, and consultation groups: a framework synthesis of current research. Educational Psychology in Practice 37:1, pages 94-112.
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Maria Evrydiki Zafeiriou & Anthea Gulliford. (2020) A grounded theory of educational psychologists’ mental health casework in schools: connection, direction and reconstruction through consultation. Educational Psychology in Practice 36:4, pages 422-442.
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C. Eleanor Law & Kevin Woods. (2019) Reviewing and developing a psychological service’s response to managing behavioural difficulties through action research. Educational Psychology in Practice 35:1, pages 99-117.
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C. Eleanor Law & Kevin Woods. (2018) The representation of the management of behavioural difficulties in EP practice. Educational Psychology in Practice 34:4, pages 352-369.
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Patricia Davison & Joseph Duffy. (2017) A model for personal and professional support for nurture group staff: to what extent can group process consultation be used as a resource to meet the challenges of running a nurture group?. Educational Psychology in Practice 33:4, pages 387-405.
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Articles from other publishers (2)

Andrea Jardí, Cristina Petreñas, Elena Cano & Laura Pons-Seguí. (2023) The promotion of self-regulation of children's behaviour, an unresolved issue in initial teacher education in Catalonia (Spain). International Journal of Educational Research 122, pages 102263.
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Sarah Booth, Helen Pope & Katriona Hawthorne. (2022) Supporting Primary 2 teachers through consultation and engagement with the CIRCLE framework for inclusive practice, in a post-Covid-19 context. Educational Psychology in Scotland 22:1, pages 61-67.
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