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Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 36, 2020 - Issue 1
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Articles

An exploration of the impact of the Emotional Literacy Support Assistant (ELSA) programme on wellbeing from the perspective of pupils

Natasha KrauseEducational Psychology Department, Cardiff University, Cardiff, Wales, UKCorrespondence[email protected]
,
Laura BlackwellEducational Psychology Department, Cardiff University, Cardiff, Wales, UK
&
Simon ClaridgeEducational Psychology Department, Cardiff University, Cardiff, Wales, UK
Pages 17-31 | Published online: 07 Sep 2019

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Read on this site (3)

Rebekah Purcell & Catherine Kelly. (2023) A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention. Educational Psychology in Practice 39:2, pages 201-216.
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Lorraine Silver, Emma Emanuel & Ellen Jones. Emotional literacy support assistant (ELSA) intervention: medium-term impact on pupils’ emotional literacy in one local authority in Wales. Educational Psychology in Practice 0:0, pages 1-17.
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Rebekah Purcell, Catherine Kelly & Kevin Woods. Exploring secondary school pupils’ views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention. Pastoral Care in Education 0:0, pages 1-22.
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Articles from other publishers (2)

Nur Eva, Machmudah, Ika Andrini Farida, Tutut Chusniyah, Fifi Khoirul Fitriyah, Tiyas Saputri, Wahono & Wesiana Heris Santy. (2024) Overcaming Children’s Temper Tantrums Through Emotional Literacy Strategies. Revista de Gestão Social e Ambiental 18:5, pages e05600.
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Samson Maekele Tsegay, Lucie Wheeler, Phil Kirkman & Simon Pratt-Adams. (2023) Teacher Perspectives on Primary-Secondary School Transition Projects During the COVID-19 Pandemic. SAGE Open 13:2.
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