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Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 36, 2020 - Issue 3
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Articles

Primary school children’s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support

Bonnie Wonga Department of Psychology, University of Southampton, Southampton, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1449-6938
ORCID Icon,
Danielle Crippsa Department of Psychology, University of Southampton, Southampton, UK
,
Hayley Whitea Department of Psychology, University of Southampton, Southampton, UK
,
Laura Younga Department of Psychology, University of Southampton, Southampton, UK
,
Hanna Kovshoffa Department of Psychology, University of Southampton, Southampton, UKORCID Iconhttps://orcid.org/0000-0001-6041-0376
ORCID Icon,
Hayley Pinkardb Southampton Psychology Service, Southampton City Council, Civic Centre, Southampton, UK
&
Colin Woodcocka Department of Psychology, University of Southampton, Southampton, UK;b Southampton Psychology Service, Southampton City Council, Civic Centre, Southampton, UK
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Pages 313-327 | Published online: 07 Jul 2020

Citations (6)

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Read on this site (4)

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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Angel Urbina-Garcia, Divya Jindal-Snape, Angela Lindsay, Lauren Boath, Elizabeth F. S. Hannah, Alexia Barrable & Anna K. Touloumakos. (2022) Voices of young children aged 3–7 years in educational research: an international systematic literature review. European Early Childhood Education Research Journal 30:1, pages 8-31.
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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)

Evelyn Montañez, Morgan A. Finkel, Julie Flanagan, Chelsea Haley, Zoe Verzani & Evelyn Berger-Jenkins. (2023) Turn 2 Us: Supporting Mental Health Literacy of School Personnel in Majority Latinx, Urban Elementary Schools. School Mental Health 15:4, pages 1102-1112.
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Louise Freeland, Michelle O’Reilly, Juliana Fleury, Sarah Adams & Panos Vostanis. (2022) Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil: Participants’ Experiences. International Journal of Mental Health Promotion 24:1, pages 51-67.
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