Citations (38)
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Sophie West & Louisa Shirley. (2023) How able did newly qualified teachers in England feel to support pupils’ mental health in the late stages of COVID 19? A qualitative study of teacher perceptions. Pastoral Care in Education 0:0, pages 1-17.
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James O’Higgins Norman, Christian Berger, Shoko Yoneyama & Donna Cross. (2022) School bullying: moving beyond a single school response to a whole education approach. Pastoral Care in Education 40:3, pages 328-341.
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Hannah Pazderka, Ronald J. Prinz, Timothy Heidebrecht, Sandra Wiebe, Karen Benzies, Naheed Hosan, Wendy Hoglund, Christina Rinaldi, Debbie Easton, Tara Preston, Suzanne Tough & Dennis D. Embry. (2017) Testing the PAX Good Behavior Game with and without school-based parenting support: study description and practical challenges. International Journal of Mental Health Promotion 19:4, pages 173-188.
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Tina Malti, Gil G. Noam, Andreas Beelmann & Simon Sommer. (2016) Toward Dynamic Adaptation of Psychological Interventions for Child and Adolescent Development and Mental Health. Journal of Clinical Child & Adolescent Psychology 45:6, pages 827-836.
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John S. Murray. (2016) Meeting the Psychosocial Needs of Child Refugees During Resettlement in Germany. Issues in Mental Health Nursing 37:8, pages 613-618.
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Andy Keay, Jane Lang & Norah Frederickson. (2015) Comprehensive support for peer relationships at secondary transition. Educational Psychology in Practice 31:3, pages 279-292.
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Brahm Norwich & Andrew Eaton. (2015) The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties 20:2, pages 117-132.
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Articles from other publishers (31)
Tara Bartlett, Lara E. Law, Daniel Schugurensky, Marisol Juarez Díaz & Wendy Wolfersteig. (2023) 17 Programs and Practices to Promote a Safe Campus: Alternatives to School Policing and Punitive Practices. The Urban Review.
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Abigail Thomson, Elinor Harris, Araminta Peters-Corbett, Keili Koppel & Cathy Creswell. (2023) Barriers and facilitators of community-based implementation of evidence-based interventions in the UK, for children and young people's mental health promotion, prevention and treatment: rapid scoping review. BJPsych Open 9:4.
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Hayley Prickett. (2023) ‘The ethos of the school has shifted’: The perceived impact of a systemic approach to supporting children’s mental health and emotional wellbeing in schools. DECP Debate 1:185, pages 15-21.
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Mina Fazel, Emma Soneson, Elise Sellars, Gillian Butler & Alan Stein. (2023) Partnerships at the Interface of Education and Mental Health Services: The Utilisation and Acceptability of the Provision of Specialist Liaison and Teacher Skills Training. International Journal of Environmental Research and Public Health 20:5, pages 4066.
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Kathrine Sullivan, Jessica Dodge, Victoria Williamson, Filipa Alves-Costa, Nicholas Barr, Sara Kintzle, Nicola T. Fear & Carl Castro. (2021) Preliminary Exploration of the Relationship between Veteran Family Membership, School Climate, and Adverse Outcomes among School-Aged Youth. Education and Urban Society 54:5, pages 605-628.
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Anna March, Emily Stapley, Daniel Hayes, Rosa Town & Jessica Deighton. (2022) Barriers and Facilitators to Sustaining School-Based Mental Health and Wellbeing Interventions: A Systematic Review. International Journal of Environmental Research and Public Health 19:6, pages 3587.
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Kate King. (2021) Screening children for mental health difficulties in school settings. British Journal of Child Health 2:6, pages 275-287.
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Megan Garside, Barry Wright, Roshanak Nekooi & Victoria Allgar. (2021) Mental Health Provision in UK Secondary Schools. International Journal of Environmental Research and Public Health 18:22, pages 12222.
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Helen Woodley. (2021) Supporting minority groups in schools – reflections on training education mental health practitioners. The Journal of Mental Health Training, Education and Practice 16:6, pages 468-479.
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Rachael Ryan, Katherine Berry, Heather Law & Samantha Hartley. (2021) Therapeutic relationships in child and adolescent mental health services: A Delphi study with young people, carers and clinicians. International Journal of Mental Health Nursing 30:4, pages 1010-1021.
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Joanna Farr, Anna Moore, Hilary Bruffell, Jacqueline Hayes, John P. Rae & Mick Cooper. (2021) The impact of a needs‐based model of care on accessibility and quality of care within children's mental health services: A qualitative investigation of the UK i‐THRIVE Programme. Child: Care, Health and Development 47:4, pages 442-450.
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Sioned Hughes & Helen Lewis. (2020) Tensiynau yn y broses bresennol o ddiwygio’r cwricwlwm a datblygu ymreolaeth broffesiynol athrawon. The Curriculum Journal 31:2.
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Sioned Hughes & Helen Lewis. (2020) Tensions in current curriculum reform and the development of teachers’ professional autonomy. The Curriculum Journal 31:2, pages 290-302.
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Charlotte Louise Bagnall, Yvonne Skipper & Claire Louise Fox. (2019) ‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. British Journal of Educational Psychology 90:1, pages 206-226.
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Denise Svane, Neus (Snowy) Evans & Margaret-Anne Carter. (2019) Wicked wellbeing: Examining the disconnect between the rhetoric and reality of wellbeing interventions in schools. Australian Journal of Education 63:2, pages 209-231.
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Victoria Neville, Trish Joscelyne & Jo Chester. (2019) A review of school approaches to increasing pupil resilience. Journal of Public Mental Health 18:1, pages 26-37.
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Daniel A. Waschbusch, Rosanna P. Breaux & Dara E. Babinski. (2018) School-Based Interventions for Aggression and Defiance in Youth: A Framework for Evidence-Based Practice. School Mental Health 11:1, pages 92-105.
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Jessica Deighton, Neil Humphrey, Jay Belsky, Jan Boehnke, Panos Vostanis & Praveetha Patalay. (2018) Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence. British Journal of Developmental Psychology 36:1, pages 110-126.
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Louise Neil & Marjorie Smith. (2017) Teachers’ recognition of anxiety and somatic symptoms in their pupils. Psychology in the Schools 54:9, pages 1176-1188.
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Twyla Salm. (2017) A School-Based Case Study: Developing Interprofessional Competencies to Support Students With Dual Diagnosis. Journal of Policy and Practice in Intellectual Disabilities 14:3, pages 224-232.
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Mina Fazel, Jo Garcia & Alan Stein. (2016) The right location? Experiences of refugee adolescents seen by school-based mental health services. Clinical Child Psychology and Psychiatry 21:3, pages 368-380.
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Margaret O'Rourke, Sean Hammond, David O'Sullivan, Ciara Staunton & Siobhan O'Brien. (2016) The LifeMatters programme for developing life-skills in children: an evaluation. International Journal of Mentoring and Coaching in Education 5:2, pages 144-157.
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David Foreman. (2016) Editorial Perspective: The new Special Educational Needs and Disability Code of Practice-an opportunity for school mental health services?. Child and Adolescent Mental Health 21:2, pages 78-80.
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