References
- Adams, S., Morris, D., Gilmore, G., & Frampton, I. (2010). A novel parent-supported emotional literacy programme for children. Community Practitioner, 83, 27–30.
- Ainsworth, M. D. S., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46, 331–341.
- Bombèr, L., & Hughes, D. (2013). Settling to learn. London: Worth Publishing Ltd.
- Bozic, N., & Miller, A. (2013). Guest editorial: Strength-based practice. Educational and Child Psychology, 30, 5–6.
- Bradley, H. (2010). The scope and nature of emotional literacy support assistant work. Winchester: Hampshire Educational Psychology Service, Research & Evaluation Service.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
- Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage Publications.
- Bravery, K., & Harris, L. (2009). Emotional literacy support assistants in Bournemouth: Impact and outcomes. Bournemouth: Bournemouth Borough Council.
- Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
- Burton, S. (2004). ELSAs to cover Hampshire. Emotional Literacy Update, October 2004, 4.
- Burr, V. (2003). Social constructionism. London: Routledge.
- Burton, S., Osborne, C., & Norgate, R. (2010). An evaluation of the impact of the emotional literacy support assistant project on pupils attending schools in Bridgend. Winchester: Hampshire Educational Psychology Service, Research & Evaluation Service.
- Burton, S., Traill, M., & Norgate, R. (2009). An evaluation of the emotional literacy support assistant (ELSA) programme. Winchester: Hampshire Educational Psychology Service, Research & Evaluation Service.
- Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.
- Comer, J. P., & Haynes, N. M. (1991). Parent involvement in schools: An ecological approach. The Elementary School Journal, 91, 271–277.
- D’Amato, R. C., Crepeau-Hobson, F., Huang, L. V., & Geil, M. (2005). Ecological neuropsychology: An alternative to the deficit model for conceptualizing and serving students with learning disabilities. Neuropsychology Review, 15, 97–103.
- Department for Children, Schools and Families (DCSF). (2007a). Engaging parents in raising achievement: Do parents know they matter?. London: DCSF.
- Department for Children, Schools and Families (DCSF). (2007b). The children’s plan: Building brighter futures. London: DCSF.
- Department for Education and Skills (DfES). (2001). Special Educational Needs Code of Practice. London: DfES.
- Department for Education and Skills (DfES). (2002). Listening to learn – an action plan for the involvement of children and young people. London: DfES.
- Department for Education and Skills (DfES). (2004). Every child matters: Change for children. London: DfES.
- Department for Education and Skills (DfES) (2005a). Excellence and enjoyment: Social and emotional aspects of learning. London: DfES.
- Department for Education and Skills (DfES). (2005b). Higher standards, better schools for all: More choice for parents and pupils. London: DfES.
- Department for Education and Skills (DfES). (2007a). Every parent matters. London: DfES.
- Department for Education and Skills (DfES). (2007b). Social and emotional aspects of learning for secondary schools. London: DfES.
- Department of Health. (2015). Future in mind: promoting, protecting and improving our children and young people’s mental health and well-being. London: Department of Health.
- ELSA Network. (2013). Retrieved from http://www.elsanetwork.org
- Flay, B. R., Graumlich, S., Segawa, E., Burns, J. L., & Holliday, M. Y. (2004). Effects of two prevention programs on high-risk behaviors among African American youth. Archives of Pediatrics and Adolescent Medicine, 158, 377–384.
- Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
- Gersch, I. (1996). Involving the child in assessment: Creating a listening ethos. Educational and Child Psychology, 13, 31–40.
- Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.
- Goodman, R. (1997). The strength and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586.
- Harding, E., & Atkinson, C. (2009). How EPs record the voice of the child. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 25, 125–137.
- Hartas, D. (2011). Young people’s participation: Is disaffection another way of having a voice? Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 27, 103–115.
- Health and Care Professions Council (HCPC). (2012). Standards of proficiency: Practitioner psychologists. London: HCPC Publications.
- Hill, T., O’Hare, D., & Weidberg, F. (2013). “He’s always there when I need him”: Exploring the perceived positive impact of the Emotional Literacy Support Assistant (ELSA) programme. Retrieved from the ELSA network: http://www.elsanetwork.org/files/FinalElsaReport.pdf
- Joseph, S. (2008). Positive psychology as a framework for practice. In B. Kelly, L. Woolfson, & J. Boyle (Eds.), Frameworks for practice in educational psychology: A textbook for trainees and practitioners (pp. 185–196). London: Jessica Kingsley Publishers.
- Malterud, K. (2001). Qualitative research: Standards, challenges and guidelines. The Lancet, 358, 483–488.
- Matthews, B. (2006). Engaging education: Developing emotional literacy, equity and co-education. Milton Keynes: Open University Press.
- National Assembly for Wales (2010). Key Statistics for Bridgend. Cardiff: National Assembly for Wales.
- National Institute for Health and Care Excellence (NICE). (2008). Promoting children’s social and emotional wellbeing in primary education. London: National Health Service.
- Qualter, P., Gardner, K. J., & Whiteley, H. E. (2007). Emotional intelligence: Review of research and educational implications. Pastoral Care, 25, 11–20.
- Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). New York, NY: University of Rochester Press.
- Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.
- Sandelowski, M. (1994). Notes on qualitative methods: notes on transcription. Research in Nursing and Health, 18, 179–183.
- Sharp, P. (2000). Promoting emotional literacy: Emotional literacy improves and increases your life chances. Pastoral Care in Education: International Journal of Personal, Social and Emotional Development, 18, 8–10.
- Smith, S. M., & Vela, E. (2001). Environmental context-dependent memory: A review and meta-analysis. Psychonomic Bulletin and Review, 8, 203–220.
- Souter, K. R. (2001). The relevance of systems theory for teachers dealing with emotional and behavioural problems in schools. Pastoral care, 19, 36–41.
- UK Parliament. (2006). Childcare Act, 2006. London: The Stationary Office Ltd.
- Weare, K., & Gray, G. (2003). What works in developing children’s emotional and social competence and wellbeing?. London: DfES.
- Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17, 191–210.