| Abstract Title |
Author(s) |
View |
| Educational Psychologists, evidence-based practice and the case of inclusive education |
G. Lindsay
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| Individual Difference correlates of academic performance |
A. Furnham
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| Being human and becoming a person: what the brain sciences can and can't say about child development |
S. Rose
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| Every Child matters.... more than moving deckchairs |
S. Sharp
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| Mass Observation of Primary Children's Behaviour |
B. Apter
C. Arnold
J. Swinson
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| Numeracy in SEN: "upping the ante" |
C. Arnold
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| Video Interaction Guidance: How Hampshire EPS has developed the use of VIG in EP practice at an individual and systematic level with schools and families to make a positive difference to children's lives |
C. Byron
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| Multi-agency working in the community: starting a support group for parents of children with social communication difficulties |
C. Carr
D. Tunbridge
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| COMOIRA: the Constructionist Model of Informed and Reasoned Action |
S. Claridge
J. Gameson
G. Rhydderch
J. Parry
S. Griffey
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| The art of psychology students |
F. Healy-Clough
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| Transitions Matter Project |
A. Cossavella
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| Working Together to Build an Effective Team |
C. Court
E. Rawlings
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| What can they do that we can't? : Intergrating clinical and Educational Psychologists in school support teams in Brighton and Hove's Children's and Young People's Trust |
J. Cross
B. McEwan
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| Soft systems - hard work? An EP supported approach to whole school problem solving |
C. Duncan
S. Edwards
R. Scott
D. Smith
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| Is Love All You Need? The application of attachment theory and associated concepts within the work of two Educational Psychologists |
L. Dunstan
N. Adams
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| Supporting 'High Risk' Pupils at Secondary Transition |
P. Forde
|
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| Setting up an intensive home-based intervention for pre-school children with an Autism Spectrum Condition (ASC): an account of the Barnet Early Autism Model (BEAM) |
J. Gainsborough
A. Etherington
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| Cooperative learning: a whole school approach to promoting emotional |
I. Galbraith
|
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| Reading intervention: A local authority perspective |
S. Gibbs
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| Applying psychology to transfer and transition |
C. Hobbs
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| Think Before You Act! Thinking skills & behaviour improvement for 9 to 16 year olds |
M. Hymans
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| Symposium - Learning from Gandhi: Non Violent Resistance - a new approach for dealing with aggressive, violent, disruptive and controlling behaviour in school. Paper 1: Non Violent Resistance as a psychological approach to problem behaviour |
P. Jakob
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| Symposium - Learning from Gandhi: Non Violent Resistance - a new approach for dealing with aggressive, violent, disruptive and controlling behaviour in school. Paper 2: Non Violent Resistance in primary school - a pilot project |
F. Reinikis
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| Symposium - Learning from Gandhi: Non Violent Resistance - a new approach for dealing with aggressive, violent, disruptive and controlling behaviour in school. Paper 3: Non Violent Resistance as a whole school approach |
N. Carpenter
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| Peer-victimisation among adolescents: Investigating perceptions of control and attachment style as predictors of dysphoria |
A. Javaid
S. Hunter
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| Impact on Children of Counselling Skills Training and Supervision received by staff |
K. Johnston
M. Traill
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| Theory and practice modifying visual stimulus - assessment and prognosis in education |
I. Jordan
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| Optimistic problem solving - getting it right for key stage 2 & 3 |
C. Kelly
C. Longley
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| How can Psychological theories explain why Video Interaction Guidance is so effective as an agent of positive change for children, parents, teachers and Psychologists? |
H. Kennedy
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| A home school support project to improve children's reading |
B. Levey
|
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| Educational Psychologists as managers and members of multi-agency teams in Children's Trusts; The Brighton and Hove School and Community Support Teams |
J. Lyons
J. Cross
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| Formulation for child presenting with maths difficulties |
S. McKenzie
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| Planning for Success: a rationale for assigning academic mentors to children and young people in care during the development of their Education Support Plans. |
D. Mainwaring-Betts
|
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| Goal Attainment Scaling: Evaluating the impact of EP services |
F. Mallon
|
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| ADHD or attention seeking? |
N. Mellor
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| Developmental Change of and Context Effects on Children's Beliefs about the Origin of Personal, Intellectual, and Physical Traits |
T. Mukai
|
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| Evaluation of Spirals Language Development Group Work in a Primary School in Plymouth |
M. Nash
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| Working memory partially mediates the relationship between anxiety and academic performance. |
M. Owens
J. Stevenson
R. Norgate
J. Hadwin
|
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| The development of a framework for small scale research projects to explore how attainment in numeracy or literacy skills can be improved, using cognitive styles, within a mainstream primary school(s). |
F. Pearson
|
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| A Strange place to be: A critical discourse analysis of the retrospective narratives of parents and young adults who have experienced voluntary local authority care |
J. Phillips
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| Assessment of Special Needs in Early Infancy |
P. Preston
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| Evaluating home-based interventions for children with Autistic Spectrum Conditions. |
P. Reed
M. Makrygianni
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| The Process of Change in Educational Psychology Contexts |
S. Randall
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| Emotional Literacy as an Educational Intervention for Educational Psychologists |
C. Rodgers
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| An Intervention in an LEA within the Every Matters Pilot Study-A Case Study |
C. Rodgers
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| Using Research to Change Perceptions and Re-position a Psychology Service within a Local Authority Context. |
K. Rowland
L. Glover
J. Heinonen
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| Working with children of prisoners |
G. Smith
|
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| Supporting fieldwork supervisors: introduction to a web-based resource |
M. Smith
S. Claridge
J. Leadbetter
|
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| Instructional Psychology and Teaching Foreign Languages: From Theory to Practice |
J. Solity
|
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| Exploring the relationship between perceptions of learning in the Early Years and learning dispositions |
K. Souter
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