Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond?

Hulusi, Halit and Sewell, Alexandra (2016) Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice, 32 (4). pp. 343-354. ISSN 0144-3410

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Abstract/Book Review

Over the last five years the radicalisation of children and young people to extreme ideologies is fast developing as a new and important safeguarding issue for Local Authorities. Despite many high profile cases, there has yet to be a response from the educational psychology profession. This article seeks to explore the possible role for educational psychologists (EPs) in this area. This article sets out the findings of a recent literature review in which the authors propose Reactive Approach Motivation theory as a possible way in which EPs might formulate their understanding and response to this issue. Insights derived from the review are then discussed in light of the EP role in this new domain. Particular attention is paid to the PREVENT Agenda and some of the ethical considerations facing EPs seeking to undertake work in this area.

Item Type: Article
Uncontrolled Keywords: Radicalisation, Safeguarding, Terrorism, Preventative Psychology, Role of the EP
Subjects: Learning & Education > Educational Psychology
Department/People: Children, Young Adult and Family Services
Depositing User: Ms Linda Dolben
Date Deposited: 09 Oct 2017 13:57
Last Modified: 09 Oct 2017 13:57
URI: http://repository.tavistockandportman.ac.uk/id/eprint/1277

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