Items where Subject is "Learning & Education > Learning & Education in Psychology"

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Number of items at this level: 25.

A

Akhtar, Khuzuma (2015) Brief psychotherapy with children in a specialist school: An exploration of the underlying issues for children and mainstream schools. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

B

Barratt, Sara (2012) Adopted children and education. The experiences of a specialist CAMHS team. Clinical Child Psychology and Psychiatry, 17 (1). pp. 141-150. ISSN 1359-1045

Birney, Charlotte (2015) What accounts do young people give of their experience of person-centred Annual Review meetings. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

D

Davidson, Sarah and Harper, David and Patel, Nimisha and Byrne, A (2007) Drawing back the curtain on clinical psychology training. Maintaining a critical approach. Journal of Critical Psychology, Counselling and Psychotherapy, 7 (4). pp. 201-210. ISSN 1471-7646

Dhingra Paiva, Nupur (2011) The school as a secure base. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 21-34. ISBN 9781780490038

E

Edwards, Judith (2014) Film projection and projective identification: Film as a teaching tool. In: Media and the inner world: Psycho-cultural approaches to emotion, media and popular culture. Palgrave MacMillan, Basingstoke, pp. 69-81. ISBN 9781137345530

F

Fourmy, David (2011) Changing conversations. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 113-129. ISBN 9781780490038

H

Harris, Rita and Rendall, Sue and Nashat, Sadegh (2011) Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London. ISBN 9781780490038

Harris, Rita and Ayo, Yvonne (2011) The role of a child and adolescent mental health service with looked-after children in an educational context. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 151-166. ISBN 9781780490038 Full text available

Hoyle, Katherine (2016) Secondary school pupils’ experiences of managed moves: An interpretative phenomenological analysis. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Hunter, D H (2015) 'No-one knows what happens'. Enriching our understanding of the resilience of young people in a Pupil Referral Unit. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

I

Ingall, Gillian and Smyth, Maureen (2011) Working and learning together. A collaboration between the Tavistock Clinic and New Rush Hall School. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 87-100. ISBN 9781780490038

M

Magagna, Jeanne (2013) Being present for each other: Long-distance video-linked seminars. Psychoanalytic Psychotherapy, 27 (4). pp. 280-295. ISSN 0266-8734

Marsh, Angela (2012) The Oedipal child starts school: Some thoughts about the difference in the experience of starting school for boys and girls at four years of age. Psychodynamic Practice: Individuals, Groups and Organisations, 18 (3). pp. 311-323. ISSN 1475-3626 (electronic) 1475-3634 (paper)

Miller, Beth (2011) The seminar leader as ‘a new baby’. Teaching observation for the first time. Infant Observation: The International Journal of Infant Observation and Its Applications, 14 (3). pp. 335-340. ISSN 1369-8036

N

Nashat, Sadegh and Rendall, Sue (2011) The social construction of school exclusion. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 181-193. ISBN 9781780490038

Nashat, Sadegh and Solomon, Mike (2010) Therapeutic presence in schools. Counselling Children and Young People . pp. 31-35. ISSN 2050-1897

P

Powell, Jessica (2015) What works? A grounded theory of effective peer mentoring in secondary schools. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

R

Rees, Kathryn (2015) Exploring the process of change: Developing the use of nurturing approaches in a secondary school for young people with social, emotional and mental health needs. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Robbins, Eva (2016) A constructivist grounded theory study of the decision-making processes of professionals in a children’s service, mixed multi-disciplinary assessment team. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Rustin, Margaret (2011) Passion in the classroom. Understanding some vicissitudes in teacher-pupil relationships and the unavoidable anxieties of learning. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 1-20. ISBN 9781780490038

S

Shorthouse, Mary Catherine (2016) 'I definitely felt an exception' discourse analysis: A father talks about his son's transition to school. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Simmonds, Loxley (2015) What factors support or hinder the educational progress of looked after children at key Stage 4: A grounded theory approach. Professional Doctorate thesis, Tavistock and Portman NHS foundation Trust / University of Essex. Full text available

Solomon, Mike (2011) Integrating reintegration. The role of child and adolescent mental health professionals in supporting the inclusion of excluded pupils. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 35-52. ISBN 9781780490038

Z

Zhang, Yuning and Orkin, Mark and Boyes, Mark E and Cluver, Lucie D (2014) Pathways to poor educational outcomes for HIV/AIDS-affected youth in South Africa. AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV, 26 (3). pp. 343-350. ISSN 0954-0121 (Print) ; 1360-0451 (Online)

This list was generated on Mon May 29 09:25:58 2017 UTC.