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

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Number of items at this level: 37.

A

Arnold, Christopher and Yeomans, Jane (2011) Psychology for teaching assistants. Trentham Books, Stoke on Trent. ISBN 978-1858564982

Atkinson, Gemma A (2017) “It helped me when…” A Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion. 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, Angela (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

Devereux, Suzanne (2017) How do staff in a post-16 college co-construct social, emotional and mental health (SEMH) needs in their setting? A discourse analysis. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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

Ellis, Gemma (2018) Containment and denial: Raising awareness of unconscious processes present when teachers are working with children and families where there is domestic abuse. Educational Psychology in Practice, 34 (4). pp. 412-429. ISSN 0144-3410

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

J

Jones, Martina (2018) An exploration of reception class teachers’ experiences of supporting children with Autism Spectrum Disorder in the first year of mainstream school. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

K

Kenneally, Olivia (2016) Does the computer say no? Considering the evidence for computerised working memory training programmes in paediatric populations. DECP Debate (161). ISSN Print: 1471-5775; online: 2396-8680

Kenneally, Olivia (2016) Early Brain Injury: Possibilities, pitfalls and unknowns. DECP Debate (161). ISSN Print: 1471-5775; online: 2396-8680

L

Lidchi, Victoria G (2018) Has education lost sight of children? In: Positive schooling and child development: International perspectives. Springer, Singapore, pp. 41-68. ISBN 978-981-13-0076-9

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)

McDermott, Lorna (2017) An exploration of a complex relationship: Teachers and Teaching Assistants working together in primary schools. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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

Parkinson, Clare and Hingley-Jones, Helen and Allain, Lucille (2017) Observation in health and social care: Applications for learning, research and practice with children and adults. Jessica Kingsley Publishers, London. ISBN 9781849056755

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

Solomon, Mike (2017) Promoting resilience in schools: The importance of both training and reflection for teachers and school staff. In: Attachment and emotional development in the classroom: Theory and practice. Jessica Kingsley, London, pp. 101-116. ISBN 978-1785921346

W

Wedd, Anne-Marie (2017) How observational material might be used in a collaborative consultation with teachers to further their understanding of their pupils. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust/University of East London. Full text available

Y

Youell, Biddy (2017) A psychoanalytic understanding of change and transition in education. In: Attachment and emotional development in the classroom: Theory and practice. Jessica Kingsley, London, pp. 165-176. ISBN 978-1785921346

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 Sun Oct 13 16:35:53 2019 UTC.