Items where Author is "Kennedy, Emma-Kate"

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Number of items: 21.

Article

Bates, Karla, Morgan, Hannah, Crosby, Emily, Nurse, Keisha, Flynn, Alison, Stern, Didi, Baronian, Roupen and Kennedy, Emma-Kate (2021) Developing digital approaches for adolescents and young adults with autism and learning disabilities: Tools to facilitate access and shared decision-making. Educational & Child Psychology, 38 (3). pp. 124-139. ISSN 0267-1611

Kennedy, Emma-Kate and Laverick, Laleh (2019) Leading inclusion in complex systems: Experiences of relational supervision for headteachers. Support for Learning, 34 (4). pp. 443-459. ISSN 0268-2141.

Kennedy, Emma-Kate, Keaney, Caroline, Shaldon, Chris and Canagaratnam, Myooran (2018) A relational model of supervision for applied psychology practice: Professional growth through relating and reflecting. Educational Psychology in Practice, 34 (3). pp. 282-299. ISSN 0266-7363 (print) ; 1469-5839 (electronic)

Kennedy, Emma-Kate, Canagaratnam, Myooran and Shaldon, Chris (2017) The use of projective assessment with children and young people. Assessment & Development Matters, 9 (2). pp. 25-28. ISSN 2040-4069

Kennedy, Emma-Kate and Monsen, Jeremy (2016) Evidence-based practice in educational and child psychology: Opportunities for practitioner-researchers using problem-based methodology. Educational & Child Psychology, 33 (3). pp. 11-25. ISSN 0267-1611

Kennedy, Emma-Kate (2015) The revised SEND code of practice 0–25: Effective practice in engaging children and young people in decision‐making about interventions for social, emotional and mental health needs. Support for Learning, 30 (4). pp. 364-380. ISSN 0268-2141.

Kennedy, Emma-Kate, Annan, Michael, Chua, Jocelyn, James, Robert, Markúsdóttir, Ingibjörg, Monsen, Jeremy, Robertson, Lucy, Cole, Rachel and Shah, Sonia (2013) Further iterations on using the problem analysis framework. Educational Psychology in Practice, 29 (1). pp. 79-95. ISSN 0266-7363 (print) ; 1469-5839 (electronic)

Kennedy, Emma-Kate, Cameron, R.J. and Greene, Jennifer (2012) Transitions in the early years: Educational and child psychologists working to reduce the impact of school culture shock. Educational and Child Psychology, 29 (1). pp. 19-31. ISSN 0267-1611

Kennedy, Emma-Kate, Cameron, R.J. and Monsen, Jeremy (2009) Effective consultation in educational and child psychology practice: Professional training for both competence and capability. School Psychology International, 30 (6). pp. 234-244. ISSN Print ISSN: 0143-0343 ; Online ISSN: 1461-7374

Kennedy, Emma-Kate, Frederickson, Norah and Monsen, Jeremy (2008) Do educational psychologists 'walk the talk' when consulting? Educational Psychology in Practice, 24 (3). pp. 169-187. ISSN 0266-7363 (print) ; 1469-5839 (electronic)

Book Section

Shaldon, Chris, McBay, Caoimhe, Keaney, Caroline, Kennedy, Emma-Kate, Reid, Sara, Schnackenberg, Nicole and Walker, Sinead (2021) Feelings, relationships and ‘being held’: The experience of psychodynamically informed supervision. In: Learning from the Unconscious: Psychoanalytic Approaches in Educational Psychology. Karnac, London, pp. 152-166. ISBN 9781913494230

Kennedy, Emma-Kate and Lee, Vikki (2021) A distinctive helping relationship: Historical and contemporary perspectives on psychodynamic thinking in consultation. In: Learning from the Unconscious: Psychoanalytic Approaches in Educational Psychology. Karnac, London, pp. 122-139. ISBN 9781913494230

Kennedy, Emma-Kate, Dunsmuir, Sandra and Cameron, R.J. (2017) Professional development and training in consultation: From knowledge to competence and capability in educational and child psychology practice in the UK. In: The international handbook of consultation in educational settings. Consultation, Supervision, and Professional Learning in School Psychology Series . Routledge, Abingdon, pp. 312-331. ISBN 9781138013483

Conference or Workshop Item

Kennedy, Emma-Kate, Dunsmuir, Sandra and Monsen, Jeremy (2019) Learning from experience: School and psychological service responses to the London Grenfell fire. In: 41st Conference of the International School Psychology Association, 9-12 July 2019, University of Basel, Switzerland.

Kennedy, Emma-Kate (2019) Making meaning from experience for adolescents and young adults with social communication differences: Empowering the dis-empowered. In: 41st Conference of the International School Psychology Association, 9-12 July 2019, University of Basel, Switzerland.

Kennedy, Emma-Kate (2018) Relational supervision as a tool to prevent early school leaving (ESL): Collaborative working to promote reflection and learning about oneself-in-role. In: EMPAQT International Conference on Policies and Practices for the Prevention of Early School Leaving, 3rd - 4th May 2018, Maltepe University, Istanbul, Turkey. Full text available

Kennedy, Emma-Kate, Dunsmuir, Sandra and Monsen, Jeremy (2016) Consultation training in the UK: An exploratory qualitative analysis of current pre-service teaching and learning for trainee educational & child psychologists (ECPs). In: 38th Annual Conference of the International School Psychology Association, 20-23 July 2016, Amsterdam, The Netherlands. Full text available

Kennedy, Emma-Kate (2016) Ethical conduct and competence – experiences of teaching and assessing ethical sensitivity and reasoning on an initial school psychology training programme. In: 38th Annual Conference of the International School Psychology Association, 20-23 July 2016, Amsterdam, The Netherlands. Full text available

Kennedy, Emma-Kate, Al-Khatib, Batul, Keaney, Caroline and Shaldon, Chris (2016) The Tavistock relational model of supervision for applied psychology practice: The significance of communication in the establishment and maintenance of the supervisory relationship. In: 38th Annual Conference of the International School Psychology Association, 20-23 July 2016, Amsterdam, The Netherlands.

Kennedy, Emma-Kate and Gibbs, Jack (2015) PATHS to teach children with autism about emotions and emotional regulation: Challenges and opportunities in implementation. In: Workshop at the PATHS Education Worldwide Lisbon Conference, 1 July 2015, University of Lisbon, Portugal. Full text available

Kennedy, Emma-Kate, Odalele, G and Sorton, A (2014) Collaboration between schools and the voluntary sector: Challenges and opportunities in implementing Promoting Alternative Thinking Skills (PATHS). In: Implementing Implementation Science Conference The science of making interventions effective in real world contexts, 28th July 2014, Faculty of Education, University of Cambridge.

This list was generated on Thu Mar 28 11:18:13 2024 UTC.