Article

Kennedy, Emma-Kate, Dunsmuir, Sandra, Lang, Jane and Monsen, Jeremy (2023) A Qualitative Review of Pre-Service Training of Educational Psychology Consultants in the United Kingdom. Journal of Educational and Psychological Consultation, 33 (3). pp. 314-344. ISSN 1047-4412

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, 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 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)

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, 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