1
|
Bennett J, Edwards H, Finnegan C, Jones R, Carpenter C, Sargeant C. Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2021. [DOI: 10.1080/02667363.2021.2000371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Joanne Bennett
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Hannah Edwards
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Charlotte Finnegan
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Rebecca Jones
- Educational Psychology Department, University of Southampton, Southampton, UK
| | - Caroline Carpenter
- Southampton Educational Psychology Service, Southampton City Council Civic Centre, Southampton, UK
| | - Cora Sargeant
- Educational Psychology Department, University of Southampton, Southampton, UK
| |
Collapse
|
2
|
Costelloe A, Mintz J, Lee F. Bereavement support provision in primary schools: an exploratory study. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2020. [DOI: 10.1080/02667363.2020.1767040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Ailbhe Costelloe
- Psychology and Development, Institute of Education University College London, London, UK
| | - Joseph Mintz
- Psychology and Development, Institute of Education University College London, London, UK
| | - Frances Lee
- Psychology and Development, Institute of Education University College London, London, UK
| |
Collapse
|
3
|
Edwards LN. Looking after the teachers: exploring the emotional labour experienced by teachers of looked after children. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2015. [DOI: 10.1080/02667363.2015.1112256] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
4
|
Rees P, Seaton N. Psychologists’ response to crises: International perspectives. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034310397482] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Tragically, for many schools, the possibility of a crisis such as a natural disaster, extreme violence or a potentially traumatising threat has become a reality. Specialist input from a local psychology service is often sought at such a time. To help one service within the United Kingdom (UK) learn from the experience of other psychologists a survey was constructed and subsequently completed by 277 psychologists from around the world including Australia, Canada, France, Germany, The Netherlands, Saudi Arabia, Scandinavia, Slovakia, Switzerland, Turkey, UK, and USA. The survey provides insight into the experience of psychologists in responding to crises, for example, the nature of the crises, the extent of collaboration with others, the level of training undertaken, and the level of confidence psychologists have in this area of work. Of particular interest are the models, resources, and theories that psychologists have used and the advice that they have found helpful. A number of international comparisons are made. The survey findings suggest that collaboration is seen as highly important to effective practice. Attention is also drawn to the important work that the International Crisis Response Network of the International School Psychology Association (ISPA) is undertaking in promoting an integrated model of practice.
Collapse
Affiliation(s)
- Paul Rees
- Swansea University (Human and Health Sciences),
| | - Niels Seaton
- Rhondda-Cynon-Taf and Merthyr Tydfil Educational and Child Psychology Service
| |
Collapse
|