On this 5th episode of Thinking Time, I speak to Dr Aidan Fielding, a newly qualified educational psychologist from the University of Manchester. Within this episode, we discuss his doctoral research that explored the impact of local and national restrictions on children's play and reflect on what it means for parents/carers, school staff, psychologists and young people.

Within this discussion, we refer to the following research:

Fielding, A., & Harding, E. (2024). The ongoing impact of social and locality restrictions on children’s play at home – How play changed during the pandemic, and how it remains different. Educational Psychology in Practice, 40(4), 435–455. https://doi.org/10.1080/02667363.2024.2390871

Fielding, A. H., & Harding, E. (2024). The Impact of the COVID-19 Pandemic and Associated Restrictions on Children’s Play: A Systematic Literature Review. International Journal of Playwork Practice, 5(1), Article 1. https://doi.org/10.25035/ijpp.05.01.02

Full thesis reference:

https://research.manchester.ac.uk/en/studentTheses/the-impact-of-local-and-national-restrictions-on-childrens-play-h

We also refer to:

EdPsychEd article

https://www.edpsyched.co.uk/blog/impact-of-covid-19-and-restrictions-on-childrens-play-at-home

British Psychological Society, Division of Child and Educational Psychology Position Paper:

https://www.bps.org.uk/guideline/childrens-right-play

Original music by Patrick McKeown.

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On this 4th episode of Thinking Time, I speak to Dr Rebekah Purcell who, at the time of recording, was a newly qualified educational psychologist from the University of Manchester. Within this episode, we discuss her doctoral research that explored pupils' views about the outcomes and skills gained through the 'Emotional Literacy Support Assistant' (ELSA) intervention, and reflect on what it means for parents/carers, school staff, psychologists and young people.

Within this discussion, we refer to the following research:

Purcell, R., & Kelly, C. (2023). A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention. Educational Psychology in Practice, 39(2), 201-216. https://doi.org/10.1080/02667363.2023.2185208 [doi.org]

Purcell, R., Kelly, C., & Woods, K. (2023). Exploring secondary school pupils’ views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention. Pastoral Care in Education, 1-22. https://doi.org/10.1080/02643944.2023.2265390 [doi.org]

Full thesis reference: https://research.manchester.ac.uk/en/studentTheses/exploring-pupils-views-about-outcomes-and-skills-gained-through-t

We also refer to:

Twinkl article

https://www.twinkl.co.uk/news/teaching-assistant-led-elsa-sessions-improve-pupil-wellbeing-and-school-attendance

ELSA Network website: https://www.elsanetwork.org/ [elsanetwork.org

Allen, K., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: a review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409

Pickering, L., Lambeth, J., Woodcock, C., & Greene, J. (2019). The Emotional Literacy Support Assistant (ELSA) Programme: Can you develop an evidence base for an adaptive intervention? DECP Debate, 1(170), 17–22. https://www.researchgate.net/publication/331952634_The_Emotional_Literacy_Support_Assistant_ELSA_Programme_Can_you_develop_an_evidence_base_for_an_adaptive_intervention

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On this 3rd episode of Thinking Time, I speak to Dr Eve Mbire a newly qualified educational psychologist from the University of Southampton. Within this episode, we discuss her doctoral research that explored Emotional Literacy Support Assistant (ELSA), teacher and pupils' views on culturally responsive approaches, and reflect on what it means for parents/carers, school staff, psychologists, and young people.

Within this episode, we refer to following research:

Mbire-Chigumba, E (2023) Exploring ELSA, teacher and pupils’ views on culturally responsive approaches: How can cultural responsiveness improve sense of belonging and social and emotional support in schools? University of Southampton, Doctoral Thesis, 183pp.

https://eprints.soton.ac.uk/480671/

Cartmell, H. (2014) An Exploration of how Secondary Schools Promote a Sense of Belonging with Pupils who are International New Arrivals (INA) Student thesis: Doctor of Educational and Child Psychology

https://research.manchester.ac.uk/en/studentTheses/an-exploration-of-how-secondary-schools-promote-a-sense-of-belong

Cartmell, H., & Bond, C. (2015). What does belonging mean for young people who are International New Arrivals? Educational & Child Psychology, 32(2), 90-10

https://www.researchgate.net/publication/320858469_What_does_belonging_mean_for_young_people_who_are_International_New_Arrivals

Original music by Patrick McKeown.

Hosted on Acast. See acast.com/privacy for more information.