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
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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