Thinking Time

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/10.1080/02667363.2024.2390871Fielding, 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-hWe also refer to:EdPsychEd articlehttps://www.edpsyched.co.uk/blog/impact-of-covid-19-and-restrictions-on-childrens-play-at-homeBritish Psychological Society, Division of Child and Educational Psychology Position Paper:https://www.bps.org.uk/guideline/childrens-right-playOriginal music by Patrick McKeown.

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-tWe also refer to:Twinkl articlehttps://www.twinkl.co.uk/news/teaching-assistant-led-elsa-sessions-improve-pupil-wellbeing-and-school-attendanceELSA Network website: https://www.elsanetwork.org/ [elsanetwork.orgAllen, 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/10.1080/00049530.2021.1883409Pickering, 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

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 Psychologyhttps://research.manchester.ac.uk/en/studentTheses/an-exploration-of-how-secondary-schools-promote-a-sense-of-belongCartmell, H., & Bond, C. (2015). What does belonging mean for young people who are International New Arrivals? Educational & Child Psychology, 32(2), 90-10https://www.researchgate.net/publication/320858469_What_does_belonging_mean_for_young_people_who_are_International_New_ArrivalsOriginal music by Patrick McKeown.

On this first episode of Thinking Time, I speak to Dr Shannon Corcoran, a newly qualified Educational Psychologist from the University of Manchester, with a special interest in school attendance difficulties. Within this episode we discuss her doctoral research that explored Emotionally Based School Non-Attendance (EBSNA) and reflect on what it means for parents/carers, school staff, psychologists and young people.Within this discussion we refer to the following research papers:Emotionally based school non-attendance: two successful returns to school following lockdown: Educational Psychology in Practice: Vol 38, No 1 (tandfonline.com) [tandfonline.com] A meta‐ethnographic understanding of children and young people's experiences of extended school non‐attendance - Corcoran - 2023 - Journal of Research in Special Educational Needs - Wiley Online Library [nasenjournals.onlinelibrary.wiley.com]Since the recording the following research paper has also been published:https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.12497 [nasenjournals.onlinelibrary.wiley.com]Full thesis reference:Extended School Non-Attendance: Pupil Experiences and Development of a Local Authority, Multi-Agency Approach to Supporting Regular AttendanceCorcoran, S. (Author). 31 Dec 2023Student thesis: Doctor of Educational and Child Psychologyhttps://pure.manchester.ac.uk/ws/portalfiles/portal/280564163/FULL_TEXT.PDFOriginal music by Patrick McKeown.

Want to know what Thinking Time is all about? Listen to the trailer to find out what to expect.