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Direct linkBagley, Christopher; Hallam, Susan – Educational Psychology in Practice, 2017
The current research aimed to explore the extent to which school professionals and local authority staff perceived that there was a role for educational psychologists in the processes involved in implementing, monitoring and offering support to young people for whom a managed move was being arranged. The study was conducted in one English local…
Descriptors: Educational Psychology, Counselor Role, Student Placement, Role Perception
The Role of Educational Psychologists in Supporting Post-16 Transition: Findings from the Literature
Morris, Rachel; Atkinson, Cathy – Educational Psychology in Practice, 2018
The Children and Families Act (2014) has seen the extension of the role of educational psychologists (EPs) to cover the age range from birth to 25 years. EPs have had to develop and extend their practice to meet the needs of post-16 young people with special educational needs and disabilities. Research on transition from compulsory education to…
Descriptors: Educational Psychology, Psychologists, Role, Transitional Programs
Neal, Sinead; Frederickson, Norah – Educational Psychology in Practice, 2016
The transition to secondary school is considered difficult for children with autistic spectrum disorder (ASD), yet there has been little strength-based investigation of positive experiences of this population and the types of support they value most in managing anxiety about transition. The current article presents a qualitative exploration of the…
Descriptors: Autism, Pervasive Developmental Disorders, Transitional Programs, Secondary School Students
Dann, Rachel – Educational Psychology in Practice, 2011
This research explored the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with Autistic Spectrum Conditions (ASCs). Six Year 6 pupils met the criteria for admission to a mainstream secondary school with attached specialist provision for ASCs. Three pupils transferred to this school, whilst…
Descriptors: Student Attitudes, Transitional Programs, Pervasive Developmental Disorders, Student Experience
Qualter, P.; Whiteley, H. E.; Hutchinson, J. M.; Pope, D. J. – Educational Psychology in Practice, 2007
This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self-worth, and so ease the negative effects of transition. Results suggest that pupils…
Descriptors: Intervention, Educational Practices, Grade Point Average, Attendance
