Bibliografie tematiche / School psychology

Letteratura scientifica selezionata sul tema "School psychology"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 5 marzo 2023

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Articoli di riviste sul tema "School psychology"

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Frisby, Craig L. "Charter Schools and School Psychology". Contemporary School Psychology 24, n. 4 (27 febbraio 2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps e Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly, and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and “Futures”". School Psychology Review 33, n. 1 (1 marzo 2004): 3–6. http://dx.doi.org/10.1080/02796015.2004.12086226.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps e Emilia C. Lopez. "Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation editors collaborate to chart school psychology's past, present, and “futures”". Psychology in the Schools 41, n. 4 (1 marzo 2004): 415–18. http://dx.doi.org/10.1002/pits.10184.

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Jackson, Karen A. "School Psychology". Eye on Psi Chi Magazine 1, n. 3 (1997): 26–30. http://dx.doi.org/10.24839/0033-2569.eye1.3.26.

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Oakland, Thomas, e Jacqueline Cunningham. "International School Psychology Association Definition of School Psychology". School Psychology International 18, n. 3 (agosto 1997): 195–200. http://dx.doi.org/10.1177/0143034397183001.

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D'Amato, Rik Carl, Susan Sheridan, LeAdelle Phelps e Emilia Lopez. "INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"". Journal of Educational and Psychological Consultation 15, n. 3 (1 dicembre 2004): 233–38. http://dx.doi.org/10.1207/s1532768xjepc153&4_2.

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ISHIKUMA, Toshinori. "SCHOOL PSYCHOLOGISTS AND SCHOOL PSYCHOLOGY". Annual Report of Educational Psychology in Japan 33 (1994): 144–54. http://dx.doi.org/10.5926/arepj1962.33.0_144.

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Ahtola, Annarilla, e Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology". International Journal of School & Educational Psychology 2, n. 2 (3 aprile 2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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D'Amato, Rik Carl, Susan M. Sheridan, LeAdelle Phelps e Emilia C. Lopez. "SPECIAL ISSUE INTRODUCTION: Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures"". Journal of Educational and Psychological Consultation 15, n. 3-4 (dicembre 2004): 233–38. http://dx.doi.org/10.1080/10474412.2004.9669515.

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Bentea, Cristina Corina. "POSITIVE PSYCHOLOGY IN SCHOOL – A BRIEF OVERVIEW". International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, n. 2 (2018): 262–68. http://dx.doi.org/10.26520/mcdsare.2018.2.262-268.

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Tesi sul tema "School psychology"

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Falotico, Markie. "School Psychologists' Time Allocation: Striving for "Lean" School Psychology". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1431725313.

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Zaciewski, Janelle. "Consultation Trends in School Psychology Literature". TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/575.

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Consultation is a prominent indirect service delivery method in school psychology today. Several publications endorsed by the National Association of School Psychologists (NASP) have traditionally suggested the mental health, organizational, and behavioral models of consultation as the three prominent consultation models in the field of school psychology. However, no supporting data are cited and it is unclear if these three models are still prominent in school psychology today. The present research examined the consultation literature over the last 22 years in two prominent school psychology journals, Journal of School Psychology and School Psychology Quarterly (originally called Professional School Psychology). This research involved the analysis of 145 consultation articles from the school psychology literature. The data was analyzed to obtain information regarding the frequency of consultation articles published, any trend that emerged from this data, the most frequent types of consultation mentioned, the type of research conducted, and topics addressed in the articles. Analysis of consultation trends over time indicated a decrease in the frequency of consultation articles published over time in both journals. The terms utilized to address consultation models are greatly varied, demonstrated by the 107 different types of consultation referenced in the consultation articles. Clearly, behavioral consultation is the most frequently researched and referenced consultation model in the literature. The results suggested the three traditional prominent models have been modified over time. Mental health consultation and behavioral consultation were consistently found within the top three models researched and referenced; however, organizational consultation was infrequently mentioned in the literature and researched in only 4% of the articles reviewed for this study. Therefore, it appeared that organizational consultation is no longer considered a prominent model of consultation. Analysis of the articles that were not research oriented indicated that 76% of the articles focused on application of consultation. The topics of multiculturalism, training, and ethics were the focal point to a lesser extent, with each representing fewer than 5% of articles. Research focused articles that involved aspects of both questionnaire and intervention research tools were employed more frequently than were research involving only questionnaire research or intervention research. Implications for the present findings and future directions for consultation research are discussed.
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Proctor, Sherrie L. "African American School Psychology Program Leavers". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.

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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.
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Kohler, Kristin M. "School psychology and economic disadvantage experiences of practicing school psychologists /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297089.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0506. Adviser: Jack A. Cummings.
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Hanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology". University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.

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Loe, Scott A. "An examination of family oriented practice and cultural diversity in school psychology : a national survey fo school psychology practitioners /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203552779882.

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Bonner, Michael L. "Accountability of School Psychology Practicum: A Procedural Replication". Cincinnati, Ohio : University of Cincinnati, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1006784236.

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Barnes, Daniel Vern. "The School Counseling Psychology Program: A Qualitative Study". Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd980.pdf.

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Lee, Geoffrey Anton. "Graduate school readiness in psychology a national study /". [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011823.

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Joslyn, Jacqueline K. "An expert system in school psychology for PMHP /". Online version of thesis, 1988. http://hdl.handle.net/1850/10619.

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Libri sul tema "School psychology"

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Grapin, Sally L., e John H. Kranzler, a cura di. School Psychology. New York, NY: Springer Publishing Company, 2018. http://dx.doi.org/10.1891/9780826194749.

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Giraldez-Hayes, Andrea, e Jolanta Burke. Applied Positive School Psychology. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003228158.

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Simon, Dennis J., e Mark E. Swerdlik. Supervision in School Psychology. 2a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222.

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Watson, T. Steuart, e Christopher H. Skinner, a cura di. Encyclopedia of School Psychology. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-387-22556-2.

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Ninness, H. A. Chris, Glen McCuller e Lisa Ozenne. School and Behavioral Psychology. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4355-8.

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1951-, Lee Steven W., a cura di. Encyclopedia of school psychology. Thousand Oaks, Calif: Sage Publications, 2005.

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Haines, Meredith. Child and school psychology. Hauppauge, N.Y: Nova Science Publishers, 2011.

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1952-, Reynolds Cecil R., e Gutkin Terry B. 1947-, a cura di. The handbook of school psychology. 4a ed. Hoboken, NJ: Wiley, 2010.

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Thielking, Monica, e Mark D. Terjesen, a cura di. Handbook of Australian School Psychology. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4.

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Lidz, Carol S., a cura di. Women Leaders in School Psychology. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43543-1.

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Capitoli di libri sul tema "School psychology"

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Kramer, Jack J. "School Psychology". In Historical Foundations of Educational Psychology, 121–30. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-3620-2_7.

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Krohn, Katherine R. "School Psychology". In Encyclopedia of Child Behavior and Development, 1295–97. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2505.

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Fagan, Thomas K. "School psychology." In Encyclopedia of psychology, Vol. 7., 176–80. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-071.

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Jacob, Susan, e Megan M. Kleinheksel. "School psychology." In APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research., 125–47. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13272-007.

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Daly, Edward J., Elisabeth J. Kane, Lauren E. Scanlan e Jessica J. Helen Detrick. "School Psychology". In Applications of Behavior Analysis in Healthcare and Beyond, 113–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57969-2_5.

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Alford, Zoë, e Mathew A. White. "Positive School Psychology". In Evidence-Based Approaches in Positive Education, 93–109. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_5.

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Rivera, David P. "Queering School Psychology". In Critical Theories for School Psychology and Counseling, 48–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367815325-5.

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Allen, Kelly-Ann, e Margaret L. Kern. "School Belonging". In SpringerBriefs in Psychology, 13–21. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5996-4_3.

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Mason, Charlotte M. "Psychology in Relation to Current Thought". In School Education, 44–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429290930-5.

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Walker, Lenore E., David Shapiro e Stephanie Akl. "School Violence". In Introduction to Forensic Psychology, 277–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44470-9_19.

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Atti di convegni sul tema "School psychology"

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Vonny Angelia Sudharta, Vonny, Amalia Amalia Rosidah e Maria Maria Mujiati. "School Principal's Leadership Behavior in Psychology Perspective". In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.6.

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Anichkina, N. V. "Continuity in school philological education". In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-03.

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Wang, Zemei (Jasmine). "Chinese International Secondary School Students’ Adjustment Challenges in Canadian Schools". In 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.10.

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Ryadchikov, Igor. "Systematic School Robotics Education". In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.66.

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Voronina, H. L., e V. Н. Churkina. "VALUES OF MODERN UKRAINIAN SCHOOL". In MODERN SCIENTIFIC DEVELOPMENTS IN PEDAGOGY AND PSYCHOLOGY. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-259-3-25.

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Rickels, Austin, e Matthew Montebello. "SPORT AND PERFORMANCE PSYCHOLOGY IN SECONDARY EDUCATION". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end114.

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"The mission of sport and performance psychology is to facilitate psychosomatic resolutions to help boost performance and well-being in those individuals who participate in sports. The incorporation of these performance-enhancing concepts in mental training is especially important for high school student-athletes with a negative mindset. Unfortunately, at the secondary level, there are a limited number of educational processes available which formally guide student-athletes through their psychological development in sport. As a result, many student-athletes are left without the mental skills needed to cope with the physical, psychological, and socioemotional demands of competition. The development of sport and performance psychology courses in schools could help facilitate positive improvements in how student-athletes think, act, and ultimately play, by merging the informal setting of extracurricular sports with the formal setting of the classroom. In this paper, we employ a mixed methods case study to demonstrate how a high school sport psychology class could impact the mindset of student-athletes. Course curriculum and pedagogy, grounded in a number of learning theories, was designed to utilize educational and psychological principles to create a course anchored in sport and performance psychology concepts. Specifically, this case study demonstrates course effectiveness at building mental skill through the cognitive-behavioral system of ‘Event + Response = Outcome’ in 14 different self-actualizing constructs like goal-setting, mental toughness, and leadership. We present our results on mental skill development and draw a number of conclusions alongside several recommendations for those wishing to incorporate an innovative sport psychology course at the secondary level."
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Fomina, Tatiana. "Self-Regulation And Personality Characteristics Of Elementary School Children With School Life Satisfaction". In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.11.

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Sotnikova, O. I. "On the study of algebraic material in elementary school". In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-11-2019-20.

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Kletsina, Irina S., e Elvira V. Davidova. "Gender stereotypes among school teachers". In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-60.

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Tuzova, Olga N., e Kseniya V. Zaytseva. "Teenagers’ attitude to school marks". In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-68.

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Rapporti di organizzazioni sul tema "School psychology"

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Tobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, agosto 1990. http://dx.doi.org/10.21236/ada226128.

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Hernández-López, Luis Pablo, Miriam Romero-López e Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, novembre 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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Would delaying the school day prevent anxiety in adolescents? ACAMH, giugno 2020. http://dx.doi.org/10.13056/acamh.12327.

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How useful are Ofsted ratings for predicting educational outcomes and wellbeing at secondary school? ACAMH, ottobre 2020. http://dx.doi.org/10.13056/acamh.13604.

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“The factors parents care about most when selecting a school – their child’s educational achievement and wellbeing – are negligibly predicted by Ofsted ratings”, says Sophie von Stumm, lead researcher of a new study published in the Journal of Child Psychology and Psychiatry.
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In Conversation… Reducing mental health problems in schools. ACAMH, settembre 2018. http://dx.doi.org/10.13056/acamh.4987.

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Dr Sophie Browning is a Consultant Clinical Psychologist working on whole school approaches to mental health. In this podcast with psychology journalist Jo Carlowe, she discusses an innovative cognitive behavioural therapy approach for reducing anxiety and mental health problems in schools. You can listen to this podcast on SoundCloud or iTunes.
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Language stability in primary school-aged children hinders catch up for those with language disorders. ACAMH, maggio 2018. http://dx.doi.org/10.13056/acamh.10552.

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In 2017, the Journal of Clinical Psychology and Psychiatry published the latest results of the Surrey Communication and Language in Education Study (SCALES), in which Courtenay Frazier Norbury and colleagues investigated language growth and stability in a population cohort of children with varying degrees of verbal and nonverbal cognitive abilities and a wide range of additional diagnoses.
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Age-related immaturity in the classroom can lead to ADHD misdiagnosis. ACAMH, dicembre 2019. http://dx.doi.org/10.13056/acamh.10683.

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Researchers from Australia, France, the USA and the UK have come together to compile a 2019 Annual Research Review for the Journal of Child Psychology and Psychiatry on the correlation between a late birth-date (relative to the school year) and risk of attention-deficit/hyperactivity disorder (ADHD).
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