Paperback: £25.00 / $45.00
2008, 234mm x 156mm / 9.25in x 6in, 256pp
ISBN: 978-1-84310-600-5, BIC 2: JNC
This title is available for inspection.
'Not since my trainee years in the 1980s, when Gillham et al.'s Reconstructing educational psychology (1978) was required reading, have I seen such an excellent attempt to address the current state of educational psychology practice... The authors, all from the University of Strathclyde, have provided both trainees and practising educational psychologists with an extremely useful resource that seems destined to become a core text.'
- Child and Adolescent Mental Health
`The editors have done the profession a considerable service by bringing together a range of different frameworks for practice in one volume. It answers a clear gap within the professional literature and will deservedly become a key text for trainee EPs and EPs seeking to reflect upon their practice. It will also assist services wishing to demonstrate the distinctive contribution of EPs within interdisciplinary teams against an increasing backdrop of evidenced-based practice, outcomes for children and families and value for money.
- Debate, Paul Riddick, Senior Educational Psychologist, Leicester City
'This excellent book is a timely contribution to the field of educational psychology... Every chapter makes a contribution, and this text would be simply as an interesting collection of papers outlining models such as the Constructionist Model of informed and Reasoned Action (COMOIRA), Six Phased Problem-Analysis Cycle (a meta-conceptual framework to guide thinking and action) as well as chapters on activity theory, positive of the editors in systematically presenting these approaches within an inclusive epistemological, theoretical and conceptual framework that provides pragmatic support for practitioners working with children, adults and organisations.'
- The Psychologist
Anger Management Games for Children
Deborah M. Plummer
Illustrated by Jane Serrurier
Understanding School Refusal: A Handbook for Professionals in Education, Health and Social Care
M. S. Thambirajah, Karen J. Grandison and Louise De-Hayes