Is the glass half‐full or half‐empty? Perceptions of recently‐qualified educational psychologists on the effectiveness and impact of their Master’s level research     

Miriam Landor 《Educational Psychology in Practice》2011,27(1):83-95

This paper reports the results of a small‐scale study of the perceptions of recently‐qualified educational psychologists (EPs) in Scotland about the effectiveness of their Master’s level research and its impact on their own practice, on their service and on the wider educational psychology community. Thematic analysis of the data was carried out. There was widespread agreement that their dissertation research project had a positive and wide‐ranging impact on their own professional development, in terms of their reflective stance, theoretical knowledge and understanding, practical skills and expertise which they could use for training others, and lastly, career enhancement. There were mixed perceptions, however, of the impact their research had on their service or on the wider profession. Proposals for improvement were made in order to build capacity for research and evaluation in psychological services, in the light of increasing interest in professional accountability and evidence based practice (EBP).  相似文献   

Book reviews     

Dev Sharma  Robin Scott  Reni Landor  Mark Hancock  Matthew Hutchinson 《Educational Psychology in Practice》2009,25(1):85-94

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Person centred planning together – a resource to develop your person centred planning skills     

Reni Landor 《Educational Psychology in Practice》2018,34(4)

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Do resource bases enable social inclusion of students with Asperger syndrome in a mainstream secondary school?          下载免费PDF全文

Floriane Landor  Prithvi Perepa 《Support for Learning》2017,32(2):129-143

This research identifies the way in which one secondary school with a resourced provision for students with Asperger syndrome promotes social inclusion for them, and the perceptions of staff members and parents on the social experience of schooling for these children. Interviews were conducted with five teachers, two learning support assistants, and the head of the resourced provision. Questionnaires were completed by eight parents of students with Asperger syndrome who attend the provision. The research found that a positive social experience of schooling was perceived by members of staff and parents due to the additional support of the resource in teaching social skills, providing a safe place and support from the learning support assistants. Some negative perceptions of social experience were also reported, which highlighted the need for educational provision for students on the autism spectrum to be considered at an individual level.  相似文献   

Building happiness,resilience and motivation in adolescents: a positive psychology curriculum for well-being     

Miriam Landor 《Educational Psychology in Practice》2013,29(3):329-330

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