Quality psychological advice for teachers, parents/carers and LEA decision‐makers with respect to children and young people with special needs

Educational Psychology in Practice

Volumn 21, Issue 4, 2005, Pages 283-306

  Cameron, R J Sean ^a   Monsen, Jeremy J ^a,b  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b KENT COUNTY COUNCIL   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 73649107126     PISSN: 02667363     EISSN: 14695839     Source Type: Journal    
DOI: 10.1080/02667360500344864     Document Type: Article

References (56)

1. Arkes, H. R., 1981. Impediments to accurate clinical judgement and possible ways to minimise their impact. Journal of Consulting and Clinical Psychology, 49: 323–330.
2. Audit Commission. 2002. Statutory Assessment and Children with Special Educational Needs: A policy paper, London: Audit Commission.
3. Beaver, R., 1996. Educational psychology casework: A practical guide, London: Kingsley.
4. Buck, D., 2000. A code‐a‐text analysis of educational psychologists reports submitted to statutory assessment procedures. Educational and Child Psychology, 17(4): 29–46.
5. Burden, R. L., 1999. “ Children’s self perceptions ”. In Psychology in Education Portfolio, Edited by: Frederickson, N. L., and Cameron, R. J., Windsor: NFER‐Nelson.
6. Cameron, R. J., 1998. Promoting classroom behaviour which encourages effective learning and behaviour. School Psychology Review, 27(1): 33–44.
7. Cameron, R. J., 1999. “ Self‐regulated learning and behaviour ”. In Psychology in Education Portfolio, Edited by: Frederickson, N. L., and Cameron, R. J., Windsor: NFER‐Nelson.
8. Cameron, R. J., and Falkner, J., 2004. Managing the emotional, social and behavioural difficulties of children and young people: A psychological perspective, Kingston‐upon‐Thames: Surrey Children’s Service: Educational Psychology.
9. Cameron, R. J., and Stratford, R. J., 1987. Educational psychology: A problem‐centred approach to service delivery. Educational and Child Psychology, 2(4): 10–20.
10. Carr, A., 2002. Prevention: What works with children and adolescents: A critical review of psychological intervention programmes for children, adolescents and their families, London: Brunner‐Routledge.
11. Department for Education and Employment (DfEE). 1997. Excellence for all children: Meeting special educational needs, London: HMSO.
12. Department for Education and Employment (DfEE). 2000. Educational psychology services (England): Current role, good practice and future directions, London: DfEE Publications.
13. Department for Education and Skills (DES). 2001. Special educational needs code of practice, Nottingham: DfES Publication.
14. Department for Education and Skills (DES). 2005. The children’s workforce strategy (available on www.dfes.gov.uk)
15. Department of Health, Department for Education and Employment and the Home Office. 2000. Framework for the assessment of children in need and their families, London: DoH Publications.
16. Department of Health. 2003. Assessing children’s needs and circumstances: The impact of the assessment framework, London: DoH Publications.
17. Dockrell, J., and McShane, J., 1993. Children’s’ learning difficulties: A cognitive approach, Oxford: Blackwell.
18. Falkner, J., Cameron, R. J., and Parkins‐Godwin, C., 2004a. Understanding the emotional, social and behavioural difficulties of children and young people: A psychological perspective, Kingston‐upon‐Thames: Surrey Children’s Service: Educational Psychology.
19. Faupel, A. W., and Norgate, R., 1993. Where to educational psychology? Roles, responsibilities in the world of the 1993 Educational Act. Educational Psychology in Practice, 9(3): 1–7.
20. Faupel, A. W., Herrick, E., and Sharp, P., 1999. Anger management: A practical guide, London: Fulton.
21. Fonagy, P., Target, M., Cottrell, D., Phillips, J., and Kurtz, Z., 2002. What works for whom? A critical review of treatments for children and adolescents, London: Guilford.
22. Frankish, P., 1999. Our place in Europe. The Psychologist, 12(9): 427
23. Frederickson, N. L., 1999. The ACID test–or is it?. Educational Psychology in Practice, 15(1): 2–7.
24. Frederickson, N. L., and Cameron, R. J., 1999. Psychology in education portfolio, Windsor: NFER‐Nelson.
25. Frederickson, N. L., and Cline, T., 2002. Special educational needs, inclusion and diversity: A textbook, Buckingham: OU Press.
26. Frederickson, N. L., and Graham, B., 1999. “ Social skills and emotional intelligence ”. In Psychology in education portfolio, Edited by: Frederickson, N. L., and Cameron, R. J., Windsor: NFER‐Nelson.
27. Gardner, F. E. M., Sonuga‐Barke, E. J. S., and Sayal, K., 1999. Parents anticipating misbehaviour: An observational study of strategies parents use to prevent conflict with behaviour problem children. Journal of Child Psychology ands Psychiatry, 40(8): 1185–1196.
28. Gill, D. W., and Monsen, J. J., 1996. “ The staff sharing scheme: A school‐based management system for working with challenging child behaviour ”. In Exclusion from school, Edited by: Blyth, E., and Milner, J., London: Routledge.
29. Glaser, R., 1984. Education and thinking: The role of knowledge. American Psychologist, 39: 93–104.
30. Goswami, U., 2001, January 5. “ Psychology goes to school ”. In British Psychological Society Centenary Conference, Theme: ‘Psychology–a science for society’. Royal Society, London.
31. Graham, S., and Weiner, B., 1996. “ Theories and principles of motivation ”. In Handbook of educational psychology, Edited by: Weiner, D. C., and Calfree, R. C., NY: Macmillan.
32. Gross, H., and Gipps, C., 1987. Supporting Warnock’s eighteen per cent: Six case studies, East Sussex: Falmer. Lewes.
33. Kaufman, A. S., 1994. Intelligent testing with the WISC III, NY: Wiley.
34. Kennedy, P., and Llewelyn, S., 2001. Does the future belong to the science practitioner?. The Psychologist, 14(2): 74–78.
35. Klahr, D., and Kotovsky, K., eds. 1989. Complex information processing: the impact of Herbert Simon, NY: Lawrence Earlbaum.
36. Lyons, J., 1999. A framework for educational psychology device delivery. Educational Psychology in Practice, 15(3): 158–166.
37. McClatchey, L., 2001. An investigation into the uniqueness of educational psychologist competences. Educational and Child Psychology, 11(1): 63–75.
38. McKay, T., 2001. Tricky situations. The Psychologist, 14(4): 171
39. McNicol, S. A. G., 1997. A theoretical framework for training mono‐lingual school psychologists to work with multi‐lingual/multi‐cultural children: An exploration of the major competencies. Psychology in the Schools, 34(1): 17–29.
40. Miller, A., and Frederickson, N., 2005. “ Generalisable findings and idiographic problems: Struggles and successes for educational psychologists as scientist‐practitioners ”. In The modern scientist‐practitioner: Practical approaches to guide how professional psychologists thinking, Edited by: Lane, D., and Corrie, S., London: Routledge.
41. Miller, A., and Leyden, G., 1999. A coherent framework for the application of psychology in schools. British Educational Psychology Research Journal, 25(3): 389–400.
42. Monsen, J. J., Graham, B., Frederickson, N., and Cameron, R. J., 1998. Problem‐analysis and professional training in educational psychology: Toward an accountable model of practice. Educational Psychology in Practice, 18(4): 238–240.
43. Morton, J., 2004. Understanding developmental disorders: A causal modelling approach, Oxford: Blackwell.
44. Morton, J., and Frith, U., 1995. “ Causal modelling: A structural approach to developmental psychopathology ”. In Manual of developmental psychopathology, Edited by: Cicchetti, D., and Cohen, D. J., NY: Wiley.
45. Newton, C., and Wilson, D., 1999. Circles of friends, London: Folens.
46. Norwich, B., 2000. Educational Psychology and special educational needs: How they relate and where is the relationship going?. Educational and Child Psychology, 17(2): 5–15.
47. Omrod, J. E., 1998. Educational psychology: Developing learners, Saddle River, NJ: Prentice Hall.
48. Robinson, V. M. J., 1987. A problem–analysis approach to decision‐making and reporting for complex cases. Journal of the New Zealand Psychological Service Association, 8: 35–48.
49. Robinson, V. M. J., 1993. Problem based methodology: Research for the improvement of practice, Oxford: Pergamon.
50. Sammons, P., Hillman, J., and Mortimore, P., 1994. Key characteristics of effective schools ULIE/International School Effectiveness Centre (for OFSTED).
51. Sigston, A., 1992. “ Making a difference for children: The educational psychologist as empowerer of problem‐solving alliances ”. In The profession and practice of educational psychology, Edited by: Wolfendale, S., London: Cassell.
52. Simon, H. A., 1973. The structure of ill‐structured problems. Artificial Intelligence, 4: 181–201.
53. Stratford, R. J., 1999. An analysis of the organisational constraints on educational psychologists working at whole school level: The opportunity of inclusion. Educational and Child Psychology, 17(1): 86–97.
54. Warnock, M., 1978. Special educational needs, London: HMSO. Report of the Committee of Enquiry into Special Educational Needs.
55. Wood, A., 1998, May. Okay, then: What do EPs do?. Special Children,: 11–13.
56. Woolfson, L., Whaling, R., Stewart, A., and Monsen, J. J., 2003. An integrated framework to guide educational psychologist practice. Educational Psychology in Practice, 19(4): 283–302.