Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2

Portfolio

Thomas, M., Robinson, N., Skelton, R., Leonard, M., Syeda, M., Wood, H., Berridge, L., Bunn, H., Gersch, I., Atkinson, C. and Wong, B. 2017. Educational Psychology Research and Practice (EPRaP): Volume 3, Issue 2. School of Psychology, University of East London. https://doi.org/10.15123/uel.88716

Portfolio items

Portfolio items

Editorial
Thomas, M. 2017. Editorial. Educational Psychology Research and Practice. 3 (2), p. 1. https://doi.org/10.15123/uel.88717
A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs
Robinson, N., Bunn, H. and Gersch, I. 2017. A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs. Educational Psychology Research and Practice. 3 (2), p. 2–18. https://doi.org/10.15123/uel.88718
Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme
Skelton, R. and Atkinson, C. 2017. Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme. Educational Psychology Research and Practice. 3 (2), p. 19–35. https://doi.org/10.15123/uel.8871v
A Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder
Leonard, M. 2017. A Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder. Educational Psychology Research and Practice. 3 (2), p. 36–43. https://doi.org/10.15123/uel.8871w
Time to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities
Syeda, M. 2017. Time to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities. Educational Psychology Research and Practice. 3 (2), p. 44–49. https://doi.org/10.15123/uel.88720
The Hypothesised Female ASC Phenotype: Implications for Research and Practice
Wood, H. and Wong, B. 2017. The Hypothesised Female ASC Phenotype: Implications for Research and Practice. Educational Psychology Research and Practice. 3 (2), p. 50–58. https://doi.org/10.15123/uel.88721
Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle
Berridge, L. 2017. Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle. Educational Psychology Research and Practice. 3 (2), p. 59–60. https://doi.org/10.15123/uel.88722
CreatorsThomas, M., Robinson, N., Skelton, R., Leonard, M., Syeda, M., Wood, H., Berridge, L., Bunn, H., Gersch, I., Atkinson, C. and Wong, B.
Contributors
EditorThomas, M.
Description

Educational Psychology Research and Practice is an open access periodical published twice a year by the School of Psychology, University of East London. It offers a forum for informed debate and discussion of Educational Psychology research and training as well as a wider focus on issues of social justice and civic engagement in applied psychological practice. EPRaP is open to publishing research findings, literature reviews, commentaries, methodology papers, reflection on practice and book/resource reviews. It is part of a research and learning culture that recognises the importance of knowledge exchange and impact for partners in the community.

Year2017
PublisherSchool of Psychology, University of East London
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88716
Web address (URL)https://www.uel.ac.uk/study/postgraduate/educational-psychology-research-and-practice
Portfolio itemsEditorial
A Preliminary Study on Using the “Little Box of Big Questions (2012)” for Children With Social, Emotional, Behavioural and Moderate Learning Needs
Increasing Children’s Working Memory Capacity: Preliminary Evaluation of a Card-Based Programme
A Child’s Best Friend?: A Review of Canine Interventions for Children With Autism Spectrum Disorder
Time to Talk: The Benefits of Therapeutic Conversations in Supporting Young People With Sensory/Physical and Medical Disabilities
The Hypothesised Female ASC Phenotype: Implications for Research and Practice
Review of the Book: Frameworks for Practice in Educational Psychology (2nd Ed.), by B. Kelly, L. M. Woolfson, & J. Boyle
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