To What Extent Is the Thrive Intervention Grounded in Research and Theory?
Article
Gibby-Leversuch, R., Field, J. and Cooke, T. 2019. To What Extent Is the Thrive Intervention Grounded in Research and Theory? Educational Psychology Research and Practice. 5 (2), p. 1–8. https://doi.org/10.15123/uel.8873x
Authors | Gibby-Leversuch, R., Field, J. and Cooke, T. |
---|---|
Abstract | The Thrive approach is an assessment and planning based intervention that aims to develop children’s social and emotional wellbeing. Despite the increased popularity of Thrive, there is limited research that has investigated its effectiveness. After reviewing the assessment, training and intervention elements of Thrive and the evidence base for the underpinning assumptions, this article considers the evaluative research. Thrive is rooted in attachment theory and assumes that infant development is vulnerable to disruption by poor attachment experiences and that these disruptions can be ameliorated in later life through the development of secure relationships with school staff. The article concludes that, while Thrive is based on attachment theory, which itself is well supported by evidence, how Thrive applies and interprets this theory is less well supported. There is currently limited evidence of the impact of Thrive on children’s development. Other issues and implications of this critique are also discussed. This research was completed as part of the Doctorate in Educational Psychology at University of Southampton. |
Journal | Educational Psychology Research and Practice |
Journal citation | 5 (2), p. 1–8 |
ISSN | 2059-8963 |
Year | 2019 |
Publisher | School of Psychology, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.8873x |
Publication dates | |
Online | 2019 |
Publication process dates | |
Deposited | 18 Sep 2020 |
Copyright holder | © 2019 The Authors |
https://repository.uel.ac.uk/item/8873x
Download files
Publisher's version
Educational Psychology Research and Practice 2019 5 2 Gibby Leversuch_Field_and_Cooke.pdf | ||
License: CC BY 4.0 | ||
File access level: Anyone |
Explore this article
Explore this article
Editorial
Thomas, M. 2019. Editorial. Educational Psychology Research and Practice. 5 (2), p. 1. https://doi.org/10.15123/uel.88738The Process of Psychological Assessment: A Critique of Non-Participatory Observations Within Educational Psychology Practice and the Process of Psychological Assessment
Speed, E. 2019. The Process of Psychological Assessment: A Critique of Non-Participatory Observations Within Educational Psychology Practice and the Process of Psychological Assessment. Educational Psychology Research and Practice. 5 (2), p. 1–8. https://doi.org/10.15123/uel.88739Educational Psychologists as Scientist Practitioners: A Critical Synthesis of Existing Professional Frameworks by a Consciously Incompetent Trainee
Sedgwick, A. 2019. Educational Psychologists as Scientist Practitioners: A Critical Synthesis of Existing Professional Frameworks by a Consciously Incompetent Trainee. Educational Psychology Research and Practice. 5 (2), p. 1–19. https://doi.org/10.15123/uel.8873qDeveloping Therapeutic Interventions in EP Practice: Reflections on Unconscious Processes and Promoting the Child’s Voice
Ng, R. 2019. Developing Therapeutic Interventions in EP Practice: Reflections on Unconscious Processes and Promoting the Child’s Voice. Educational Psychology Research and Practice. 5 (2), p. 1–10. https://doi.org/10.15123/uel.8873vThe Use of Cognitive Behavioural Therapy for School Refusal Behaviour in Educational Psychology Practice
Lee, H. 2019. The Use of Cognitive Behavioural Therapy for School Refusal Behaviour in Educational Psychology Practice. Educational Psychology Research and Practice. 5 (2), p. 1–13. https://doi.org/10.15123/uel.8873wReview of the Book: The Psychology of Effective Studying: How to Succeed in Your Degree, by P. Penn
Bray, D. 2019. Review of the Book: The Psychology of Effective Studying: How to Succeed in Your Degree, by P. Penn. Educational Psychology Research and Practice. 5 (2), p. 1. https://doi.org/10.15123/uel.8873y1700
total views3369
total downloads54
views this month59
downloads this month