The British Psychological Society

Educational & Child Psychology Vol 27 No 1 March 2010: In-school relationships and their outcomes

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Quick Overview

A collection of papers that make significant and original contributions to the field of educational and child psychology. This issue focuses on in-school relationships and their outcomes.

 

Contents

About the contributors

Guest Editorial
Sue Roffey, Marilyn Tew & Sandra Dunsmuir

Pre-school peer play: The beginnings of social competence
Kay Mathieson & Robin Banerjee

Do nurture groups improve the social, emotional and behavioural functioning of at risk children?
Fiona Seth-Smith, Netali Levi, Richard Pratt, Peter Fonagy & Debbi Jaffey

Evaluating the impact of Rtime: An intervention for schools that aims to develop relationships, raise enjoyment and reduce bullying
Elizabeth Hampton, Will Roberts, Nick Hammond & Alice Carvalho

Putting the Circle back into Circle of Friends: A grounded theory study
Alistair James & Gerv Leyden

Using positive relationships to engage the disengaged: An educational psychologist-initiated project involving professional sports input to a Pupil Referral Unit
Kairen Cullen & Joyce Monroe

Supporting positive pupil relationships: Research to practice
Helen McGrath & Toni Noble

Relational matters: A review of the impact of school experience on mental health in early adolescence
Colleen McLaughlin & Barbie Clarke

Relationship influences on students' academic achievement, psychological health and well-being at school
Rosalind Murray-Harvey

Staff experiences of managing bullying in secondary schools: The importance of internal and external relationships in facilitating intervention
Rachel E. Maunder & Andrew J. Tattersall

Emotional connections: An exploration of the relational dynamics between staff and students in schools
Marilyn Tew

Social and emotional learning:  Reporting a system approach to developing relationships,  nurturing well-being and invigorating learning
Kerry A. Bird & William F. Sultmann

Content and context for learning relationships: A cohesive framework for individual and whole school development
Sue Roffey

 

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