The representation of the management of behavioural difficulties in EP practice

Law, Caroline; Woods, Kevin

doi:10.1080/02667363.2018.1466269

Cited by 9 publications

(11 citation statements)

References 53 publications

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“…From here, 20% of the papers ( n = 7) were read and scored by both authors using these evaluative frameworks, with a high level of inter‐rater agreement both before (93%) and after discussion (100%). Following recent systematic reviews within the domain of educational research (e.g., Allen and Bond, 2020; Law and Woods, 2018), scores were converted into percentages to allow for fair and accurate comparison between frameworks: total scores of less than 33% were given a ‘low’ rating; scores between 34 and 66% were given a ‘medium’ rating; and scores of 67% or above were given a ‘high’ rating. Dixon‐Woods et al.…”

Section: Methodsmentioning

confidence: 99%

The role that schools hold in supporting young people with selective mutism: a systematic literature review

White

Bond

2022

Research in Spec Educ Needs

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Schools are expected to hold an increasingly central role in co‐ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty‐four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi‐professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT).

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Section: Methodsmentioning

confidence: 99%

The role that schools hold in supporting young people with selective mutism: a systematic literature review

White

Bond

2022

Research in Spec Educ Needs

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“…The qualitative investigation and evaluation papers utilised the frameworks used by Bond et al (2013) in their review of the effectiveness of solution focused brief therapy (cf. also Law and Woods, 2018). Each paper was coded with final scores assigned up to 14 points, with criteria including execution of data collection, analysis close to data, evidence of explicit reflexivity and evidence of attention to ethical issues.…”

Section: Methodsmentioning

confidence: 99%

“…As frameworks had different totals, final scores were converted to percentages to allow for comparison, and the higher percentage was used. Following Law and Woods (2018), these percentages were then used to categorise each paper as high quality (67-100 per cent), medium quality (34-66 per cent), or low quality (33 per cent or less).…”

Section: Methodsmentioning

confidence: 99%

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Children’s Views on Children’s Rights: A Systematic Literature Review

Fairhall

Woods

2021

Int. J. Child. Rights

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Children’s rights are set out in the United Nations Convention on the Rights of the Child. This systematic literature review aimed to investigate children’s views of children’s rights, at a broad level. Nine papers were included, from a range of countries and contexts. They all accessed the views of children and young people (aged up to 18 years). A content analysis was carried out using a recursive process of hybrid aggregative-configurative synthesis, and themes within children’s views and factors that may affect these were identified. These were ‘awareness of rights’, ‘value placed on (importance of) rights’, ‘impact of having/not having rights fulfilled’, ‘realisation and respect of rights’, ‘equality of rights’, ‘identifying and categorising of rights’, and ‘factors that may affect children’s views’. These were developed into a progression of rights realisation and implications for practice and further research were considered.

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“…The qualitative studies were assessed using the Review Framework for Qualitative Evaluation/Investigation Research, which was adapted from a systematic review of the effectiveness of Solution Focused Brief Therapy (SFBT) by Bond and colleagues (2013) and has been extensively used in subsequent systematic literature reviews (e.g. Ezzamel and Bond, 2016; Law and Woods, 2018; Snape and Atkinson, 2016; Tyrell and Woods, 2018). This framework identifies 12 criteria (appropriateness of research design, clear sampling rationale, well-executed data collection, analysis close to the data, evidence of explicit reflexivity, comprehensiveness of documentation, negative case analysis, clarity and comprehensiveness of reporting, evidence of researcher-participant negotiation of meanings, emergent theory related to the problem, transferable conclusions and evidence of attention to ethical issues) and gives each paper a score of between 0 and 14 (some criteria carrying two points).…”

Section: Data Classificationmentioning

confidence: 99%

Evidence-based practice in relation to post-adoption support in educational settings

Stother

Woods

McIntosh³

2019

Adoption & Fostering

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This article presents a critical review of research into post-adoption support in educational settings using a rigorous systematic methodology. This is an important topic as effective support services at every stage can be transformative to adopted children's school experiences and achievements. Relevant studies were found to be limited in number and methodological quality. Aspects of effective support identified across 11 studies were classified under four themes: strategies for support; shared understanding; communication; and monitoring. These themes can inform collaborative planning to meet adoptive children's needs and could be introduced to school staff and adoptive parents through joint training. We propose that co-ordinated interdisciplinary research that focuses on the views of children and young people is required to meet the requirements of the Children and Social Work Act 2017 and make effective use of funding provided at both organisational and school levels.

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The representation of the management of behavioural difficulties in EP practice

Cited by 9 publications

References 53 publications

The role that schools hold in supporting young people with selective mutism: a systematic literature review

The role that schools hold in supporting young people with selective mutism: a systematic literature review

Children’s Views on Children’s Rights: A Systematic Literature Review

Evidence-based practice in relation to post-adoption support in educational settings

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