A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention-Reference-Cited by-同舟云学术

A systematic literature review to explore pupils’ perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention

Published:2023-03-03 Issue:2 Volume:39 Page:201-216
ISSN:0266-7363
Container-title:Educational Psychology in Practice
language:en
Short-container-title:Educational Psychology in Practice

Author:

Purcell Rebekah¹^ORCID,Kelly Catherine¹^ORCID

Affiliation:

1. Doctorate in Educational and Child Psychology, School of Environment, Education and Development (SEED), University of Manchester, Manchester, UK

Funder

Department for Education

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/02667363.2023.2185208

Reference42 articles.

1. Belonging: a review of conceptual issues, an integrative framework, and directions for future research

2. Barker, H. (2017). The emotional literacy support assistant intervention: an exploration from the perspectives of pupils and parents. Doctoral dissertation, Newcastle University

3. Begley, J. (2016). How do young people and Teaching Assistants experience the ELSA intervention in secondary school settings? Doctoral thesis, UCL (University College).

4. Usability of Social, Emotional, and Behavioral Assessments in Schools: A Systematic Review From 2009 to 2019

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2. A scoping review of the literature exploring and evaluating the emotional literacy support assistant (ELSA) intervention;Emotional and Behavioural Difficulties;2024-04-02

3. EFL teachers’ perceptions of emotional literacy: A phenomenological investigation in Iran;Teaching and Teacher Education;2024-04

4. Exploring secondary school pupils’ views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention;Pastoral Care in Education;2023-10-12