A scoping review of the literature exploring and evaluating the emotional literacy support assistant (ELSA) intervention-Reference-Cited by-同舟云学术

A scoping review of the literature exploring and evaluating the emotional literacy support assistant (ELSA) intervention

Published:2024-04-02 Issue:1-2 Volume:29 Page:36-54
ISSN:1363-2752
Container-title:Emotional and Behavioural Difficulties
language:en
Short-container-title:Emotional and Behavioural Difficulties

Author:

Rogers Helena¹^ORCID,Kelly Catherine¹^ORCID

Affiliation:

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

Funder

Department for Education

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/13632752.2024.2360779

Reference34 articles.

1. Scoping studies: towards a methodological framework

2. Balampanidou K. 2019. “Emotional Literacy Support Assistant (ELSA) Programme: Child-Centred Approach Building Trust Listening and Valuing Children’s Voices: A Grounded Theory Analysis.“ Doctoral thesis submitted for the degree of Professional Doctorate in Child Community and Educational Psychology The University of Essex.

3. Bridging evidence-based practice and practice-based evidence: developing a rigorous and relevant knowledge for the psychological therapies

4. Bowerman E. and L. Davies. 2018. “The Impact of the Emotional Literacy Support Assistant (ELSA) Programme on Children in Care: Evaluation Report.” Cheshire West and Chester. Accessed August 17 2022. https://www.elsanetwork.org/wp-content/uploads/2017/11/Impact-of-ELSA-on-Children-in-Care-Spring-2018.pdf.

5. Bravery K. and M. Harris. 2009. “Emotional Literacy Support Assistants in Bournemouth: Impact and Outcomes.” Educational Psychology Service Bournemouth Borough Council. Accessed December 15 2021. https://www.elsanetwork.org/wp-content/uploads/2017/11/ELSA-in-Bournemouth-Impact-and-Outcomes.pdf.