Supporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example.
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| Title: | Supporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example. |
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| Authors: | Cogan, Owen (AUTHOR), Gillard, Duncan (AUTHOR), Anderson, Ben (AUTHOR), Hopkins, Sophie (AUTHOR), Hulson-Jones, Amy (AUTHOR), Hughes, Carl (AUTHOR) |
| Source: | Educational & Child Psychology. Mar2025, Vol. 42 Issue 1, p94-106. 13p. |
| Subjects: | Children with disabilities, Acceptance & commitment therapy, Young adults, Behavioral sciences, Educational psychology |
| Abstract: | Recent UK Government figures show that permanent exclusions and suspensions in England are increasing. Children with special educational needs (SEN), especially those with a primary need in the area of Social, Emotional and Mental Health (SEMH), are particularly vulnerable in this regard. Given the clear links between school exclusions and a wide range of negative life-outcomes – such as increased vulnerability to criminality and prison sentences – the need to find creative and innovative ways of reducing exclusions and suspensions is a clear and present priority. This paper presents a new, outcomes-based Educational Psychology (EP) service delivery model for children, families and schools, rooted in Acceptance & Commitment Therapy and related models derived from the world of Contextual Behavioural Science (CBS). The paper also presents a case study example, including intervention outcomes and processes, to illustrate how this new service delivery model takes a whole-child, contextual, person-centred and evidence-informed approach, to help create the conditions for a young person to thrive and be more fully included within mainstream education. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 184042173 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Supporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cogan%2C+Owen%22">Cogan, Owen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gillard%2C+Duncan%22">Gillard, Duncan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Anderson%2C+Ben%22">Anderson, Ben</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hopkins%2C+Sophie%22">Hopkins, Sophie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hulson-Jones%2C+Amy%22">Hulson-Jones, Amy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hughes%2C+Carl%22">Hughes, Carl</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Mar2025, Vol. 42 Issue 1, p94-106. 13p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Acceptance+%26+commitment+therapy%22">Acceptance & commitment therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink><br /><searchLink fieldCode="DE" term="%22Behavioral+sciences%22">Behavioral sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Recent UK Government figures show that permanent exclusions and suspensions in England are increasing. Children with special educational needs (SEN), especially those with a primary need in the area of Social, Emotional and Mental Health (SEMH), are particularly vulnerable in this regard. Given the clear links between school exclusions and a wide range of negative life-outcomes – such as increased vulnerability to criminality and prison sentences – the need to find creative and innovative ways of reducing exclusions and suspensions is a clear and present priority. This paper presents a new, outcomes-based Educational Psychology (EP) service delivery model for children, families and schools, rooted in Acceptance & Commitment Therapy and related models derived from the world of Contextual Behavioural Science (CBS). The paper also presents a case study example, including intervention outcomes and processes, to illustrate how this new service delivery model takes a whole-child, contextual, person-centred and evidence-informed approach, to help create the conditions for a young person to thrive and be more fully included within mainstream education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=184042173 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2025.42.1.94 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 94 Subjects: – SubjectFull: Children with disabilities Type: general – SubjectFull: Acceptance & commitment therapy Type: general – SubjectFull: Young adults Type: general – SubjectFull: Behavioral sciences Type: general – SubjectFull: Educational psychology Type: general Titles: – TitleFull: Supporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cogan, Owen – PersonEntity: Name: NameFull: Gillard, Duncan – PersonEntity: Name: NameFull: Anderson, Ben – PersonEntity: Name: NameFull: Hopkins, Sophie – PersonEntity: Name: NameFull: Hulson-Jones, Amy – PersonEntity: Name: NameFull: Hughes, Carl IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 42 – Type: issue Value: 1 Titles: – TitleFull: Educational & Child Psychology Type: main |
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