Research and development are key activities within Inverclyde Educational Psychology Service.\u00a0 Our team regularly lead, facilitate and work with others to deliver high-quality, real-world research, which aims to improve the experiences and outcomes for children and young people, both within Inverclyde and beyond.<\/p>\n
Recent examples<\/span><\/strong> of research our team have been engaged in:<\/span><\/strong><\/p>\n Niven, J. (2023). Using cultural-historical activity theory (CHAT) tools to understand reflecting teams as a process for professional learning<\/strong>.\u00a0Educational and Child Psychology,<\/em> 40(2), 109-127. https:\/\/doi.org\/10.53841\/bpsecp.2023.40.2.109<\/a><\/p>\n Link to article<\/a><\/p>\n Moir, T., & Johnson, J. (2021). Ensuring quality transitions from early years\u2019 establishments into primary schools: putting research into practice<\/strong>. Frontiers in Psychology, 12,<\/em> 499917. https:\/\/doi.org\/10.3389\/fpsyg.2021.499917<\/a><\/p>\n Link to article<\/a><\/p>\n Harker, S., Howell, B, Niven, J., & Thorne, J. (2020). The effectiveness of nurturing approaches on primary-aged children in the UK: a systematic review.<\/strong>\u00a0\u00a0Educational Psychology in Scotland, 20,\u00a0<\/em>1, 24-39.<\/p>\n Link to article<\/a><\/p>\n McNicol, S. & Reilly, L. (2018). Applying nurture as a whole school approach.<\/strong> Educational and Child Psychology, 35<\/em>, 44-63.<\/p>\n
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