{"id":571,"date":"2021-07-02T14:21:43","date_gmt":"2021-07-02T14:21:43","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/re\/renfrewshireedpsych\/?page_id=571"},"modified":"2026-01-14T16:54:22","modified_gmt":"2026-01-14T16:54:22","slug":"reps-research","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/re\/renfrewshireedpsych\/reps-research\/","title":{"rendered":"REPS Research"},"content":{"rendered":"

Parental Engagement<\/h4>\n

Renfrewshire Parental Engagement Evaluation Toolkit (2019)<\/a><\/p>\n

Parental Engagement Literature Review (2018)<\/a><\/p>\n

Renfrewshire’s Nurturing Relationships Approach<\/h4>\n

RNRA summary for LA May 2020<\/a>\u00a0(by Dr Amy Nolan)<\/p>\n

\"\"<\/p>\n

Carleton, R., Nolan, A., Murray, C. & Menary, S (2021) Renfrewshire\u2019s nurturing relationships approach: utilising nurturing approaches to support school staff and pupils during Covid-19<\/a> International Journal of Nurture in Education, 2021.<\/em><\/p>\n

Nurture research<\/h4>\n

Dr Amy Nolan is an EP working in REPS. The following research has been published with her colleagues from Dundee University.<\/em><\/p>\n

Nolan, A., Hannah, E., Lakin, E. & Topping, K. (2021)\u00a0 ‘Whole-School Nurturing Approaches: A Systematic Analysis of Impact’<\/a>, Educational & Child Psychology, 38 (1)<\/em><\/p>\n

Nolan, A., Hannah, E., Lakin, E. (2019) What is known about the impact of nurturing approaches through a whole school lens?<\/a> Book of Abstracts: XVI European Congress of Psychology (ECP 2019) 2-5 July, 2019. \u00a0<\/em><\/p>\n

Practitioner wellbeing research<\/h4>\n

‘Practitioner Wellbeing: Research Review’<\/a> on the Education Scotland National Action Enquiry Hub (2021)<\/p>\n

EQUALITIES RESEARCH<\/h4>\n

Beattie, R., Cairns, A. & Coysh, J. (2025) ‘Self-reflection as a pathway to cultural competence in Educational Psychology: Developing a reflective practice tool’<\/a>\u00a0Educational Psychology in Scotland, 25 (1)<\/em><\/p>\n

Gibson-Knowles, R. & Short, B. (2025) ‘Educational Psychologists using non-violent resistance as a framework to support schools on their anti-racism journey’ <\/a>Educational Psychology in Scotland, 25 (1)<\/em><\/p>\n

 <\/p>\n

The Adaptive teacher research<\/h4>\n