{"id":939,"date":"2022-07-27T19:21:23","date_gmt":"2022-07-27T19:21:23","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?page_id=939"},"modified":"2022-07-28T16:16:59","modified_gmt":"2022-07-28T16:16:59","slug":"published-articles","status":"publish","type":"page","link":"https:\/\/blog.soton.ac.uk\/edpsych\/published-articles\/","title":{"rendered":"Published articles"},"content":{"rendered":"<p style=\"background-color: #f2f2f2;padding: 10px\">\r\nThis page lists articles published externally by trainees and course staff in journals and professional periodicals. Click on 'Read more' for abstract and publication details. In most cases a copy of the article can also be acessed for free.<br><br>\r\n\r\nTo browse a complete list of publications with abstracts, click <a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/tag\/published-article\/\"><b>here.<\/b><\/a>\t\r\n<\/p>\r\n<p>\r\n\t<b>Understanding anxiety in autistic adolescents: The predictive role of interoceptive beliefs and insight (2026) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2026\/02\/23\/understanding-anxiety-in-autistic-adolescents-the-predictive-role-of-interoceptive-beliefs-and-insight-2026\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Exploring autistic females\u2019 experiences of diagnosis in adolescence: What difficulties are faced during the post-diagnosis period and what support could be provided? (2025) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/10\/03\/exploring-autistic-females-experiences-of-diagnosis-in-adolescence-what-difficulties-are-faced-during-the-post-diagnosis-period-and-what-support-could-be-provided-2025\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>The effectiveness of Nurture Groups at supporting social and emotional outcomes: a systematic review (2025) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/10\/03\/the-effectiveness-of-nurture-groups-at-supporting-social-and-emotional-outcomes-a-systematic-review-2025\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Ghosts within the educational machine: Are hidden young carers going with their needs unmet? (2024) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/09\/05\/ghosts-within-the-educational-machine-are-hidden-young-carers-going-with-their-needs-unmet-2024\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Adolescent Masculinity and Homophobic-Name-Calling: A Systematic Review and Meta-Analysis (2025) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/09\/05\/adolescent-masculinity-and-homophobic-name-calling-a-systematic-review-and-meta-analysis-2025\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Times Tables Rock Stars: An Academic Critique (2024) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/09\/05\/times-tables-rock-stars-an-academic-critique-2024\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review (2025) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/09\/05\/how-can-nature-connectedness-and-behaviours-for-learning-be-deliberately-developed-in-children-adolescents-and-young-adults-a-systematic-literature-review-2025\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Voices Unheard: How School Shapes Mental Health for Gender and Neurodiverse Youth (2025) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/06\/09\/voices-unheard-how-school-shapes-mental-health-for-gender-and-neurodiverse-youth-2025\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>\u2018They&#039;ll Know Loads More About Me\u2019. Facilitating Self-Expression Through Digital Storytelling to Support Educational Transitions (2025) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/03\/31\/theyll-know-loads-more-about-me-facilitating-self-expression-through-digital-storytelling-to-support-educational-transitions-2025\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>&#039;A Professional Obligation&#039; Exploring Current Practices of Educational Psychologists with gender diverse children and young people in the UK (2025) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2025\/03\/31\/a-professional-obligation-exploring-current-practices-of-educational-psychologists-with-gender-diverse-children-and-young-people-in-the-uk\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>An Exploration of Intersectionality and School Belonging in the Permanent Exclusion of Black Caribbean Boys in Schools in England: Implications for Educational Psychologists (2024) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/12\/06\/an-exploration-of-intersectionality-and-school-belonging-in-the-permanent-exclusion-of-black-caribbean-boys-in-schools-in-england-implications-for-educational-psychologists-2024\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/12\/06\/navigating-the-landscape-roles-perspectives-and-experiences-of-psychologists-supporting-gender-diverse-children-and-young-people-in-school-settings\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Supporting behaviour and emotions in school: an exploration into school staff perspectives on the journey from punitive approaches to relational-based approaches (2024) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/12\/05\/supporting-behaviour-and-emotions-in-school-an-exploration-into-school-staff-perspectives-on-the-journey-from-punitive-approaches-to-relational-based-approaches-2024\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>What role should schools play in the prevention of disordered eating in children and young people? (2024) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/10\/18\/what-role-should-schools-play-in-the-prevention-of-disordered-eating-in-children-and-young-people-2024\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>What do measures of gender identity tell us about gender identity over time? (2024) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/05\/08\/what-do-measures-of-gender-identity-tell-us-about-gender-identity-over-time\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Using Digital Stories for assessments and transition planning for autistic pre-school children (2021) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/04\/15\/using-digital-stories-for-assessments-and-transition-planning-for-autistic-pre-school-children-2021\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2022) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/03\/12\/a-meta-analysis-investigating-the-association-between-metacognition-and-math-performance-in-adolescence\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/03\/12\/a-systematic-review-and-meta-analysis-of-sex-differences-in-narrow-constructs-of-restricted-and-repetitive-behaviours-and-interests-in-autistic-children-adolescents-and-adults-2023\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people\u2019s perceptions and experiences (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2024\/02\/14\/punitive-behaviour-management-policies-and-practices-in-secondary-schools-a-systematic-review-of-children-and-young-peoples-perceptions-and-experiences-2023\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Exploring the impact of gender identity and stereotypes on secondary pupils\u2019 computer science enrolment interest (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2023\/09\/01\/exploring-the-impact-of-gender-identity-and-stereotypes-on-secondary-pupils-computer-science-enrolment-interest\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>\u201cIf You\u2019re Not Yourself, Who are You Going to be?\u201d an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2023\/08\/31\/if-youre-not-yourself-who-are-you-going-to-be-an-exploration-of-gender-and-sexuality-diverse-pupils-experiences-of-visibility-management-in-school-a-systematic-literature\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Precision Teaching for maths: An academic critique (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2023\/08\/31\/precision-teaching-for-maths-an-academic-critique-2023\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>How to tackle poor teacher wellbeing for primary school teachers in England? Strategies to enhance teacher wellbeing and work conditions in teaching practice. (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2023\/04\/17\/how-to-tackle-poor-teacher-wellbeing-for-primary-school-teachers-in-england-strategies-to-enhance-teacher-wellbeing-and-work-conditions-in-teaching-practice-2023\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Does Reading Aloud to a Dog Improve Children\u2019s Reading Outcomes? An Academic Critique (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2023\/03\/31\/does-reading-aloud-to-a-dog-improve-childrens-reading-outcomes-an-academic-critique\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Teachers&#039; beliefs: How they shape the support offered to trans-spectrum young people (2023) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2023\/01\/16\/teachers-beliefs-how-they-shape-the-support-offered-to-trans-spectrum-young-people-2023\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review (2022) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2022\/12\/07\/what-can-teachers-do-to-challenge-heteronormativity-a-systematic-literature-review\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>How the implementation of a secondary school nurture group relates to whole-school approaches and ethos: a case study (2022) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2022\/10\/20\/how-the-implementation-of-a-secondary-school-nurture-group-relates-to-whole-school-approaches-and-ethos-a-case-study\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Flipped learning in secondary school mathematics- is it worth the flip? (2021) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2022\/07\/31\/flipped-learning-in-secondary-school-mathematics-is-it-worth-the-flip-2021\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Tree of Life: A Tool for Therapeutic Growth? (2021) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2021\/11\/19\/tree-of-life-a-tool-for-therapeutic-growth\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People (2021) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2021\/11\/19\/dyslexia-or-literacy-difficulties-what-difference-does-a-label-make-exploring-the-perceptions-and-experiences-of-young-people-2\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Educational psychologists\u2019 involvement in critical incidents: self-efficacy and influencing factors (2021) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2021\/11\/12\/educational-psychologists-involvement-in-critical-incidents-self-efficacy-and-influencing-factors\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support (2021) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2021\/07\/30\/the-perspectives-and-experiences-of-children-with-special-educational-needs-in-mainstream-primary-schools-regarding-their-individual-teaching-assistant-support-2\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Mental health beyond the school gate: Young people\u2019s perspectives of mental health support online, and in home, school and community contexts (2020) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2021\/04\/22\/mental-health-beyond-the-school-gate-young-peoples-perspectives-of-mental-health-support-online-and-in-home-school-and-community-contexts\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>A systematic review and meta\u2010analysis of sex\/gender differences in social interaction and communication in autistic and nonautistic children and adolescents (2020) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2021\/02\/26\/a-systematic-review-and-meta%e2%80%90analysis-of-sex-gender-differences-in-social-interaction-and-communication-in-autistic-and-nonautistic-children-and-adolescents\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Primary school children\u2019s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support (2020) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2020\/07\/29\/primary-school-childrens-perspectives-and-experiences-of-emotional-literacy-support-assistant-elsa-support\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>What beliefs influence children and young people&#039;s attitudes towards the transgender population? (2020) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2020\/03\/20\/what-beliefs-influence-children-and-young-peoples-attitudes-towards-the-transgender-population\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Teaching Early Reading Skills to Children with Severe Intellectual Disabilities Using Headsprout Early Reading (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2020\/02\/13\/teaching-early-reading-skills-to-children-with-severe-intellectual-disabilities-using-headsprout-early-reading\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>To What Extent Is the Thrive Intervention Grounded in Research and Theory? (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2020\/02\/11\/to-what-extent-is-the-thrive-intervention-grounded-in-research-and-theory\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Academic self-concept and sense of school belonging of adolescent siblings of autistic children (2020) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2020\/02\/07\/academic-self-concept-and-sense-of-school-belonging-of-adolescent-siblings-of-autistic-children\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Keys to engagement: A case study exploring the participation of autistic pupils in educational decision\u2010making at school (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2020\/01\/13\/keys-to-engagement-a-case-study-exploring-the-participation-of-autistic-pupils-in-educational-decision%e2%80%90making-at-school\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>The Role of Peers in the Development of Social Anxiety in Adolescent Girls: A Systematic Review (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2020\/01\/10\/the-role-of-peers-in-the-development-of-social-anxiety-in-adolescent-girls-a-systematic-review\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2019\/11\/11\/dyslexia-literacy-difficulties-and-the-self-perceptions-of-children-and-young-people-a-systematic-review\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2019\/07\/25\/the-impact-of-planning-alternative-tomorrows-with-hope-path-for-children-and-young-people\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>The Emotional Literacy Support Assistant (ELSA) Programme: Can you develop an evidence base for an adaptive intervention? (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2019\/07\/24\/the-emotional-literacy-support-assistant-elsa-programme-can-you-develop-an-evidence-base-for-an-adaptive-intervention\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Exploring the Impact of Nurture Groups on Children\u2019s Social Skills: A Mixed-Methods Approach. (2019) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2019\/07\/24\/exploring-the-impact-of-nurture-groups-on-childrens-social-skills-a-mixed-methods-approach\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>The hypothesised female ASC phenotype: Implications for research and practice (2017) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2018\/03\/26\/the-hypothesised-female-asc-phenotype\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Objective structured professional assessments for trainee educational psychologists: an evaluation (2017) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2018\/03\/26\/objective-structured-professional-assessments-for-trainee-educational-psychologists-an-evaluation\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Reinforce, reframe or remove? What should psychologists do with diagnostic labels? (2017) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2018\/03\/26\/reinforce-reframe-or-remove-what-should-psychologists-do-with-diagnostic-labels\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Social Information Processing: A Useful Framework for Educational Psychology (2017) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2018\/03\/26\/social-information-processing-a-useful-framework-for-educational-psychology\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>What do Service Children think? (2016) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2016\/10\/27\/what-do-service-children-think\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Establishing the effectiveness of a gratitude diary intervention on children\u2019s sense of school belonging (2016) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2016\/07\/25\/establishing-the-effectiveness-of-a-gratitude-diary-intervention-on-childrens-sense-of-school-belonging\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Future Selves interventions: A critique of the current evidence base (2015) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2016\/07\/25\/future-selves-interventions-a-critique-of-the-current-evidence-base\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Out of school: a phenomenological exploration of extended non-attendance (2015) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2016\/07\/25\/out-of-school-a-phenomenological-exploration-of-extended-non-attendance\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Maintaining an interactionist perspective of undesirable behaviour: What is the role of the Educational Psychologist? (2016) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2016\/07\/25\/maintaining-an-interactionist-perspective-of-undesirable-behaviour-what-is-the-role-of-the-educational-psychologist\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p><p>\r\n\t<b>Memory magic: Is it just a bunch of hocus pocus? (2015) <a href=\"\/\/blog.soton.ac.uk\/edpsych\/2015\/04\/21\/memory-magic-is-it-just-a-bunch-of-hocus-pocus\/\u201d\"><br>Read more...<\/a><br \/><\/b>\r\n<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":58097,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"sidebar-page.php","meta":{"ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-939","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/pages\/939","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=939"}],"version-history":[{"count":1,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/pages\/939\/revisions"}],"predecessor-version":[{"id":940,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/pages\/939\/revisions\/940"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=939"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}