{"id":978,"date":"2022-07-29T09:56:03","date_gmt":"2022-07-29T09:56:03","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?page_id=978"},"modified":"2022-07-29T09:58:34","modified_gmt":"2022-07-29T09:58:34","slug":"academic-critiques","status":"publish","type":"page","link":"https:\/\/blog.soton.ac.uk\/edpsych\/academic-critiques\/","title":{"rendered":"Academic critiques"},"content":{"rendered":"

\r\nTrainees are required in Year 2 to write academic critiques of interventions or intervention approaches in use with children and young people, considering both the psychological theory that the approach draws upon (or could be said to draw upon) and any existing research into its effectiveness. Critiques listed below (with keywords) have either received a distinction grade or, in a few cases, are particularly strong pieces of work with minor revisions made following feedback. Click on 'Read more' for a link to download the paper.

\r\n\r\nTo browse a complete list of critiques with author details, click here.<\/b><\/a>\t\r\n<\/p>\r\n

\r\n\tTimes Tables Rock Stars: An Academic Critique (2024)<\/b>
Mathematics<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tSocial Stories: An Academic Critique (video)<\/b>
Autism<\/a>, Social Stories<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tIs yoga an effective intervention for supporting the mental health of young people affected by developmental trauma? (Video)<\/b>
Trauma<\/a>, Yoga<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tWhat is the effectiveness of the Talk Boost intervention on children\u2019s language development?<\/b>
Language development<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tThe Impact of School Dogs on the Wellbeing of Autistic Children and Young People: An academic critique (video)<\/b>
Autism<\/a>, School dogs<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tSchool-based ACT interventions for improving CYP's SEMH outcomes: An academic critique (video)<\/b>
ACT<\/a>, Therapeutic intervention<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tThe Zones of Regulation: An Academic Critique (video)<\/b>
Emotional regulation<\/a>, Zones of Regulation<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tTalkabout for Children: Developing Social Skills (video)<\/b>
Social skills<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tDeveloping Emotional Literacy with Teenagers: An Academic Critique (video)<\/b>
Emotional Literacy<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tThe effectiveness of PATHS intervention on SEMH outcomes: An Academic Critique (video)<\/b>
PATHS<\/a>, SEBD<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tPrecision Teaching for maths: An academic critique (2023)<\/b>
Mathematics<\/a>, Precision Teaching<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tDoes Reading Aloud to a Dog Improve Children\u2019s Reading Outcomes? An Academic Critique (2023)<\/b>
Reading<\/a>, School dogs<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tPyramid Club: An Academic Critique (video)<\/b>
Internalising behaviours<\/a>, Mental health<\/a>, Pyramid Club<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tIntensive Interaction: An Academic Critique (video)<\/b>
Autism<\/a>, Intensive interaction<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tAcademic Critique of the \u2018FUN FRIENDS\u2019 programme<\/b>
CBT<\/a>, Emotional wellbeing<\/a>, FRIENDS For Life<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tFlipped learning in secondary school mathematics- is it worth the flip? (2021)<\/b>
COVID-19<\/a>, Flipped learning<\/a>, Mathematics<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tTree of Life: A Tool for Therapeutic Growth? (2021)<\/b>
Tree of Life<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tWe Thinkers! Series: An Academic Critique<\/b>
ADHD<\/a>, Autism<\/a>, Theory of Mind<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tAcademic critique of Paws b, a mindfulness based intervention for children<\/b>
.b<\/a>, Mindfulness<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tFRIENDS for Life: An Academic Critique<\/b>
Anxiety<\/a>, CBT<\/a>, FRIENDS For Life<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tReciprocal Teaching: An Academic Critique<\/b>
Reading<\/a>, Reciprocal Teaching<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tPillars of Parenting: an academic critique.<\/b>
Parenting<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tAttention Autism for children and young people on the autistic spectrum: A critique of the current evidence-base.<\/b>
Attention<\/a>, Autism<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tJolly Phonics: An Academic Critique<\/b>
Jolly Phonics<\/a>, Phonics<\/a>, Reading<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tThe Homunculi approach. A flexible cognitive behavioural therapy programme for young people on the autism spectrum or with emotional and behavioural difficulties.<\/b>
Autism<\/a>, Homunculi<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tPharmacological and Psychological Interventions for Attentional Difficulties<\/b>
ADHD<\/a>, Attention<\/a>, Behaviour<\/a>, Medication<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tCued Spelling: Is it Worth the Wait?<\/b>
Spelling<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tApplied Behavioural Analysis interventions for children with autism spectrum disorder<\/b>
ABA<\/a>, Autism<\/a>, Behaviour<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tFuture Selves interventions: A critique of the current evidence base (2015)<\/b>
Behaviour<\/a>, SEBD<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tNumicon: A mutli-sensory approach to supporting the development of arithmetical cognition<\/b>
Mathematics<\/a>, Numicon<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tWordshark: A Computer-Assisted Programme<\/b>
Reading<\/a>, Spelling<\/a>, Wordshark<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tCogmed Working Memory Training: To what extent is it supported by research and theory?<\/b>
Cogmed<\/a>, Working memory<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tUsing Cognitive-Behavioural Approaches to Anger Management with Young People<\/b>
Anger management<\/a>, CBT<\/a>, Therapeutic intervention<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tTo what extent can Social Stories\u2122 be considered an effective school-based intervention and who may benefit from their use?<\/b>
Social skills<\/a>, Social Stories<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tMindfulness in Schools<\/b>
.b<\/a>, Mindfulness<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tMotivational Interviewing<\/b>
Motivational Interviewing<\/a>, Therapeutic intervention<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tTherapeutic Story-writing<\/b>
Children in care<\/a>, Emotional wellbeing<\/a>, Therapeutic intervention<\/a>, Therapeutic Storywriting<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tVideo Interaction Guidance<\/b>
Video feedback<\/a>, VIG<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tBrain Gym\u00ae<\/b>
Brain Gym<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tImplementing Social Stories with a preschooler without ASD<\/b>
Pre-school<\/a>, Social skills<\/a>, Social Stories<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tCool Kids<\/b>
CBT<\/a>, Cool Kids<\/a>, Therapeutic intervention<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tNurture Groups<\/b>
Attachment<\/a>, Emotional wellbeing<\/a>, Nurture Groups<\/a>, Social skills<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tPATHS Pre-school<\/b>
Emotional wellbeing<\/a>, PATHS<\/a>, Social skills<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tMemory magic: Is it just a bunch of hocus pocus? (2015)<\/b>
Memory Magic<\/a>, Working memory<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>

\r\n\tPaired Reading<\/b>
Paired Reading<\/a>, Reading<\/a> <\/i>
Read more...<\/a>
<\/b>\r\n<\/p>\n","protected":false},"excerpt":{"rendered":"

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