|
|
| 12th Educational Psychology Forum PROGRAMME (106KB) | ||
| Keynote Speaker | Organisation | Topic - hyperlinked to PDF version of PowerPoint file |
|---|---|---|
| Assoc Prof Melinda Webber | The University of Auckland | Kia tū rangatira ai: Learning, succeeding and thriving in education (351KB) |
| Prof Laura Lundy | Queen's University Belfast, IRL | Children's right to participate in decision-making: Addressing the myths (483KB) |
| Presenter/s | Organisation | Topic - hyperlinked to PDF version of PowerPoint file |
|---|---|---|
| Prof Glenda Anthony | Massey University | Challenging 'ability streaming' in lower secondary maths through reframing differentiated instruction (93KB) |
| Daniela Ashdown | Ministry of Education | Paper#1: "Striving for maximum impact with least intrusive methods: The role of the Educational Psychologist in the changing world of education (50KB) |
| Ellie Tofts | Paper#2: Striving for maximum impact with least intrusive methods: The role of the Educational Psychologist in the changing world of education; Play, Eat, Learn (58KB) | |
| Claire Ewens | Paper#3: Striving for maximum impact with least intrusive methods: The role of the Educational Psychologist in the changing world of education; Te Roopu (81KB) | |
| Julie Avery | Monash University, AUS | ReLATE, a trauma-informed education model: Early findings from an Australian pilot evaluation in Victoria (585KB) |
| Catriona Barclay | Ministry of Education | Of mansions, apes and shopping malls - adding the child's voice to an Intensive Wraparound Application |
| Prof Roseanna Bourke,
Ros Pullen & Nicole Mincher |
Massey University | The impact of inclusion on ethical drift (1.6MB) |
| Dr Vijaya M Dharan | Massey University | Parents and educational psychologists working together |
| Megan Fitzpatrick | Ministry of Education | Te Tomokanga - Raising cultural competency awareness and practice |
| Kate Garland | Ministry of Education | Self-regulation skills in a heartbeat: Developing self-regulation with pulse oximeters |
| Veronica Grondona | The Univeristy of Waikato | Developmental assessment for ASD in young children - Who might be best to do this? (95KB) |
| Kristy Haslam | Victoria University of Wellington | Working in primary mental health-the Health Improvement Practitioner role (224KB) |
| Dr Pamela Higgins | Private, Auckland | Finding the inner mountain. What does mindfulness offer children and young people in NZ schools and especially those with learning support needs? - References (108KB) |
| Flaviu Hodis | Victoria University of Wellington | Similarities and differences among groups in school-related motivation |
| Dr David Hogg | Massey University, Auckland | Experiences of young people on the autistic spectrum transitioning from secondary school to young adulthood (150KB) |
| Dr Dorothy Howie | The University of Auckland | Child partnership and voice in dynamic assessment and enhancement (81KB) |
| Nilushini Kasilingam | Victoria University of Wellington | Early intervention for children with autism spectrum disorder in New Zealand: What children get and what parents want (129KB) |
| Dr Megan Lang &
Dr Becky Shelley |
University of Tasmania, AUS | Tassie Researchers: Child-led research and the dialogic imagination (129KB) |
| Lucy Lightfoot | Massey University / Ministry of Education | Wraparound in Aotearoa: outcomes, validation of a new measure, and an exploration of Māori experiences of Intensive Wraparound Services |
| Celeste Littek | Ministry Education - Learning Support | My favourite things: Practical strategies that work |
| Dr Marlize Malan van Rooyen | Ministry of Education | Making the most of culture and context when eliciting indigenous resilience insights (293KB) |
| Ruby-Rose McDonald &
Dr Elizabeth Schaughency |
University of Otago | Preliminary evaluation of predictive validity of an oral language/emergent literacy screening tool with new entrants two years later: Relations with research-informed and school-used indices in New Zealand |
| Margaret McNally | Ministry of Education | Don't forget the dog - behavioural concepts that are helpful in casework |
| Hannah Miller | Massey University | Experiences of education and learning of young people who have been in foster care: Defining success (114KB) |
| Taylor Noble | Explore Wellington | Safety plans for challenging behaviour: User friendly templates (KB) |
| Prof John O'Neill | Massey University | Schooling system reform in an era of post-truth, fake news, fire-hosing and gas-lighting (51KB) |
| Russell Pine | Victoria University of Wellington | Digital mental health supports for young people |
| Prof Suzanne Purdy | The University of Auckland &
Eisdell Moore Centre for Hearing and Balance Research |
New Zealand Guidelines on Auditory Processing Disorder 2019: Diagnosis and support for preschool and school-aged children (806KB) |
| Karen Read,
Rhiannon Webb, Rachael Lockhart & Sarah Murphy |
Ministry of Education | Prevent-Teach-Reinforce as an effective, collaborative practice to resolve persistent challenging behavior in early childhood, school and home (718KB) |
| Iuliana Rodinciuc | The University of Auckland | The role of emotion in early childhood settings engaged in system-wide educational change |
| Noah Romero | The University of Auckland | Dominate, undermine, dismiss - A material-discursive model of oppression and its relational becoming (196KB) |
| Dr Christine Rubie-Davies | The University of Auckland | The intersection of student characteristics and teacher expectations: Exploring teacher bias (67KB) |
| The portrayal of teacher bias: Differential interactions with favoured versus unfavoured students (125KB) | ||
| Wendy Ryan (nee Brindley-Richards) | High and Complex Needs Unit (HCN) | Safe practice in tricky moments with families, schools and support people |
| Valerie Sotardi | University of Canterbury | Influences of stress and coping on first-year university student wellbeing and GPA |
| Kirsty Tait &
Dr Karen Harris |
Office of the Children's Commissioner | Where the rubber hits the road: Contextualising the 'What Makes a Good Life' children's voices report through praxis |
| Ann Terry &
Therese Bourne |
Ministry of Education | Re-thinking functional behaviour assessment |
| Filipa Tomaz &
Clare Barczak |
Barnardos / Ministry of Education
Ministry of Education |
Voices of our Tamariki: Using a self-rating tool to strengthen child voice in Te Kahu Tōī IWS plans (200KB) |
| Branka Vasilic &
Team Members |
Massey University / Ministry of Education
The High & Complex Needs Unit (HCN) |
From Collaboration to Inhabiting the Spaces Between: How can a relational constructionist perspective shape collaborative practice? |
| Carla Watkin | Victoria University of Wellington | Delivery methods of early intervention for children with autism spectrum disorder in New Zealand: Current practices versus parental ideals (300KB) |
| Dr Penelope Watson | The University of Auckland | Gender identity, school stress, life satisfaction, and perceived academic outcomes: The importance of gender self-acceptance in school success (165KB) |
| Eleanor Wilson | Victoria University of Wellington | Training Well-Child Tamariki Ora health professionals to identify 'risk for' autism in children aged 9-24 months: A study of health professionals' perceptions and feasibility in a New Zealand context (112KB) |
| Eleanor Wilson
(presenting on behalf of Hannah Waddington) |
Victoria Unversity of Wellington | Who should deliver early intervention? Comparing the effectiveness of one-on-one therapy and parent coaching for young children with autism (134KB) |
| Michelle Wood,
Anna Priestley & Di Thomas |
Ministry of Education | Piloting the Incredible Years Toddler Programme as part of the pathway of behaviour and wellbeing support (684KB) |
Forum Secretariat
|