An exploration of the effectiveness of Educational Psychology consultation in supporting the development of emotional regulation skills in young people who have been adopted: A series of single subject case histories
Four adopted young people aged 10–14 were studied in a mixed-methods evaluation of educational-psychology consultation. Young people, parents and school staff completed measures before and after consultation and weekly ratings; adults were also interviewed. The repository abstract describes the design but does not give the measured outcomes.
Limitations: Four cases do not establish general intervention effectiveness, and no specific changes are inferred from an abstract without results. Direct young-person questionnaires and adult proxy accounts must be distinguished. The abstract does not name recruitment locations.
- Research type
- Doctoral thesis
- Source reviewed
- Abstract
- Peer reviewed
- No
- Age group
- Children / Adolescents
Study context and review
Age group as recorded: Children / adolescents
Adoption context: Mixed adoption pathways
Programme: Lewis educational psychology consultation cases
Institutional context: No relationship identified in the material checked
No adoption-sector organisational relationship identified from metadata reviewed. Funding and conflicts were not comprehensively audited; this is not confirmation of institutional independence.
Bibliographic screening. Bibliographic relationships are not a bias or safety rating.
Topics: adoptee voice, education, Emotional regulation, Parent proxy evidence, post-adoption support
Review scope: Source checked: Abstract. This does not imply full-text or independent human verification.
Country as recorded: United Kingdom (regional recruitment not established)
- Funding
- Not yet checked for this entry
- Commissioner
- Not yet checked for this entry
- Funder role
- Not yet checked for this entry
- Declared conflicts
- Not yet checked for this entry
- Recruitment
- Not yet checked for this entry
- Adoptee involvement
- Not yet checked for this entry
Entry: study_d51e9a5bf067220a