Supporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example.
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| Title: | Supporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example. |
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| Authors: | Cogan, Owen (AUTHOR), Gillard, Duncan (AUTHOR), Anderson, Ben (AUTHOR), Hopkins, Sophie (AUTHOR), Hulson-Jones, Amy (AUTHOR), Hughes, Carl (AUTHOR) |
| Source: | Educational & Child Psychology. Mar2025, Vol. 42 Issue 1, p94-106. 13p. |
| Subjects: | Children with disabilities, Acceptance & commitment therapy, Young adults, Behavioral sciences, Educational psychology |
| Abstract: | Recent UK Government figures show that permanent exclusions and suspensions in England are increasing. Children with special educational needs (SEN), especially those with a primary need in the area of Social, Emotional and Mental Health (SEMH), are particularly vulnerable in this regard. Given the clear links between school exclusions and a wide range of negative life-outcomes – such as increased vulnerability to criminality and prison sentences – the need to find creative and innovative ways of reducing exclusions and suspensions is a clear and present priority. This paper presents a new, outcomes-based Educational Psychology (EP) service delivery model for children, families and schools, rooted in Acceptance & Commitment Therapy and related models derived from the world of Contextual Behavioural Science (CBS). The paper also presents a case study example, including intervention outcomes and processes, to illustrate how this new service delivery model takes a whole-child, contextual, person-centred and evidence-informed approach, to help create the conditions for a young person to thrive and be more fully included within mainstream education. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Recent UK Government figures show that permanent exclusions and suspensions in England are increasing. Children with special educational needs (SEN), especially those with a primary need in the area of Social, Emotional and Mental Health (SEMH), are particularly vulnerable in this regard. Given the clear links between school exclusions and a wide range of negative life-outcomes – such as increased vulnerability to criminality and prison sentences – the need to find creative and innovative ways of reducing exclusions and suspensions is a clear and present priority. This paper presents a new, outcomes-based Educational Psychology (EP) service delivery model for children, families and schools, rooted in Acceptance & Commitment Therapy and related models derived from the world of Contextual Behavioural Science (CBS). The paper also presents a case study example, including intervention outcomes and processes, to illustrate how this new service delivery model takes a whole-child, contextual, person-centred and evidence-informed approach, to help create the conditions for a young person to thrive and be more fully included within mainstream education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.1.94 |
