Garry Squires

Publications

• Facilitators and barriers to the provision of therapeutic interventions by school psychologists
• School Profiles:
• Being Pushed and Pulled
• Identifying effective practice in the provision of education and education support services for 16 – 19 year old deaf young people in Further Education in England
• School based group CBT. Workshop
• Early School Leaving and Learners with Disabilities and/or Special Educational Needs
• Dyslexia or not?
• Dyslexia: Politics and Neurones
• Motivational Interviewing and Cognitive Behavioural Therapy
• Dyslexia: Advanced training for psychologists
• Key Perspectives on Dyslexia
• A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum.
• Early School Leaving and SEN
• Educational Psychologists working with universities.
• EuroPsy: An international certificate of psychological competencies
• Achievement for All
• Achievement for All
• The READY study
• Key perspectives on dyslexia
• Inclusion and Diversity
• Interdisciplinary Collaboration: Cognitive Behavior Interventions in Special Education and School Psychology
• A European consideration of early school leaving as a process running through childhood: a model for inclusive action
• Being pushed and pulled
• Conducting research with children in school: The challenges of working with a commission research brief
• A Study of the Experiences of Post Primary Students with Special Educational Needs
• The PATHS curriculum for promoting social and emotional well-being among children aged 7 9 years: a cluster RCT
• A conceptual model for teacher wellbeing: towards a holistic understanding
• An evaluation of the Well Schools community whole school approach for supporting teacher and student wellbeing: a mixed-method ecological case study approach.
• Preventing School Failure
• Early school leaving and learners with disabilities and/or special educational needs
• EuroPsy
• Promoting Alternative Thinking Strategies (PATHS): Evaluation report and Executive summary
• Inclusion
• School based group CBT. Workshop
• READY STUDY – Wave 1a short summary report 2020
• A Study of the Experiences of Post-Primary Students with Special Educational Needs in Ireland
• Early School Leaving and Learners with Disabilities and/or Special Educational Needs
• Good Behaviour Game Evaluation report and executive summary
• BSc Educational Psychology
• A European consideration of early school leaving as a process running through childhood
• The READY study
• Further education as a post-secondary destination for deaf and hard of hearing young people: A review of the literature and analysis of official statistics in England
• Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities
• The Session Bridging Worksheet
• Embedding a whole school culture for supporting teacher and pupil wellbeing: A Well Schools case study example
• Introducing the READY study: DHH young people’s well-being and self-determination.
• Preface
• Recording Emerging Adulthood in Deaf Youth: A Summary Report of the READY Study
• A Systematic Review of Primary School Teachers’ Wellbeing: Room for a holistic approach
• FRIENDS for life : Evaluation report and executive summary.
• Using group cognitive behavioural therapy intervention in school settings with pupils who have externalizing behavioural difficulties: An unexpected result
• Countering the argument that educational psychologists need specific training to use cognitive behavioural therapy
• Cognitive behaviour therapies and their implications for applied educational psychology practice
• So what exactly is dyslexia? Issues, debates and fuzziness.
• International Journal of School & Educational Psychology: Editor's report
• The Impact of Achievement for All (AfA) on outcomes for pupils with Special Educational Needs in England – lessons for policy and practice
• Introduction
• Improving outcomes for learners with special educational needs and disabilities (SEND): national evaluation of the Achievement for All (AfA) programme. A 90 min workshop.
• Educational Psychologists and therapeutic interventions – preliminary findings from a UK-wide survey
• Policy impacts on how SEN is defined: Intended and unintended outcomes. Half day workshop to EdD students
• Achievement for All
• Working with Schools.
• Cognitive Behavioural Therapy: A model for understanding the link between thoughts, feelings and behaviour.
• Historical and socio-political agendas around defining and including children with special eductional needs
• Achievement for All Evaluation: Interim Report
• Planning CBT group work. Workshop presented on the CBT for Children and Young People post-graduate course
• What is the value in training educational psychologists in cognitive behaviour therapy (CBT)?
• Introduction to Cognitive Behavioural Therapy
• Analysis of Local Authority Data to Show the Impact of Being Dyslexia Friendly on School Performance.
• What do we mean by special educational needs and disabilities (SEND)? Issues, debates and tensions in identification, assessment and intervention. A 90 minute workshop.
• Introduction to Psychometrics
• Development and validation of the Wider Outcomes Surveys for Teachers (WOST) and Parents (WOSP) of students with special educational needs and disabilities.
• Applied Psychologists, Not Psychotherapists: EPs and CBT.
• Educational Psychologists and therapeutic intervention: Findings from UK wide research and implications for supervision
• Adolescent to Adult: transitions and completing a university degree
• Educational Psychologists and therapeutic intervention: findings from a UK-wide study.
• Analysis of Local Authority data to show the impact of being Dyslexia Friendly on school performance
• Achievement for All: The National Evaluation
• Developing positive school-home relationships through structured conversations with parents of learners with special educational needs and disabilities (SEND).
• Cognitive Behaviour Interventions in Special Education and School Psychology: understanding cognitive distortions
• Contemporary Issues in Special Educational Needs: Considering the whole child.
• Educational Psychologists and therapeutic intervention: Promoting positive mental health.
• What do we mean by special educational needs and disabilities (SEND)? Issues, debates and tensions in identification, assessment and intervention in England
• Developing International School Psychology Leaders: The Cal Catterall Fund
• Modelling the determinants of academic attainment among learners with special educational needs and disabilities (SEND): a multi-level study.
• Planning Group CBT work
• Differential month of birth effects in the identification of special educational needs: An English study.
• National Evaluation of Achievement for All
• Helping the Children’s Workforce feel confident in meeting children’s mental health needs.
• Excluding pupils with special educational needs (SEN) through inclusionary definitions: Considering the paradox
• Motivational Interviewing and Professional Practice
• Embedding cognitive behavioural therapy training in practice: Facilitators and barriers for trainee educational psychologists (TEPs)
• Achievement for All: Improving psychosocial outcomes for students with special educational needs and disabilities
• Effective delivery of therapeutic interventions: findings from four site visits
• The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities: A multi-level analysis
• The identification of special educational needs and the month of birth: Differential effects of category of need and level of assessment
• Allied interventions
• Over-identification of special educational needs in younger members of the age cohort: Differential effects of level of assessment and category of need
• Meet the Calvin Catterall Fund 2013 recipients!
• Educational Psychologists and Therapeutic Intervention: enabling effective practice
• Changing Thinking and Feeling to Change Behaviour
• Cognitive Preference and Spelling Difficulties.
• Supporting Children with Dyslexia.
• International perspectives on the professional practice of school psychologists: Developing our skills in using action research to bring about systems change.
• Including Children means more than just being …. SMART.
• Facilitating teacher engagement in inclusive practice in secondary schools
• Using the ‘Observation Methods’ CDROM and fOCUS II as a qualitative research tool by doctorate students at the University of Manchester.
• Thoughts, Feelings and Behaviour: Cognitive Behavioural Psychology and Group Work with Adolescents
• Supporting Children with Dyslexia.
• Researching the potential contribution of Educational Psychologists within Children's Services in the United Kingdom.
• Educational Psychology in England and Wales.
• Peer Supervision for EPs as a Means to Quality Service Delivery
• An Evaluation of a Booklet of Ideas to Support Teachers in Thinking About How to Increase the Independence of Dyslexic Children.
• Classroom strategies to support dyslexic children in mainstream classrooms
• Using CBT in Educational Settings.
• Pomóż Dziecku Z... Dysleksją.
• Magical Conversations
• A Review of the Functions and Contribution of Educational Psychologists in England and Wales in light of “Every Child Matters: Change for Children',
• Community Psychology: ‘Capacity building’ by meeting the needs of the adults in schools
• Thoughts, Feelings, Behaviour: Helping children understand themselves and take more control of their behaviour.
• Supporting Children with ….
• Dyslexia Friendly.
• How to assess dyslexia.
• Educational psychologists’ contribution to the every child matters agenda
• Using cognitive behavioural psychology with groups of pupils to improve self-control of behaviour
• ISPA in China
• The use of praise as a tool in the classroom management of behaviour
• Achievement for all (AfA) effectiveness trial
• Growth Areas Case study profiles
• Growth Areas Place based report
• Growth Areas Final Report Maximising the role of PE, school sport and physical activity
• The problem is that inclusion in England is simply rhetoric with no real substance.
• The FRIENDS Programme
• Editorial