M Suzanne Zeedyk
Biographic Data
| ID | 2746513 |
|---|---|
| NAME | M Suzanne Zeedyk |
| GIVEN NAMES | M Suzanne |
| FAMILY NAME | Zeedyk |
| SIGNATURE | ZEEDYK M S |
| AFFILIATIONS | University of Dundee |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 2 |
One Year On: Perceptions of the Lasting Benefits of Involvement in a Parenting Support Programme
The availability of parenting support programmes has increased significantly within the UK over the last decade. Most evaluations of these programmes have focused on short‐term outcomes. The present study attempted to gain a longer term perspective by interviewing 20 carers more than 12 months after completing a group‐based programme. The results obtained using thematic analysis showed that the majority of participants felt the programme had had …
V. Toward a New Psychology of Women: Still Relevant After All These Years
Mothers on Trial: Discourses of Cot Death and Munchausen?s Syndrome by Proxy
Negotiating the Transition from Primary to Secondary School: Perceptions of Pupils, Parents and Teachers
The transition from primary to secondary school is regarded as one of the most difficult in pupils' educational careers. This article describes the results of a survey undertaken in the UK, in which the views of primary pupils, secondary pupils, parents and teachers were ascertained in regard to the transition process. Specifically, we sought to determine the concerns and expectations of respondents and also to establish the extent to which the v…
The Pals parenting support programme: Lessons learned from the evaluation of processes and outcomes
Although there has recently been a rise in parenting support programmes within the UK, only a minority of these programmes have benefited from evaluation of either outcomes or processes. This paper describes the development of the PALS programme (Parents Altogether Lending Support), reporting both on its effectiveness in improving parents' interactions with their children and on the lessons that were learned about embedding such a programme withi…
Children and road safety: Increasing knowledge does not improve behaviour
Background. Programmes designed to teach children about road safety have often failed to assess their effectiveness in terms of either an increase in chilren's knowledge or an improvement in children's behaviour. Aim. The two studies reported here sought to address both issues, by focusing on the abilities of Primary 1 children (5 years old). Sample. A total of 120 Primary 1 children within the age range 4-5 years old participated in this study, …
The Implicit Relation of Psychology and Law: Women and Syndrome Evidence
The relationship between law and psychology has traditionally been examined in terms of the explicit connections between them, such as forensic psychology, the applications of psychology to law enforcement and policing, and children and the law. In this text, Fiona Raitt and Suzanne Zeedyk draw attention to a further implicit relationship between the two. From a feminist perspective, the authors critically review the current use of psychology in …
Psychological evidence in the courtroom: Critical reflections on the general acceptance standard
The increasing ties between psychology and law have familiarized psychologists with the standards by which law admits scientific evidence into the courtroom. In the USA, these include the general acceptance standard and the Daubert guidelines and, in the UK, the Turner Rule. However, the psychological literature has largely failed to make clear the degree of legal debate that exists concerning the clarity and effectiveness of such standards. This…
Psychological Theory in Law: Legitimating the Male Norm
Developmental Accounts of Intentionality: Toward Integration
Children and road safety: Increasing knowledge does not improve behaviour
Background. Programmes designed to teach children about road safety have often failed to assess their effectiveness in terms of either an increase in chilren's knowledge or an improvement in children's behaviour. Aim. The two studies reported here sought to address both issues, by focusing on the abilities of Primary 1 children (5 years old). Sample. A total of 120 Primary 1 children within the age range 4-5 years old participated in this study, …
Mothers on Trial: Discourses of Cot Death and Munchausen?s Syndrome by Proxy
Developmental Accounts of Intentionality: Toward Integration
Psychological Theory in Law: Legitimating the Male Norm
Psychological evidence in the courtroom: Critical reflections on the general acceptance standard
The increasing ties between psychology and law have familiarized psychologists with the standards by which law admits scientific evidence into the courtroom. In the USA, these include the general acceptance standard and the Daubert guidelines and, in the UK, the Turner Rule. However, the psychological literature has largely failed to make clear the degree of legal debate that exists concerning the clarity and effectiveness of such standards. This…
The Implicit Relation of Psychology and Law: Women and Syndrome Evidence
The relationship between law and psychology has traditionally been examined in terms of the explicit connections between them, such as forensic psychology, the applications of psychology to law enforcement and policing, and children and the law. In this text, Fiona Raitt and Suzanne Zeedyk draw attention to a further implicit relationship between the two. From a feminist perspective, the authors critically review the current use of psychology in …
Children and road safety: Increasing knowledge does not improve behaviour
Background. Programmes designed to teach children about road safety have often failed to assess their effectiveness in terms of either an increase in chilren's knowledge or an improvement in children's behaviour. Aim. The two studies reported here sought to address both issues, by focusing on the abilities of Primary 1 children (5 years old). Sample. A total of 120 Primary 1 children within the age range 4-5 years old participated in this study, …
The Pals parenting support programme: Lessons learned from the evaluation of processes and outcomes
Although there has recently been a rise in parenting support programmes within the UK, only a minority of these programmes have benefited from evaluation of either outcomes or processes. This paper describes the development of the PALS programme (Parents Altogether Lending Support), reporting both on its effectiveness in improving parents' interactions with their children and on the lessons that were learned about embedding such a programme withi…
Negotiating the Transition from Primary to Secondary School: Perceptions of Pupils, Parents and Teachers
The transition from primary to secondary school is regarded as one of the most difficult in pupils' educational careers. This article describes the results of a survey undertaken in the UK, in which the views of primary pupils, secondary pupils, parents and teachers were ascertained in regard to the transition process. Specifically, we sought to determine the concerns and expectations of respondents and also to establish the extent to which the v…
Mothers on Trial: Discourses of Cot Death and Munchausen?s Syndrome by Proxy
One Year On: Perceptions of the Lasting Benefits of Involvement in a Parenting Support Programme
The availability of parenting support programmes has increased significantly within the UK over the last decade. Most evaluations of these programmes have focused on short‐term outcomes. The present study attempted to gain a longer term perspective by interviewing 20 carers more than 12 months after completing a group‐based programme. The results obtained using thematic analysis showed that the majority of participants felt the programme had had …
V. Toward a New Psychology of Women: Still Relevant After All These Years
Psychology (10 works) · Medicine (5 works) · Developmental psychology (4 works) · Medical education (4 works) · Political science (4 works) · Sociology (4 works) · Law (3 works) · Academic and Historical Perspectives in Psychology (2 works) · Applied Psychology (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works)