Cathy Atkinson
Biographic Data
| ID | 3779577 |
|---|---|
| NAME | Cathy Atkinson |
| GIVEN NAMES | Cathy |
| FAMILY NAME | Atkinson |
| SIGNATURE | ATKINSON C |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0001-6895-0422 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Young people's views and experiences of person‐centred planning
Person‐centred planning (PCP) is both a philosophy and method of service delivery across varied contexts. It is used in pathway planning for young people with special educational needs and disabilities (SEND) to promote positive transition outcomes. Due to idiosyncratic use, it is unclear how PCP meetings are organised and structured and to what extent this reflects fidelity to PCP as a philosophy. It is also unclear how young people experience P…
Therapeutic support for young people with learning difficulties
Supporting children and young people’s mental health is a central aim of the UK government policy, with those with learning difficulties a particularly vulnerable group. This systematic review of research uses published literature to explore how access and participation in therapy might be facilitated for young people with learning difficulties. Twelve studies published 2000‐2019 were identified, which described the experiences of access to, and …
Exploring the implementation of mindfulness approaches in an early years setting
Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their p…
An exploratory case study
The United Nations Convention on the Rights of the Child (1989) stipulates children's right to play. General Comment No. 17 (2013) also emphasises the importance of play as a medium for learning. This comparative case study explored children's experiences of accessing play through curriculum delivery in two United Kingdom countries, England and Wales, where curricula place comparative emphasis on play. The study used observations of sixteen five-…
Children's views about factors affecting access to home, school and community play
Despite Article 31 of the United Nations Convention on the Rights of the Child, there are continuing concerns around children’s access to play and limited focus on gaining children’s views about this. This systematic literature review examined children’s views on factors affecting their access to play at home, school and in the community. Eleven studies met the inclusion criteria and were assessed using qualitative and quantitative frameworks. Th…
Care leavers’ views about transition
Purpose Considerable attention has been given to the vulnerability of young people leaving care in the UK in their transition to adulthood. To date, however, there has been limited focus on the perceptions of care leavers about what factors enable and inhibit effective practice. The paper aims to discuss these issues. Design/methodology/approach This systematic literature review sought to elicit the views of UK care leavers in identifying barrier…
Using concept mapping to understand motivational interviewing practice
Purpose Motivational interviewing (MI) has developed considerably since its inception, which may have led to diverse practice across contexts and differential understanding of core principles. Concept mapping is one potential method for offering insight into practitioner awareness, understanding and application of MI. The paper aims to discuss this issue. Design/methodology/approach In total, 29 professionals from a range of disciplines, includin…
Exploring the implementation of mindfulness approaches in an early years setting
Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their p…
Using concept mapping to understand motivational interviewing practice
Purpose Motivational interviewing (MI) has developed considerably since its inception, which may have led to diverse practice across contexts and differential understanding of core principles. Concept mapping is one potential method for offering insight into practitioner awareness, understanding and application of MI. The paper aims to discuss this issue. Design/methodology/approach In total, 29 professionals from a range of disciplines, includin…
Care leavers’ views about transition
Purpose Considerable attention has been given to the vulnerability of young people leaving care in the UK in their transition to adulthood. To date, however, there has been limited focus on the perceptions of care leavers about what factors enable and inhibit effective practice. The paper aims to discuss these issues. Design/methodology/approach This systematic literature review sought to elicit the views of UK care leavers in identifying barrier…
Using concept mapping to understand motivational interviewing practice
Purpose Motivational interviewing (MI) has developed considerably since its inception, which may have led to diverse practice across contexts and differential understanding of core principles. Concept mapping is one potential method for offering insight into practitioner awareness, understanding and application of MI. The paper aims to discuss this issue. Design/methodology/approach In total, 29 professionals from a range of disciplines, includin…
Children's views about factors affecting access to home, school and community play
Despite Article 31 of the United Nations Convention on the Rights of the Child, there are continuing concerns around children’s access to play and limited focus on gaining children’s views about this. This systematic literature review examined children’s views on factors affecting their access to play at home, school and in the community. Eleven studies met the inclusion criteria and were assessed using qualitative and quantitative frameworks. Th…
Therapeutic support for young people with learning difficulties
Supporting children and young people’s mental health is a central aim of the UK government policy, with those with learning difficulties a particularly vulnerable group. This systematic review of research uses published literature to explore how access and participation in therapy might be facilitated for young people with learning difficulties. Twelve studies published 2000‐2019 were identified, which described the experiences of access to, and …
Exploring the implementation of mindfulness approaches in an early years setting
Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their p…
An exploratory case study
The United Nations Convention on the Rights of the Child (1989) stipulates children's right to play. General Comment No. 17 (2013) also emphasises the importance of play as a medium for learning. This comparative case study explored children's experiences of accessing play through curriculum delivery in two United Kingdom countries, England and Wales, where curricula place comparative emphasis on play. The study used observations of sixteen five-…
Young people's views and experiences of person‐centred planning
Person‐centred planning (PCP) is both a philosophy and method of service delivery across varied contexts. It is used in pathway planning for young people with special educational needs and disabilities (SEND) to promote positive transition outcomes. Due to idiosyncratic use, it is unclear how PCP meetings are organised and structured and to what extent this reflects fidelity to PCP as a philosophy. It is also unclear how young people experience P…
Psychology (7 works) · Medicine (5 works) · Political science (4 works) · Social Psychology (4 works) · Social science (4 works) · Sociology (4 works) · Family and Disability Support Research (3 works) · Medical education (3 works) · Pedagogy (3 works) · Qualitative research (3 works)