Items where Author is "Oldfield, J"

Stevenson, A ORCID: https://orcid.org/0000-0001-5923-4627, de Castañeda, T, Oldfield, J ORCID: https://orcid.org/0000-0002-7518-118X and Klie, M (2023) Zones of comfort and imaginability: using Participatory Video Interviewing to explore ecologies of resilience in Guatemala City. Children's Geographies, 21 (5). pp. 849-866. ISSN 1473-3277

Waite, M, Atkinson, C and Oldfield, J ORCID: https://orcid.org/0000-0002-7518-118X (2022) The mental health and emotional needs of secondary age students in the United Kingdom. Pastoral Care in Education, 40 (2). pp. 238-255. ISSN 0264-3944

Oldfield, J, Stevenson, A, Ortiz, E and Haley, B (2018) Promoting or suppressing resilience to mental health outcomes in at risk young people: The role of parental and peer attachment and school connectedness. Journal of Adolescence, 64. pp. 13-22. ISSN 0140-1971

Fawcett, HE, Basford, A and Oldfield, J (2017) Exploring first year psychology students’ experiences of their transition from pre-tertiary to university education. Education and Health, 35 (4). pp. 84-89. ISSN 0265-1602

Oldfield, J ORCID: https://orcid.org/0000-0002-7518-118X, Rodwell, J, Curry, L and Marks, G (2017) A face in a sea of faces: exploring university students’ reasons for non-attendance to teaching sessions. Journal of Further and Higher Education, 43 (4). pp. 443-452. ISSN 0309-877X

Bond, C, Hebron, J and Oldfield, J (2017) Professional learning among specialist staff in resourced mainstream schools for pupils with ASD and SLI. Educational Psychology in Practice, 33 (4). pp. 341-355. ISSN 0266-7363

Oldfield, J, Humphrey, N and Hebron, J (2017) Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: a multilevel analysis. British Journal of Educational Psychology, 87 (2). pp. 146-169. ISSN 0007-0998

Oldfield, J, Rodwell, J, Curry, L and Marks, Gillian (2017) Psychological and demographic predictors of undergraduate non-attendance at university lectures and seminars. Journal of Further and Higher Education, 42 (4). pp. 509-523. ISSN 0309-877X

Hebron, J, Oldfield, J and Humphrey, N (2017) Cumulative risk effects in the bullying of children and young people with autism spectrum conditions. Autism, 21 (3). pp. 291-300. ISSN 1362-3613

Pollitt, K and Oldfield, J (2017) Overcoming the odds: Exploring barriers and motivations for male trainee primary teachers. Teaching and Teacher Education, 62. pp. 30-36. ISSN 0742-051X

Oldfield, J, Hebron, J and Humphrey, N (2016) The Role of School Level Protective Factors in Overcoming Cumulative Risk for Behavior Difficulties in Children with Special Educational Needs and Disabilities. Psychology in the Schools, 53 (8). pp. 831-847. ISSN 0033-3085

Wigelsworth, M, Lendrum, A, Oldfield, J, Scott, A, ten Bokkel, I, Tate, K and Emery, C (2016) The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis. Cambridge Journal of Education, 46 (3). pp. 347-376. ISSN 0305-764X

Fawcett, H and Oldfield, J (2015) Investigating expectations and experiences of audio and written assignment feedback in first-year undergraduate students. Teaching in Higher Education, 21. ISSN 1356-2517

Oldfield, J, Humphrey, N and Hebron, J (2015) Cumulative risk effects for the development of behaviour difficulties in children and adolescents with special educational needs and disabilities. Research in Developmental Disabilities, 41-42. ISSN 0891-4222

Oldfield, J, Humphrey, N and Hebron, J (2015) Investigating the role of parental, peer and school attachment relationships in predicting adolescent mental health outcomes. Child and Adolescent Mental Health, 21. ISSN 1475-3588

Hebron, J, Humphrey, N and Oldfield, J (2015) Vulnerability to bullying of children with autism spectrum conditions in mainstream education: a multi-informant qualitative exploration. Journal of Research in Special Educational Needs, 15. ISSN 1471-3802

Wigelsworth, M, Oldfield, J and Humphrey, N (2015) Validation of the Wider Outcomes Survey for Teachers (WOST): a measure for assessing the behaviour, relationships and exposure to bullying of children and young people with special educational needs and disabilities (SEND). Journal of Research in Special Educational Needs, 15 (1). pp. 3-11. ISSN 1471-3802