| How EPs record the voice of the child E Harding, C Atkinson Educational Psychology in Practice 25 (2), 125-137, 2009 | 110 | 2009 |
| Motivational interviewing strategies for disaffected secondary school students: A case example C Atkinson, K Woods Educational Psychology in Practice 19 (1), 49-64, 2003 | 89 | 2003 |
| The evidence for student-focused motivational interviewing in educational settings: A review of the literature L Snape, C Atkinson Advances in School Mental Health Promotion 9 (2), 119-139, 2016 | 70 | 2016 |
| Using solution-focused approaches in motivational interviewing with young people C Atkinson, M Amesu Pastoral Care in Education 25 (2), 31-37, 2007 | 60 | 2007 |
| Measuring the effectiveness of a mindfulness-based intervention for children’s attentional functioning G Thomas, C Atkinson Educational & Child Psychology 33 (1), 51-64, 2016 | 55 | 2016 |
| Facilitators and barriers to the provision of therapeutic interventions by school psychologists C Atkinson, G Squires, J Bragg, J Muscutt, D Wasilewski School Psychology International 35 (4), 384-397, 2014 | 54 | 2014 |
| Care leavers’ views about transition: a literature review C Atkinson, R Hyde Journal of Children's Services 14 (1), 42-58, 2019 | 50 | 2019 |
| Promoting high school boys' reading engagement and motivation: The role of the school psychologist in real world research C Atkinson School Psychology International 30 (3), 237-254, 2009 | 50 | 2009 |
| ‘I just find it boring’: Findings from an affective adolescent reading intervention C Cockroft, C Atkinson Support for Learning 32 (1), 41-59, 2017 | 48 | 2017 |
| Educational psychologists and therapeutic interventions–preliminary findings from a UK-wide survey C Atkinson, J Bragg, G Squires, J Muscutt, D Wasilewski Group 228, 54.9, 2011 | 46 | 2011 |
| Developing a competency framework for the initial training of educational psychologists working with young people aged 16–25 C Atkinson, S Dunsmuir, J Lang, S Wright Educational Psychology in Practice 31 (2), 159-173, 2015 | 45 | 2015 |
| Using the W ider P edagogical R ole model to establish learning support assistants' views about facilitators and barriers to effective practice C Cockroft, C Atkinson Support for Learning 30 (2), 88-104, 2015 | 44 | 2015 |
| Educational psychologists' use of therapeutic interventions: issues arising from two exploratory case studies C Atkinson, I Corban, J Templeton Support for Learning 26 (4), 160-167, 2011 | 43 | 2011 |
| The usefulness of motivational interviewing as a consultation and assessment tool for working with young people M Kittles, C Atkinson Pastoral Care in Education 27 (3), 241-254, 2009 | 41 | 2009 |
| Exploring the use of motivational interviewing with a disengaged primary-aged child S Cryer, C Atkinson Educational psychology in practice 31 (1), 56-72, 2015 | 40 | 2015 |
| Developing a student-led school mental health strategy C Atkinson, G Thomas, N Goodhall, L Barker, I Healey, L Wilkinson, ... Pastoral Care in Education 37 (1), 3-25, 2019 | 37 | 2019 |
| How do children distinguish between ‘play’and ‘work’? Conclusions from the literature N Goodhall, C Atkinson Early Child Development and Care, 2017 | 37 | 2017 |
| A model of effective fieldwork supervision for trainee educational psychologists C Atkinson, K Woods Educational Psychology in Practice 23 (4), 299-316, 2007 | 35 | 2007 |
| Effective delivery of therapeutic interventions: findings from four site visits C Atkinson, G Squires, J Bragg, D Wasilewski, J Muscutt Educational Psychology in Practice 29 (1), 54-68, 2013 | 30 | 2013 |
| The role of educational psychologists in supporting post-16 transition: findings from the literature R Morris, C Atkinson Educational Psychology in Practice 34 (2), 131-149, 2018 | 29 | 2018 |
Garry SquiresProfessor in Educational Psychology, Special Educational Needs and InclusionVerified email at manchester.ac.uk
