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Pre-implementation planning for a new personalised, dementia post-diagnostic support intervention: exploring the perspective of professional stakeholders
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- BJPsych Open / Volume 10 / Issue 5 / September 2024
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- 06 August 2024, e139
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Impact of sedentary behavior and emotional support on prenatal psychological distress and birth outcomes during the COVID-19 pandemic
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- Psychological Medicine / Volume 53 / Issue 14 / October 2023
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- 08 March 2023, pp. 6792-6805
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Therapist perceptions of experiential training for exposure therapy
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- Behavioural and Cognitive Psychotherapy / Volume 51 / Issue 3 / May 2023
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- 21 February 2023, pp. 214-229
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- May 2023
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Taiwan and the “One-China Principle” in the Age of COVID-19: Assessing the Determinants and Limits of Chinese Influence
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- The China Quarterly / Volume 252 / December 2022
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- 26 September 2022, pp. 1045-1065
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- December 2022
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Throw the Blasphemer off a Cliff: Luke 4.16–30 in Light of the Life of Aesop
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- New Testament Studies / Volume 65 / Issue 1 / January 2019
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- 29 November 2018, pp. 21-32
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- January 2019
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Controlling Herbicide-Resistant Annual Bluegrass (Poa annua) Phenotypes with Methiozolin
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- Weed Technology / Volume 31 / Issue 3 / June 2017
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- 22 May 2017, pp. 470-476
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Contributors
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- The Cambridge Dictionary of Philosophy
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- 05 August 2015
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- 27 April 2015, pp ix-xxx
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Contributors
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- Attention-Deficit Hyperactivity Disorder in Adults and Children
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- 05 February 2015
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- 08 January 2015, pp vii-x
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The Problem Is in the Definition: g and Intelligence in I–O Psychology
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- Industrial and Organizational Psychology / Volume 5 / Issue 2 / June 2012
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- 07 January 2015, pp. 149-153
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Opportunities and challenges to the development of healthy children and youth living in diverse communities
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- Development and Psychopathology / Volume 25 / Issue 4pt2 / November 2013
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- 17 December 2013, pp. 1551-1566
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Contributors
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- Behavioral Emergencies for the Emergency Physician
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- 05 April 2013
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- 21 March 2013, pp viii-xii
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Part 2 - Key issues
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp 91-92
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Chapter 13 - Policy and practice reflections
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp 209-220
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Children's Social and Emotional Wellbeing in Schools
- A Critical Perspective
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012
Acknowledgements
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp vii-vii
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Chapter 3 - Policy on the promotion of wellbeing in schools
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp 41-56
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Dedication
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp iii-iv
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Contents
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp v-v
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Part 3: - New directions
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp 193-194
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List of tables and figures
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- Children's Social and Emotional Wellbeing in Schools
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- Bristol University Press
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- 01 September 2022
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- 18 January 2012, pp vi-vi
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