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Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond?

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Sewell, Alexandra and Hulusi, H. (2016) Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice, 32 (4). pp. 343-354. ISSN Print: 0266-7363 Online: 1469-5839

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Official URL: https://www.tandfonline.com/doi/full/10.1080/02667...

Abstract

Over the last five years the radicalisation of children and young people to extreme ideologies is fast developing as a new and important safeguarding issue for Local Authorities. Despite many high profile cases, there has yet to be a response from the educational psychology profession. This article seeks to explore the possible role for educational psychologists (EPs) in this area. This article sets out the findings of a recent literature review in which the authors propose Reactive Approach Motivation theory as a possible way in which EPs might formulate their understanding and response to this issue. Insights derived from the review are then discussed in light of the EP role in this new domain. Particular attention is paid to the PREVENT Agenda and some of the ethical considerations facing EPs seeking to undertake work in this area.

Item Type:	Article
Additional Information:	Staff and students at the University of Worcester can access the full-text of the online published article via the official URL. External users should check availability with their local library or Interlibrary Requests Service.
Uncontrolled Discrete Keywords:	radicalisation, safeguarding, terrorism, preventative psychology, role of the EP
Divisions:	College of Arts, Humanities and Education > School of Education
Related URLs:	Publisher https://library.worc.ac.uk/
Depositing User:	Alexandra Sewell
Date Deposited:	30 Jan 2020 15:02
Last Modified:	17 Jun 2020 17:34
URI:	https://eprints.worc.ac.uk/id/eprint/9118

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