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All Outputs (18)

Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives (2024)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (2024). Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives. Educational Review, https://doi.org/10.1080/00131911.2024.2325060

Schools play a central role in supporting young people affected by mental health issues. This article reports a reflexive thematic analysis of focus group and interview data with English secondary teachers about their perspectives on mental health an... Read More about Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives.

The prosocial and pro-environmental aspects of authenticity and the mediating role of self-transcendence (2023)
Journal Article
Toper, A., Sellman, E., & Joseph, S. (2023). The prosocial and pro-environmental aspects of authenticity and the mediating role of self-transcendence. Person-Centered and Experiential Psychotherapies, https://doi.org/10.1080/14779757.2023.2255634

A considerable body of relevant literature has grown up around the theme of authenticity, showing the critical role it has in relation to a variety of indicators of individual well-being. The personal benefits of authenticity are now well documented.... Read More about The prosocial and pro-environmental aspects of authenticity and the mediating role of self-transcendence.

Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers (2023)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (in press). Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers. Pastoral Care in Education, https://doi.org/10.1080/02643944.2023.2254792

In Spring Term 2021 following the second school closure and third lockdown in England, educational recovery and catch-up were key concerns for secondary schools. Following teacher interviews regarding wellbeing in secondary school teaching practice i... Read More about Still surviving, rather than thriving - the need to reimagine post-pandemic wellbeing according to secondary school teachers.

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives (2023)
Journal Article
Wilson, R., Sellman, E., & Joseph, S. (2023). ‘Doing well’ and ‘being well’—secondary school teachers’ perspectives. British Educational Research Journal, 49(5), 987-1004. https://doi.org/10.1002/berj.3878

The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can... Read More about ‘Doing well’ and ‘being well’—secondary school teachers’ perspectives.

The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire (2022)
Journal Article
Toper, A., Sellman, E., & Joseph, S. (2022). The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire. Humanistic Psychologist, https://doi.org/10.1037/hum0000304

The concepts of authenticity and mindfulness have recently attracted much empirical research. Although these concepts appear to represent different phenomena and are regarded as independent research foci with their own theoretical heritage and resear... Read More about The confluence of authenticity and mindfulness: Principal component analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire.

From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools (2021)
Journal Article
Brito, R., Joseph, S., & Sellman, E. (2022). From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools. Studies in Philosophy and Education, 41(1), 91-109. https://doi.org/10.1007/s11217-021-09810-8

Although the implementation of mindfulness-based interventions (MBIs) in educational contexts appear to have demonstrated some benefits for students and teachers in research studies conducted over the last two decades, there are also those who critic... Read More about From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools.

Exploring mindfulness in/as education from a Heideggerian perspective (2021)
Journal Article
Brito, R., Joseph, S., & Sellman, E. (2021). Exploring mindfulness in/as education from a Heideggerian perspective. Journal of Philosophy of Education, 55(2), 302-313. https://doi.org/10.1111/1467-9752.12553

Over the past decade or so, within this journal there have been critical debates concerning the role of mindfulness within education, the influence of neoliberalism on education in general and wellbeing interventions specifically, and the relevance o... Read More about Exploring mindfulness in/as education from a Heideggerian perspective.

Mindfulness ‘in’ Education as a form of Iatrogenesis (2021)
Journal Article
Brito, R., Joseph, S., & Sellman, E. (2021). Mindfulness ‘in’ Education as a form of Iatrogenesis. Journal of Transformative Education, 19(3), 261-283. https://doi.org/10.1177/1541344620987231

Mindfulness-based Interventions (MBIs) can result in positive ‘side-effects’, such as concentration and individual well-being, highly desirable to schools operating within a neoliberalist agenda emphasizing performativity. However, employing a critic... Read More about Mindfulness ‘in’ Education as a form of Iatrogenesis.

Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School (2021)
Journal Article
Joseph, S., Sellman, E., & Crawford, A. (2021). Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School. International Journal of Qualitative Methods, 20, Article 160940692110147. https://doi.org/10.1177/16094069211014771

Mindfulness, often defined as present-moment awareness, has in recent years become a topic of multidisciplinary interest. This article addresses methodological issues for researching mindfulness and education. It is argued that there are advantages t... Read More about Journaling: A More Mindful Approach to Researching a Mindfulness-Based Intervention in a Junior School.

Examining the structure of authenticity: A factor analytic study of the Authenticity Scale and Authenticity Inventory Subscales. (2020)
Journal Article
Bayır-Toper, A., Sellman, E., & Joseph, S. (2022). Examining the structure of authenticity: A factor analytic study of the Authenticity Scale and Authenticity Inventory Subscales. Humanistic Psychologist, 50(2), 304-319. https://doi.org/10.1037/hum0000223

Authenticity has received much empirical research attention in recent years. It is currently often measured using one of two psychometric tools - The Authenticity Scale (AS) and The Authenticity Inventory (AI). Although the development of both was in... Read More about Examining the structure of authenticity: A factor analytic study of the Authenticity Scale and Authenticity Inventory Subscales..

The nature of self and its challenges to educational orthodoxy and ‘discipline’ (2020)
Book Chapter
Sellman, E. (2020). The nature of self and its challenges to educational orthodoxy and ‘discipline’. In Exploring Self toward expanding Teaching, Teacher Education and Practitioner Research (55-73). Emerald

In this chapter, I will draw upon East-Asian wisdom traditions, quantum, transpersonal and integral theory to posit consciousness as fundamental. In doing so, the relationship between Self and reality will be articulated as nondual. I will argue that... Read More about The nature of self and its challenges to educational orthodoxy and ‘discipline’.

Being yourself for the ‘greater good’: An empirical investigation of the moderation effect of authenticity between self-compassion and compassion for others (2020)
Journal Article
Bayır-Toper, A., Sellman, E., & Joseph, S. (2022). Being yourself for the ‘greater good’: An empirical investigation of the moderation effect of authenticity between self-compassion and compassion for others. Current Psychology, 41, 4871-4884. https://doi.org/10.1007/s12144-020-00989-6

Self-compassion offers profound benefits to well-being and healthy psychological functioning. Surprisingly however, the relationship assumed between compassion for self and others has been questioned by recent research findings and is at best inconsi... Read More about Being yourself for the ‘greater good’: An empirical investigation of the moderation effect of authenticity between self-compassion and compassion for others.

A quiet revolution? Reflecting on the potentiality and ethics of mindfulness in a junior school (2020)
Journal Article
Crawford, A., Joseph, S., & Sellman, E. (2021). A quiet revolution? Reflecting on the potentiality and ethics of mindfulness in a junior school. British Journal of Educational Studies, 69(2), 237-255. https://doi.org/10.1080/00071005.2020.1791795

This article examines the potentiality, acceptability and ethical considerations of a mindfulness-based intervention (MBI) for supporting pupils’ mental well-being in a junior school. To date, research has predominantly focused on the psychological o... Read More about A quiet revolution? Reflecting on the potentiality and ethics of mindfulness in a junior school.

Adding lemon juice to poison: examining the oxymoronic nature of mindfulness in education and its future direction (2019)
Journal Article
Sellman, E. M., & Buttarazzi, G. F. (2020). Adding lemon juice to poison: examining the oxymoronic nature of mindfulness in education and its future direction. British Journal of Educational Studies, 68(1), 61-78. https://doi.org/10.1080/00071005.2019.1581128

This article seeks to amplify a debate initiated in this journal by Hyland (2016)by deepening a number of conceptual, methodological and implementationalissues concerning the application of mindfulness based interventions (MBIs) toschools and other p... Read More about Adding lemon juice to poison: examining the oxymoronic nature of mindfulness in education and its future direction.

Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: a cluster randomised controlled trial (2016)
Journal Article
Sayal, K., Taylor, J. A., Valentine, A., Guo, B., Sampson, C. J., Sellman, E., …Daley, D. (2016). Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: a cluster randomised controlled trial. Child: Care, Health and Development, 42(4), 521-533. https://doi.org/10.1111/cch.12349

Background NICE guidelines recommend a stepped care approach for the identification and management of children with, or at risk of, Attention-Deficit / Hyperactivity Disorder (ADHD). We investigated the effectiveness, cost-effectiveness and acceptab... Read More about Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: a cluster randomised controlled trial.

A qualitative process evaluation of a randomised controlled trial of a parenting intervention in community (school) settings for children at risk of attention deficit hyperactivity disorder (ADHD) (2015)
Journal Article
Taylor, J. A., Valentine, A. Z., Sellman, E., Bransby-Adams, K., Daley, D., & Sayal, K. (2015). A qualitative process evaluation of a randomised controlled trial of a parenting intervention in community (school) settings for children at risk of attention deficit hyperactivity disorder (ADHD). BMC Psychiatry, 15(290), https://doi.org/10.1186/s12888-015-0670-z

Background: Interventions for parents of children experiencing emotional and/or behavioural difficulties can help to improve their children’s health, educational and social outcomes. However, the desirability and acceptability of screening and offeri... Read More about A qualitative process evaluation of a randomised controlled trial of a parenting intervention in community (school) settings for children at risk of attention deficit hyperactivity disorder (ADHD).

Safe spaces, support, social capital: a critical analysis of artists working with vulnerable young people in educational contexts (2015)
Journal Article
Sellman, E. (2015). Safe spaces, support, social capital: a critical analysis of artists working with vulnerable young people in educational contexts. International Journal of Art and Design Education, 34(1), https://doi.org/10.1111/jade.12026

This article provides a critical and thematic analysis of three research projects involving artists working with vulnerable young people in educational contexts. It argues that artists create safe spaces in contrast to traditional educational activit... Read More about Safe spaces, support, social capital: a critical analysis of artists working with vulnerable young people in educational contexts.

Protocol evaluating the effectiveness of a school-based group programme for parents of children at risk of ADHD: the ‘PArents, Teachers and CHildren WORKing Together (PATCHWORK)’ cluster RCT protocol (2012)
Journal Article
Sayal, K., Daley, D., James, M., Yang, M., Batty, M. J., Taylor, J. A., …Hollis, C. (2012). Protocol evaluating the effectiveness of a school-based group programme for parents of children at risk of ADHD: the ‘PArents, Teachers and CHildren WORKing Together (PATCHWORK)’ cluster RCT protocol. BMJ Open, 2(5), Article e001783. https://doi.org/10.1136/bmjopen-2012-001783

Introduction Early intervention for childhood behavioural problems may help improve health and educational outcomes in affected children and reduce the likelihood of developing additional difficulties. The National Institute for Health and Clinical... Read More about Protocol evaluating the effectiveness of a school-based group programme for parents of children at risk of ADHD: the ‘PArents, Teachers and CHildren WORKing Together (PATCHWORK)’ cluster RCT protocol.