Preventing Radicalisation to Extreme Positions in Children and Young People. What Does the Literature Tell Us and Should Educational Psychology Respond?

Autor/inn/en	Sewell, Alexandra; Hulusi, Halit
Titel	Preventing Radicalisation to Extreme Positions in Children and Young People. What Does the Literature Tell Us and Should Educational Psychology Respond?
Quelle	In: Educational Psychology in Practice, 32 (2016) 4, S.343-354 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2016.1189885
Schlagwörter	Prevention; Ideology; Educational Psychology; Psychologists; Role; Literature Reviews; Foreign Countries; Antisocial Behavior; History; Motivation; Theories; Social Psychology; Terrorism; Conflict; Psychological Patterns; Children; Adolescents; United Kingdom + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Ideologie; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Rollen; Ausland; Geschichte; Geschichtsdarstellung; psychologische; Motivation (psychologisch); Theory; Theorie; Sozialpsychologie; Terrorismus; Konflikt; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01