Articles

Brinsmead, S. and Woodcock, C. (2026) Attention Autism: An academic critique. DECP Debate, 193, 5-17 https://doi.org/10.53841/bpsdeb.2026.1.193.5

Diebel, T., Woodcock, C., Cooper, C. & Brignell, C. (2016) Establishing the effectiveness of a gratitude diary intervention on children’s sense of school belonging. Educational & Child Psychology, 33(2), 105-117.

Pickering, L., Lambeth, J. & Woodcock, C. (2019) The Emotional Literacy Support Assistant (ELSA) Programme: Can you develop an evidence base for an adaptive intervention? DECP Debate, 170, 17-22.

Wong, B., Cripps, D., White, H., Young, L., Kovshoff, H., Pinkard, H. & Woodcock, C. (2020) Primary school children’s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support. Educational Psychology in Practice. DOI: 10.1080/02667363.2020.1781064

Woodcock, C. (2002). An Anger Management group in a special school for children with physical impairment: Issues and reflections. Retrieved from https://web.archive.org/web/20061209150643/http://www.nelig.com/learn/articles/cw1.htm

Woodcock, C. (2007). Help arrives - in the name of ELSA. Action for inclusion, 22, 22-24.

Woodcock, C. (2009). What's wrong with labels? Action for inclusion, 32, 23-25.