According to epidemiological studies, between 8 and 22% of school children exhibit moderate to clinically significant emotional and behavioural problems. Such problems interfere with the ability to engage in classroom learning activities, undermine development of social relationships with peers and teachers, and predict future social and academic difficulties. Where problems are assessed and identified as clinically significant, children are likely to receive one to one intervention from supporting services. However, assessment and intervention are unlikely to be made for individuals at the borderline for identification as problematic and often the classroom teacher or assistant is the sole source of intervention and support in school. In her research at the University of Cambridge, Lysandra is developing a model from which physiological measures of electrodermal activity are combined with scaled observation and questionnaire data, in order to better understand and support children with challenging behaviour, attention deficit, and conduct problems.
Sinclaire-Harding, L.D., Vuillier, L. & Whitebread, D. (2017). Neuroscience and Early Childhood Education, in M. Fleer & B. van Oers (Eds.) The International Handbook for Early Childhood Education & Development. Dordrecht: Springer.
Sinclaire-Harding, L.D. Contributions towards practice from affective neuroscience: a pilot bridging study of student emotion in the classroom (under review). Trends in Neuroscience and Education, Elsevier Science.
Sinclaire-Harding, L.D., (2011) From the Classroom to Research: A Teacher’s Journey, contribution to online training course for educators: ‘Making Connections: Neuroscience & Education,’ produced by the Harvard Smithsonian Centre for Astrophysics.
Sinclaire-Harding, L.D., Miserez, C., Arcidiacono, F., Perret-Clermont, A-N., (2013) Argumentation in the Piagetian clinical interview: a step further in dialogism. In M. B. Ligorio & M. César (Eds.) The interplays between dialogical learning and dialogical self. Charlotte: IAP.