Please note the course closing date of 10 December 2026. P
This 11 Article Package consists of 11 x HPCSA Accredited peer-reviewed articles with 11 x multiple-choice questionnaires and is accredited for a total of 31 CEUs (including 6 Ethics CEUs):
HPCSA Accreditation Numbers:
PSB002/067/01/2026 for 25 clinical ceus in Level 1 for attendance.
PSB002/068/01/2026 for 6 ceus in ethics in Level 1 for attendance.
- Smith, K.E., Dimitroff, S.J., Faig, K.E., Silver, E.M., & Norman, G.J. (2024). Instability in the environment and children’s in-school self-regulatory behaviors. Frontiers in Psychology, 16:1498961. Doi: 3389/fpsyg.2025.1498961
- Patilima, H. (2025). Neurodiversity and trauma in early childhood: Implications for inclusive learning. South African Journal of Childhood Education, 15(1), a1704. Doi: https://doi.org/10.4102/ sajce.v15i1.1704.
- Cadime, I. & Mendes, S.A. (2024). Psychological assessment in school contexts: ethical issues and practical guidelines. Psicologia: Relexao e Critica, 37:32. Doi: 10.1186/s41155-024-00318-x. ETHICS
- Wittschen, C.G. & Was, C.A. (2025). Influence of Mind Wandering and Increased Attentional Demands on Multitasking and Implicit Learning. Europe’s Journal of Psychology, 21(1), 65-76. Doi: https://doi.org/10.5964/ejop.14605.
- Burns, E.C., Van Bergen, P. & Thorvaldson, K.J. (2025). Exploring Teacher-Student Relationships Outside the Positive/Negative Binary: A Multistudy Latent Profile Analysis of Relationships and Engagement in Secondary Science and Mathematics. Journal of Educational Psychology, 117, 3, 485-503. Doi: https://doi.org/10.1037/edu0000940.
- Madzore, R. & Methi, L.M. (2025). Caregiver’s experiences in supporting trauma-affected foster children in South Africa. South African Journal of Childhood Education, 15(1), a1669. Doi: 4102/ sajce.v15i1.1669.
- Latham, P. (2024). Responsibility: The Ethical Discourse of Labelling Dyslexia for Educational Psychologists. Medwin Publishers. Doi: 23880/pprij-16000414 ETHICS
- Russell, A.E., Benham-Clarke, S., Ford, T., Eke, H., Price, A., Mitchell, S., Newlove-Delgado, T., Moore, D., & Janssens, A. (2023). Educational experiences of young people with ADHD in the UK: Secondary analysis of qualitative data from the CATCh-uS mixed-methods study. British Journal of Educational Psychology, 93:941-959. Doi: 1111/bjep.12613.
- Rum, Y., Dolev, A., Reichmann, O., Zachor, D.A., Avni, E., Ilan, M., Meiri, G., & Koller, J. (2025). The older sibling effect: comparing social functioning outcomes for autistic children with typically developing siblings, no siblings, and autistic siblings. Frontiers in Psychology, 16:1568110. Doi: 3389/fpsyg.2025.1568110.
- Obsuth, I., Madia, J.E., Murray, A.L., Thompson, I. & Daniels, H. (2023). The impact of school exclusion in childhood on health and well-being outcomes in adulthood: Estimating causal effects using inverse probability of treatment weighting. The British Journal of Educational Psychology, 00:1-14. Doi: 1111/bjep.12656.
- Scholtz, S.E., Hill, C., De Beer, L.T. (2024). Personality, job burnout, and somatic complaints: A structural model in a South African sample. SA Journal of Human Resource Management/SA Tydskrif vir Menslikehulpbronbestuur, 22(0), a2600. Doi: org/10.4102/sajhrm.
