Please note the course closing date of 10 December 2026. Please scroll to the bottom of the page to access the course content under the “Course Content” heading (below the overview and reading list). Course content only accessible after registration and payment is received.

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.

1. 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

2. 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.

3. 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

4. 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.

5. 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.

6. 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.

7. Latham, P. (2024). Responsibility: The Ethical Discourse of Labelling Dyslexia for Educational Psychologists. Medwin Publishers. Doi: 23880/pprij-16000414  ETHICS

8. 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.

9. 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.

10. 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.

11. 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.