Browse by Award

Williams, Andrea (2018). A research project to prevent the exclusion from school of ‘at risk’ primary aged pupils. University of Birmingham. Ed.Psych.D.

Rowlands, Lucie Anne (2017). 'Through all them four letters, changes everything': an exploration of the lived experience of children, with a diagnosis of ADHD, and their parents. University of Birmingham. Ed.Psych.D.

Atwell, Anthony O'Brien (2017). An exploration of how schools cope psychologically with a critical incident, considering support processes, with particular reference to decision-making regarding outside support, especially support available from a local authority C.I.R.T (Critical Incident Response Team). University of Birmingham. Ed.Psych.D.

Stacey, Gabrielle (2017). "A professional decision you have to make": a sociocultural exploration of practice and impact within educational psychologists' use of dynamic assessment. University of Birmingham. Ed.Psych.D.

Alexander, Fiona Claire (2017). The overlapping phenomenology of autism spectrum disorder and the enduring effects of early attachment experiences: an exploration of educational psychologists’ perspectives and problem analysis processes. University of Birmingham. Ed.Psych.D.

Davies, Wendy Judith (2017). “I just started pretending they were there and they just kept staying with me”: a qualitative study into primary school-aged children’s perceptions of the purpose and functions their imaginary companions serve for them, particularly in school and with school work. University of Birmingham. Ed.Psych.D.

Samra, H. Sam (2016). A narrative exploration of sense-making, self, and identity in young people diagnosed with an autism spectrum condition. University of Birmingham. Ed.Psych.D.

Lewis, Anna MJ (2016). Can Appreciative Inquiry give primary school children voice and influence over their writing lessons? An exploratory multiple case study of three classes of primary children and their teachers using Appreciative Inquiry (AI) to: facilitate pupil participation; create new learning experiences in writing lessons; and help to evaluate the AI process in schools. University of Birmingham. Ed.Psych.D.

Williams, Huw (2015). Using a sociocultural framework to explore the experiences of visually impaired young people who leave school; their transition experiences, feelings of independence and sense of identity during the transition process: an interpretative phenomenological analysis. University of Birmingham. Ed.Psych.D.

Gabriel, Jennet (2015). Young people’s experiences of moving out of being ‘Not in Education, Employment or Training’ (NEET): an exploration of significant factors. University of Birmingham. Ed.Psych.D.

de Montjoie Rudolf, Julia (2015). Helping vulnerable young people make a successful transfer to secondary school: an evaluation of the effectiveness of a nurture group approach. University of Birmingham. Ed.Psych.D.

Woliter, Dean (2014). A realistic evaluation of a Cognitive Behaviour Therapy (CBT) intervention to support an adolescent diagnosed with Asperger syndrome in a mainstream secondary school. University of Birmingham. Ed.Psych.D.

Brown, Alison Fiona (2014). An investigation into the pedagogy in a maintained nursery with provision for children with severe and complex additional needs using sociocultural approaches to explore the mediation of cognitive development and inclusion. University of Birmingham. Ed.Psych.D.

Baker, Matthew James (2014). An investigation to identify factors that promote and demote mental health in schools. University of Birmingham. Ed.Psych.D.

Cozens, Julie Ann (2014). Appreciating the contribution of teaching assistants (TAs): a study of TAs’ descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach. University of Birmingham. Ed.Psych.D.

Farmbrough, Joanna (2014). Factors that contribute to the emotional wellbeing, educational success and social connectedness of those arriving in one local authority as unaccompanied asylum seeking children. University of Birmingham. Ed.Psych.D.

Tansley, Jayne (2014). What are the experiences of parents of children with autism who attend a residential school? an exploratory study using interpretative phenomenological analysis. University of Birmingham. Ed.Psych.D.

Henderson, Andrea (2013). An exploration of the impact of consultation on educational psychology service users, namely teachers, parents and pupils in a large rural local authority. University of Birmingham. Ed.Psych.D.

Stevens, Toby (2013). A realistic evaluation of the behaviour policy in a secondary school. University of Birmingham. Ed.Psych.D.

Lawton, Susan Patricia (2013). An action research enquiry in one unitary local authority about the experiences of support available to parents and mainstream secondary schools for children with a diagnosis of autism. University of Birmingham. Ed.Psych.D.

Boot, Siobhan A.E. (2013). Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children: a secondary school case study. University of Birmingham. Ed.Psych.D.

Soan, Colette Andrea (2012). The work of educational psychologists: a cultural-historical analysis using parents’ and educational psychologists’ views. University of Birmingham. Ed.Psych.D.

Illman, Dorothy Ruth (2011). An exploration of the links between intrapersonal skills and progress made in social and emotional devleopment by pupils in a SEBD school using a multiple case study design. University of Birmingham. Ed.Psych.D.

Smith, David Peter (2011). An exploration, using a SENCo questionnaire and a senior management semi-structured interview schedule, of the continuing professional development (CPD) arrangements in place in primary schools in one local authority cluster. University of Birmingham. Ed.Psych.D.

Meehan, Louise Melissa (2011). The mental health of young people with autism and Asperger syndrome in mainstream secondary schools: a multiple case study approach. University of Birmingham. Ed.Psych.D.

Billington, Christopher (2011). Psychosocial influences on the use and regulation of mobile phones in high schools. Perspectives from pupils, teachers and parents, an exploratory case study approach. University of Birmingham. Ed.Psych.D.

Grandison, Karen Joy (2011). School Refusal: from short stay school to mainstream. University of Birmingham. Ed.Psych.D.

Shepherd, Deborah Pamela (2011). The promotion of mental health and emotional wellbeing of children (5–13) through participatory partnership work with school communities in one local authority: a realistic evaluation of the ‘treasure project’, a three-year children’s fund project. University of Birmingham. Ed.Psych.D.

Bromfield, Pauline V (2010). ‘Healthy schools’ and Childhood Obesity: provision and perspectives within an extended services cluster on psychsocial outcomes for children and young people who are overweight or obese. University of Birmingham. Ed.Psych.D.

Sheppard, Louise (2010). How can inquiry groups promote learning within an educational psychology service? An evaluation of an initiative whereby educational psychologists work together to share and improve areas of practice. University of Birmingham. Ed.Psych.D.

Durbin, Nicholas Jeremy (2010). Promoting mental health and psychological wellbeing in Children: a socio-cultural activity theory analysis of professional contributions and learning in a multidisciplinary team. University of Birmingham. Ed.Psych.D.

Davidson, Sarah Katherine (2009). An action research enquiry in one Unitary local authority about how to support young carers in schools using recommended guidelines for good practice. University of Birmingham. Ed.Psych.D.

Jenner, Simon (2005). An investigation into a local education authority's inclusion strategy : the construction and management of change. University of Birmingham. Ed.Psych.D.