Browse by Supervisor

Clinch, Amy (2011). A community psychology approach to preventing violent extremism. Gaining the views of young people to inform primary prevention in secondary schools. University of Birmingham. Ap.Ed.&ChildPsy.D.

McAlister, Judith Emma (2012). A realistic evaluation of transition programmes in two secondary schools in a small multi-cultural city in the Midlands: how are the needs of vulnerable young people met during the transition from primary to secondary school? University of Birmingham. Ap.Ed.&ChildPsy.D.

Boden, Thomas (2019). A realistic inquiry of welfare-orientated diversionary practice within a Youth Offending Team in supporting the wellbeing of young people within the community. University of Birmingham. Ap.Ed.&ChildPsy.D.

Simon, Sasha-Louise (2019). A voice for the unheard achievers: an exploration of the educational narratives of achieving Black Caribbean adolescent males in secondary mainstream education. University of Birmingham. Ap.Ed.&ChildPsy.D.

Edwards, Adele Louise (2017). An activity theory analysis of the transition process into further education for young people with social emotional and mental health needs. University of Birmingham. Ap.Ed.&ChildPsy.D.

Fitzer, Marie Elizabeth (2010). An evaluation of an attachment based Early Year's Training Package: a multiple case study. University of Birmingham. Ap.Ed.&ChildPsy.D.

O'Shea, Kathryn Marie (2019). An exploration of educational psychologists' use of consultation using socio-cultural activity theory. University of Birmingham. Ap.Ed.&ChildPsy.D.

Kirkbride, Rebecca (2012). An exploratory study of parental involvement in nurture groups – from a practitioner and parent perspective. University of Birmingham. Ap.Ed.&ChildPsy.D.

Riley, Helen (2021). An interpretative phenomenological analysis of primary school educators’ lived experiences of including children with significant SEND in a mainstream setting. University of Birmingham. Ed.D.

Dîrnu, Amalia Emanuela (2019). An interpretative phenomenological analysis of the school experiences of young people who are not in education, employment or training in relation to mental health and wellbeing. University of Birmingham. Ap.Ed.&ChildPsy.D.

Islam, Snah N. (2013). An investigation into educational psychologists’ perceptions of traded service delivery, using soft systems methodology. University of Birmingham. Ap.Ed.&ChildPsy.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.

Barrett, Peggy Frances (2019). Developing early years teachers' Dialogic Reading (DR) skills through the use of video enhanced self-reflection. University of Birmingham. Ap.Ed.&ChildPsy.D.

Heath, Emily Rachel (2015). Educational psychologists’ work with domestic violence and abuse: investigating the utility of a resource within casework practice. University of Birmingham. Ap.Ed.&ChildPsy.D.

James, Emma Louise (2016). Pupil voice in school non attendance: exploring the perceptions of pupils, whose attendance is below 85%. University of Birmingham. Ap.Ed.&ChildPsy.D.

Lewis, Thomas Frederick (2017). Special Educational Need Coordinator (SENCO) wellbeing: a mixed methods exploration of workplace demands and effective coping actions. University of Birmingham. Ap.Ed.&ChildPsy.D.

Sharpe, Rebecca Jane (2014). Together or apart? An analysis of social workers' decision-making when considering the placement of siblings for adoption or foster care. University of Birmingham. Ap.Ed.&ChildPsy.D.

Birch, Jennifer Ann (2015). Using a realistic evaluation approach to explore how alternative education programs support children who are at risk of school exclusion to remain in mainstream education. University of Birmingham. Ap.Ed.&ChildPsy.D.

Parekh, Priya (2022). Volume 1: What factors of a school ethos and culture are important to promote social and emotional learning? Using Q-methodology to gather primary school pupils’ views. University of Birmingham. Ap.Ed.&ChildPsy.D.

Harvey, Julie Anne (2012). What’s so Special about Special? Improving inclusion for children with Autism in mainstream schools. University of Birmingham. Ap.Ed.&ChildPsy.D.

Sanders, Sarah Elizabeth (2022). “It’s made me realise the power of pressing pause”: a qualitative exploration of educational psychologists’ and trainee educational psychologists’ experiences during the COVID-19 pandemic through the lens of limiality and the impact of this on their professional identity and their plans for future practice. University of Birmingham. Ap.Ed.&ChildPsy.D.