Browse by Supervisor

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.

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.

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

Herriotts-Smith, Stephanie Sue (2013). A socio-cultural activity theory analysis of inter-agency working between educational psychologists and education welfare officers in relation to complex extended school non-attendance (CESN-A) with implications for improved service delivery. University of Birmingham. Ap.Ed.&ChildPsy.D.

Richer, Suzanne Elise (2012). An evaluation of the Northamptonshire Baby Room Project© parents’ course – impact on parents. University of Birmingham. Ap.Ed.&ChildPsy.D.

Marks, Chloe (2010). An exploration of Educational Psychologists' constructions of sexuality and the implications for practice. 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.

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.

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.

Anyika, Janet Kelechi (2015). An exploratory study of a mindfulness-based, targeted intervention with 12 and 13 year-old students. University of Birmingham. Ap.Ed.&ChildPsy.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.

Callicott, Katherine Margaret (2011). An investigation of factors involved when educational psychologists supervise other professionals. University of Birmingham. Ap.Ed.&ChildPsy.D.

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

Holmes, Gemma Leanne (2017). Emotional literacy: an investigation into changes in outcomes and mechanisms following a small group targeted intervention. A case study with primary aged children. University of Birmingham. Ap.Ed.&ChildPsy.D.

King, Caroline (2013). Exploring professionals’ perceptions of children’s mental health: an exploratory study using focus groups. University of Birmingham. Ap.Ed.&ChildPsy.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.

Cross, Will (2013). Homophobic bullying in secondary schools: a cross age and gender analysis into young people’s views of name-calling. University of Birmingham. Ap.Ed.&ChildPsy.D.

Mann-Willett, Francesca Laura (2019). How can the student wellbeing of autistic children be promoted in mainstream primary schools? A mixed methods investigation. University of Birmingham. Ap.Ed.&ChildPsy.D.

Reid, Adrianne (2016). Implementing Special Educational Needs and Disability policy reform in further education settings: an exploratory case study of named person perceptions. University of Birmingham. Ap.Ed.&ChildPsy.D.

Carey, Melissa Louise (2017). Mindful or mind full? the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with year four children. University of Birmingham. Ap.Ed.&ChildPsy.D.

Davies, Lisa Michelle (2009). Parenting programmes and self-efficacy: An investigation into the effectiveness of a programme in terms of change for parents and their children. University of Birmingham. Ap.Ed.&ChildPsy.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.

Dobbie, Natalie (2018). Supporting student emotional and mental health needs in a secondary school: staff understanding and self-efficacy. University of Birmingham. Ap.Ed.&ChildPsy.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.

Thomson, Laura (2013). The perceptions of teaching staff about their work with Gypsy, Roma, Traveller children and young people. University of Birmingham. Ap.Ed.&ChildPsy.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.

Hughes, Tom (2013). Understanding the impact of an iPad on the reading experience of struggling adolescent readers. University of Birmingham. Ap.Ed.&ChildPsy.D.

Murray, Sarah (2016). Using Video Enhanced Reflective Practice (VERP) to support the development of consultation and peer supervision skills. University of Birmingham. Ap.Ed.&ChildPsy.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.

Gillum, James (2010). Using emotional literacy to facilitate organisational change in a primary school : a case study. University of Birmingham. Ap.Ed.&ChildPsy.D.

Messeter, Tamzin (2019). What are the lived experiences of siblings of children and young people with attention deficit hyperactivity disorder (ADHD)? An interpretive phenomenological analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.

Krause, Katarzyna (2018). What do educational psychologists recognise is their unique contribution within their profession when working with ethnic minority clients using language/s other than English: a socio-cultural Activity Theory analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.

Rawal, Rachna (2015). Working together through the statutory assessment process under the Children and Families Act (2014): using activity theory in a two phase multiple perspective analysis of the expectations and experiences of Educational Psychologists, health, social care and education professionals, parents and children working together in the context of the statutory assessment process under the Children and Families Act. University of Birmingham. Ap.Ed.&ChildPsy.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.