Browse by Supervisor

Kent, Annie (2018). ''I am not Down Syndrome'': a narrative exploration of life and identity in school-leavers with Down Syndrome. University of Birmingham. Ap.Ed.&ChildPsy.D.

Towers, Katherine Laura (2019). 'Opening Hearts and Homes': An interpretivist study of the social support received by unaccompanied asylum-seeking children in a multicultural urban Local Authority. University of Birmingham. Ap.Ed.&ChildPsy.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.

Aynsworth, Suzanne (2022). A case study harnessing children’s insight and skills to develop a whole-school approach to wellbeing in a primary school. University of Birmingham. Ap.Ed.&ChildPsy.D.

Capper, Zoe Louise (2020). A cultural historical activity theory analysis of educational psychologists’ contributions to the statutory assessment of children and young peoples’ special educational needs post-2014 Children and Families Act. University of Birmingham. Ap.Ed.&ChildPsy.D.

Humphries, Amy (2020). A multiperspectival case study exploring the ecosystemic context in the life of a young person who has experienced child sexual exploitation. University of Birmingham. Ap.Ed.&ChildPsy.D.

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

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

Bryja, Bogdan (2012). A study of the importance and impact of autonomy on the motivation and subjective well being of British and Ecuadorian university students. University of Birmingham. Ph.D.

Krawczyk, Kirsten Marie (2017). A whole school single case study of Emotion Coaching (EC) training and the impact on school staff. University of Birmingham. Ap.Ed.&ChildPsy.D.

Sultana, Anjam (2014). An IPA study exploring how educational settings influence the experiences, identity and academic attainment of Pakistani students as they progress to Higher Education. University of Birmingham. Ap.Ed.&ChildPsy.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.

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.

Brooks, Robert (2015). An appreciative inquiry into the development of teacher well-being through organisational change: theory development and impications for practice. 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.

Palmer, Michael (2021). An exploration of how professional perspective influences experience of the autism diagnostic process. 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.

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.

Tyson, Helen Claire (2011). An exploration of the transition planning experiences of young people with additional educational needs in a mainstream context, as they consider their post-16 plans. University of Birmingham. Ap.Ed.&ChildPsy.D.

Phillips, Chloe Isobel (2020). An exploration of the views of six children and young people from traveller families: educational experiences, ambitions and what they want from education. University of Birmingham. Ap.Ed.&ChildPsy.D.

Ackland, Holly (2018). An exploration of young offenders' life trajectories through narrative. 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.

Akhtar, Zobiah (2011). An investigation into homophobic bullying in the education system and the prevalence of homophobic language in a secondary school environment. University of Birmingham. Ap.Ed.&ChildPsy.D.

Kendall-Jones, Rowan (2014). An investigation into the differential diagnosis of autism spectrum disorder and attachment difficulties. University of Birmingham. Ap.Ed.&ChildPsy.D.

Athwal, Sabreen (2012). Being a parent with learning difficulties: an exploratory study of parents’ views and experiences of local support services. University of Birmingham. Ap.Ed.&ChildPsy.D.

Farruggia-Bochnak, Antonio Giuseppe (2017). Beyond four dyslexia paradigms: an alternative perspective on dyslexia and emancipatory intervention on self-concept. University of Birmingham. Ph.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.

Taylor, Laura (2018). Coaching primary school teaching assistants to mediate learning: a collaborative action research project and realistic evaluation. University of Birmingham. Ap.Ed.&ChildPsy.D.

Johnson, Helen Jane (2012). Cyberbullying issues in schools: an exploratory, qualitative study from the perspective of teaching professionals. University of Birmingham. Ap.Ed.&ChildPsy.D.

Field, Lewis (2020). Designing and implementing an intervention to support early-career teachers' self-efficacy and attitudes to inclusion: a case study. University of Birmingham. Ap.Ed.&ChildPsy.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.

Davies, Oonagh M (2011). Evidence-based practice in nurture groups: using a realistic evaluation framework to explore factors affecting practice and suggest future training directions. 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.

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.

Hawkins, Daniel (2020). Immersive video modelling: a mixed methods evaluation of a life skills intervention in a specialist secondary setting. University of Birmingham. Ap.Ed.&ChildPsy.D.

Shilvock, Gemma Grace (2010). Investigating the factors associated with emotionally-based non-attendance at school from young people’s perspective. University of Birmingham. Ap.Ed.&ChildPsy.D.

Cane, Fiona Eloïse (2015). Late(r) diagnosis of ASC: using parent narratives to understand the contextual factors associated with later diagnosis and its impact on children and families. University of Birmingham. Ap.Ed.&ChildPsy.D.

Webster, Aimée Marie (2015). Mental health: young people’s knowledge, beliefs, attitudes and wishes. 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.

Williams, Sarah Louise (2013). Promoting children's mental health at a whole-school level using action research. University of Birmingham. Ap.Ed.&ChildPsy.D.

Lomas, Jacquie Charlotte Jayne (2013). Safety/bullying in the community: an exploration of the perceptions of students with learning and/or communication difficulties, of their parents/carers and of their teachers. University of Birmingham. Ap.Ed.&ChildPsy.D.

Richards, Vanessa (2009). The links between risk and protective factors and subsequent levels of resilience in looked after children aged 9-11. University of Birmingham. Ap.Ed.&ChildPsy.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.

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.

Carroll, Bridget (2018). Understanding, planning for and meeting the needs of children who are known to have experienced neglect in their first year of life: strengthening the influence of research on practice. University of Birmingham. Ph.D.

Hart, Robert Gerald Scott (2010). Using video self-modelling to teach new skills to children with social interaction and and communication difficulties. University of Birmingham. Ap.Ed.&ChildPsy.D.

Newbery, Helen Victoria (2015). Video interaction guidance: exploration of the experiences of two parent-child dyads. University of Birmingham. Ap.Ed.&ChildPsy.D.

Jebbett, Lorraine Marcia (2011). What parents want from direct access to Educational Psychologists in a children’s centre. University of Birmingham. Ap.Ed.&ChildPsy.D.

Kelley, Anna (2009). Which ‘In-Care’ and Educational Risk Factors are Present in the Lives of Looked After Young People Not Entered for GSCE Examinations or Alternative Qualifications. University of Birmingham. Ap.Ed.&ChildPsy.D.

Rouse, Daniel (2011). Why do girls get excluded from school? A small-scale qualitative investigation of the educational experiences of Key Stage 3 and 4 girls who are 'at risk of exclusion'. University of Birmingham. Ap.Ed.&ChildPsy.D.

Sewell, Alexandra (2016). Young social beings: an investigation into the social interactions and relationships of a Year Five class. University of Birmingham. Ap.Ed.&ChildPsy.D.

Keeling, Angela (2017). ‘Amazing Carefree-Awesomeness’ a realistic evaluation exploring the perceived effect of outdoor residential education on the psychological wellbeing of primary-aged pupils. University of Birmingham. Ap.Ed.&ChildPsy.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.

Gaffney, Rowan Annie (2020). “I have no clue how I survived school let alone done well”: an interpretative phenomenological analysis of the lived experiences of young people in care who have achieved educational success. University of Birmingham. Ap.Ed.&ChildPsy.D.

Levinson-Obank, Chelsea (2021). “It's been 10 years and I still feel like that, even if I’m stressed and frustrated and tired, I still feel this is what I want to do.” An exploration of primary-school teachers’ professional life narratives. University of Birmingham. Ap.Ed.&ChildPsy.D.

Garbett, Paige (2022). “Out of sight, out of mind”: A q-methodological study of viewpoints of inclusion and inclusive practice held by staff who have worked with permanently excluded children. University of Birmingham. Ap.Ed.&ChildPsy.D.