Browse by Supervisor

Cumber, Daniel (2022). "If you see something that's not right, we need to challenge it… if we don't, well, who will?” A qualitative exploration of social justice and educational psychology practice in England. University of Birmingham. Ap.Ed.&ChildPsy.D.

Roberts, Abbie (2020). 'It's time to grow up': an exploration of the lived experiences of transition to secondary school for children who are subject to child in need and child protection plans. University of Birmingham. Ap.Ed.&ChildPsy.D.

Mansfield, Eleanor (2022). Adolescent females with ADHD: an interpretive phenomenological analysis of school experience. University of Birmingham. Ap.Ed.&ChildPsy.D.

Prall, Sarah Kristin (2020). An exploration of how to improve educational psychologists’ practice, related to critical incidents involving suicide-related behaviours by understanding the experiences of senior leadership in secondary schools in England. 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.

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.

Gallagher, Caroline Beatrice (2010). An investigation into how educational psychologists’ conceptualise domestic violence. University of Birmingham. Ap.Ed.&ChildPsy.D.

Mulcare, Rachael Shalene (2020). Challenging the dominant discourse of young people from low socioeconomic backgrounds: social mobility, aspirations and the role of intersectionality. 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.

Prashar, Yuvender Kumar (2018). Did the Troubled Families Programme intervention contribute to positive change and outcomes being achieved for families worked with within a local authority, if so, how?: a realistic evaluation using parent and professional perspectives. University of Birmingham. Ap.Ed.&ChildPsy.D.

Choudhury, Dipak (2018). Eco-systemic factors that strengthen the educational inclusion of young carers with additional needs. 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.

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.

Basi, Manjinder Singh (2022). Emotional wellbeing: lived experiences of children and young people 'on road'. University of Birmingham. Ap.Ed.&ChildPsy.D.

Regan, Helen (2015). Evaluation of a multi-modal, evidence-based intervention for sixth form students with test anxiety. University of Birmingham. Ap.Ed.&ChildPsy.D.

Smith, Claire Susan (2011). Investigating the impact of parental constructs of school and school related elements on their children’s constructs of school and school related elements and their subsequent emotionally based school refusal behaviour. University of Birmingham. Ap.Ed.&ChildPsy.D.

Evans, Kirsty Marie (2016). Primary school teachers' experiences of well-being. How can well-being be supported by schools and educational psychologists? University of Birmingham. Ap.Ed.&ChildPsy.D.

Clark, Eleanor (2014). Students with special educational needs enrolled on supported learning courses within a further education (FE) college: professionals’ views of the potential contribution from educational psychologists. University of Birmingham. Ap.Ed.&ChildPsy.D.

Hingley, Faye Alexandra (2020). The educational experiences of children and young people who have attended a pupil referral unit in England: a narrative inquiry. 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.

Crowley, Joanne Elizabeth (2013). Using a whole school restorative approach: a realistic evaluation of practice in a city-based primary school. University of Birmingham. Ap.Ed.&ChildPsy.D.

Birchwood, James Francis (2013). Volume 1: An investigation of the relationship between disruptive behaviour and depressive symptoms in young people who attend pupil referral units Volume 2: Professional Practice Reports. University of Birmingham. Ap.Ed.&ChildPsy.D.

Rayfield, Louise Elizabeth (2022). Volume 1: “Crime is a symptom of something else”: An exploration of educational and child psychologists’ contributions to youth justice services in England Volume 2: A collection of four professional practice reports. University of Birmingham. Ap.Ed.&ChildPsy.D.

Minks, Adrian Robert (2017). What approaches do fathers use to promote emotion socialisation in their children? University of Birmingham. Ap.Ed.&ChildPsy.D.

Mumford, Joanne (2022). “At school it’s like robots, you all do the same thing at the same time, all the time. But at home it’s not like that”: an interpretative phenomenological analysis of the lived experiences of children and young people who are home educated. University of Birmingham. Ap.Ed.&ChildPsy.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.

Hunt, Rachel (2020). “We didn’t want her to drown, throw her in the deep end and fight her way out”: an exploration of parental experience of choosing a special school placement for children with special educational needs and disability. An Interpretative Phenomenological Analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.