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Akyeampong-Spencer, Afia (2021) Teacher wellbeing within the context of educational psychology casework for children and young people with SEND: an exploration of the experiences, perceptions and practices of educational psychologists. DAppEdPsy thesis, University of Nottingham.

Al Abdullateef, Hafsa (2022) The Academic Use of WhatsApp and Technostress: Investigating the Experience of Fatigue and Coping Behaviours among University Students. PhD thesis, University of Nottingham.

Alamoudi, Lina (2020) An investigation into the acceptability and viability of restorative approaches in Saudi schools. PhD thesis, University of Nottingham.

Albalawi, Fatemah (2018) L2 demotivation among Saudi learners of English: the role of the language learning mindsets. PhD thesis, University of Nottingham.

Alhusayni, Afaf (2024) People's Judgements About Autistic Students' Academic Performance Based on Brief Samples of Their Behaviours. PhD thesis, University of Nottingham.

Allan, Cleo (2023) Calm, confidence and hope: A grounded theory study of the coachee experience of receiving coaching support from an educational psychology service. DAppEdPsy thesis, University of Nottingham.

Austin, Maddi (2018) A realistic evaluation of an EP Led Group Consultation Intervention with school staff supporting a looked after child. DAppEdPsy thesis, University of Nottingham.

Bali, Persefoni (2024) Incidental foreign vocabulary learning through multimodal exposure; the role of orthographic input. PhD thesis, University of Nottingham.

Barrett, Rebecca (2020) Using motivational interviewing to support reading motivation and engagement in secondary school pupils. DAppEdPsy thesis, University of Nottingham.

Beech, Kirsty (2021) School Staff’s Viewpoints of Supervision: A Q-Methodological Study. DAppEdPsy thesis, University of Nottingham.

Biggar, Amy (2021) School staff's experiences of supporting pupils from military backgrounds in state schools : A grounded theory exploration. DAppEdPsy thesis, University of Nottingham.

Bishop, Tracey (2018) An evaluation of the autism, emotional well-being and adolescence programme; a locally developed psychoeducation intervention for parents of young people with autism. DAppEdPsy thesis, University of Nottingham.

Bradbury, Josephine (2023) An exploration into the role of Narrative Therapy within educational psychology practice: a reflexive thematic analysis. DAppEdPsy thesis, University of Nottingham.

Brown, Kathryn (2024) A mixed methods study investigating the impact of the Homunculi Approach on anxiety for children with social communication needs. DAppEdPsy thesis, University of Nottingham.

Brown, Zoe Louise (2018) "One of ours" - an exploration of inclusion and the use of alternative provision. DAppEdPsy thesis, University of Nottingham.

Bullingham, Robyn (2021) Exploring the Role of Designated Teachers in Supporting Children and Young People in Care: An Ecosystemic Perspective. DAppEdPsy thesis, University of Nottingham.

Butler, Jessica (2024) What Helps Primary School Teachers at the Beginning of their Career to Facilitate the Inclusion of Pupils with Special Educational Needs and Disabilities: A Q-Methodology Study. DAppEdPsy thesis, University of Nottingham.

Cave, Sophie Nicole (2023) A Qualitative Exploration of Children and Young People’s Experiences of the Secondary Relationships and Sex Education Curriculum. DAppEdPsy thesis, University of Nottingham.

Connor, Lauren, Jade (2018) Using sequence analysis to explore the group interaction within a Circle of Adults: an exploratory study. DAppEdPsy thesis, University of Nottingham.

Cooke, Heather (2014) The impact of training in a pupil centred behaviour plan on staff self-efficacy, staff burnout, and pupil challenging behaviour. DAppEdPsy thesis, University of Nottingham.

Corona Dzul, B. (2017) Visual word recognition in bilinguals and monolinguals: behavioural and ERP investigations of the role of word frequency, lexicality and repetition. PhD thesis, University of Nottingham.

Cosgrove, Jennifer (2020) At risk of exclusion in Key Stage 1: an exploratory study of class teachers’ perceptions of the school context and the impact of a Circle of Adults intervention. DAppEdPsy thesis, University of Nottingham.

Crawford, Andrea (2022) Journaling to research the potentiality and acceptability of bringing a mindfulness-based intervention into a junior school to support pupil wellbeing. PhD thesis, University of Nottingham.

Critchley, Anna (2014) Investigating the impact of Precision Teaching on aspects of motivation towards literacy learning for male pupils in Year 5 and Year 6. DAppEdPsy thesis, University of Nottingham.

Cronin, John (2022) A study exploring the relationship of secondary school teacher attitudes and efficacy beliefs to inclusive behaviours towards young people with social, emotional and mental health (SEMH) needs. DAppEdPsy thesis, University of Nottingham.

Dalby, Eloise (2024) What can we learn about ELSA project implementation from the experiences of ELSAs and EPs? DAppEdPsy thesis, University of Nottingham.

Davies, Charlotte (2021) The Secondary School Experience with Chronic Fatigue Syndrome/ Myalgic Encephalomyelitis (CFS/ME): An Interpretative Phenomenological Analysis of the Retrospective Accounts of Young Adults. DAppEdPsy thesis, University of Nottingham.

Devine, Emma (2021) An exploration of teachers’ attributions for the causes of emotionally based school avoidance. DAppEdPsy thesis, University of Nottingham.

Dhaliwal, Amandeep (2024) “As a teacher, I think that you can feel really alone if you haven't got other people around to support…”: School staff experiences of participating in a group consultation model to support primary aged pupils with Social, Emotional and Mental Health (SEMH) needs. DAppEdPsy thesis, University of Nottingham.

Dodds, Jessica Fay (2023) The views and experiences of school leaders implementing whole school relational approaches in a single secondary school: A Reflexive Thematic Analysis. DAppEdPsy thesis, University of Nottingham.

Doherty, L (2023) An Interpretive Phenomenological Analysis exploring the experiences of language needs and Special Educational Needs and Disabilities (SEND) for secondary school teachers of English. DAppEdPsy thesis, University of Nottingham.

Duffin, Amy R. (2019) An evaluation of a positive psychology programme used to support potentially vulnerable secondary school students to enhance their well-being, self-efficacy, resilience and related behaviours. DAppEdPsy thesis, University of Nottingham.

Eatherington, Carla Jade (2018) The role of attention in learned contingency tasks. PhD thesis, University of Nottingham.

Emsley, Helen (2017) What are the effects of interacting with, and reading to, a dog upon individual children’s classroom behaviour? DAppEdPsy thesis, University of Nottingham.

Endersby, Katharine (2021) ‘It was a time for ELSAs to come alive’: exploring experiences of the Emotional Literacy Support Assistant role in the context of the Covid-19 pandemic. DAppEdPsy thesis, University of Nottingham.

Frater, Matthew (2021) Headteachers' views on inclusion: an exploration using Q-methodology. DAppEdPsy thesis, University of Nottingham.

Giles, Grace (2020) Using sequence analysis to explore the role of motivational talk in consultation. DAppEdPsy thesis, University of Nottingham.

Gill, Victoria (2024) An Appreciative Inquiry in a Mainstream Secondary School Into What is Perceived to Foster School Belonging for Pupils who Have Experienced School Suspension. DAppEdPsy thesis, University of Nottingham.

Goh, Victor Weng Yew (2019) The search for meaning and engagement among Malaysian academics. PhD thesis, University of Nottingham Malaysia.

Griffiths, Lise (2020) An exploratory study into the development and effectiveness of an Interaction and Communication for Engagement (ICE) Framework for children showing attention difficulties in learning. DAppEdPsy thesis, University of Nottingham.

Gulliford, Anthea M. (2022) Mechanisms of change in applied educational psychology. PhD thesis, University of Nottingham.

Hackett-Evans, Aisha (2023) School staff’s understanding and perceptions of trauma-informed practice and the barriers to implementing this at a whole-school level: A grounded theory exploration. DAppEdPsy thesis, University of Nottingham.

Hallam, Catherine Ann (2014) Teachers’ viewpoints of strategies to prevent school exclusion: a Q methodological study. DAppPsych thesis, University of Nottingham.

Hateley, Emma Louise (2024) “Boys don’t cry do they?” A reflexive thematic analysis of education professionals’ perspectives regarding secondary school males identified as SEMH who have been permanently excluded. DAppEdPsy thesis, University of Nottingham.

Hunt, Stephanie (2022) The use of solution-oriented coaching to facilitate teacher’s applications of education technology in a primary school. DAppEdPsy thesis, University of Nottingham.

Huntington, Bethany S (2024) Predictors of foundational learning for out-of-school children in Tanzania with interactive apps deployed direct to communities. PhD thesis, University of Nottingham.

Hussain, Sofia N. (2016) Exploring the influence of video on staff attributions and perceptions regarding challenging behaviour: an innovative approach to group consultation. DAppEdPsy thesis, University of Nottingham.

Hywel-Edwards, Lauren (2024) An Interpretative Phenomenological Analysis exploring Educational Psychologists’ experiences of the Channel Panel and working with young people who have been identified as being at risk of “radicalisation”. DAppEdPsy thesis, University of Nottingham.

Joyce, Hannah (2024) 'By Children, With Children, for Children': Exploring Children's Rights-Based Approaches Within an Educational Psychology Service Using Appreciative Inquiry. DAppEdPsy thesis, University of Nottingham.

Karousou, Regina (2010) Investigating undergraduate students' transitions within one institution of higher education. PhD thesis, University of Nottingham.

Kemp, Katie (2020) Exploring teaching staff's narratives about the use of Solution Circles to support pupils with Social Emotional and Mental Health (SEMH) needs. DAppEdPsy thesis, University of Nottingham.

Kempsell, Sandra (2018) An exploration of group process consultation and experiences of working with a child presenting with challenging behaviour in Key Stage 1. DAppEdPsy thesis, University of Nottingham.

Looney, Elaine (2018) An Appreciative Inquiry of facilitative factors within educational provision perceived to support engagement of students attending a secondary school-based alternative provision unit. DAppEdPsy thesis, University of Nottingham.

Lynch, Emma (2019) An evaluation of Lego-based Therapy and its impact on anxiety experienced by primary school-aged children with social communication difficulties. DAppEdPsy thesis, University of Nottingham.

Mageean, Eliza (2023) What are the lived experiences of young people who identify as part of a sexual minority in education settings in 2022? An Interpretative Phenomenological Analysis. DAppEdPsy thesis, University of Nottingham.

Mann, David (2014) A mixed methods evaluation of the Emotional Literacy Support Assistants (ELSA) project. DAppEdPsy thesis, University of Nottingham.

Marriott, Holly (2023) An exploration into how Educational Psychologists (EPs) engage in culturally responsive practice through the consultative model of service delivery. DAppEdPsy thesis, University of Nottingham.

Maydew, Harriet (2018) An evaluation of the Homunculi Approach as an intervention for pupils with autism spectrum experiencing anxiety. DAppEdPsy thesis, University of Nottingham.

McCrossan, Gary (2023) A Narrative Orientated Inquiry Exploring the Key Stage 2-3 Transition Experiences of Young People with SEMH Needs in Mainstream Schools. DAppEdPsy thesis, University of Nottingham.

Mngaza, Siya (2020) Racism, identity and belonging: How do these factors interact for young Black people in predominantly white settings? DAppEdPsy thesis, University of Nottingham.

Muir, Christine (2016) The dynamics of intense long-term motivation in language learning: Directed Motivational Currents in theory and practice. PhD thesis, University of Nottingham.

Méndez López, Mariza Guadalupe (2011) Emotion and language learning: an exploration of experience and motivation in a Mexican university context. PhD thesis, University of Nottingham.

Nielsen, Barbara (2023) An Interpretative Phenomenological Analysis study exploring the experiences of post-16 education for separated young people seeking safety in the UK. DAppEdPsy thesis, University of Nottingham.

Pascoe, Hannah (2021) A mixed methods investigation into adolescents’ use of mental health apps. DAppEdPsy thesis, University of Nottingham.

Payton, Joanna (2023) “Hope isn’t actually lost yet”: A reflexive thematic analysis exploring young people’s views and feelings towards climate change. DAppEdPsy thesis, University of Nottingham.

Pritchard, Isobel (2021) Exploring Educators’ Viewpoints on Supporting their Pupils’ Mental Health: A Q methodological Study. DAppEdPsy thesis, University of Nottingham.

Pritchard, Phyllida (2019) Supporting pupils exhibiting emotionally based school refusal to attend school more regularly: an interpretative phenomenological analysis exploring the experiences of secondary school staff. DAppEdPsy thesis, University of Nottingham.

Purewal, Nina (2020) An investigation of the role of the Educational Psychologist in meeting social, emotional and mental health needs. DAppEdPsy thesis, University of Nottingham.

Raspin, Sarah (2019) An investigation of teachers' and teaching assistants' causal attributions for challenging behaviour in primary school settings. DAppEdPsy thesis, University of Nottingham.

Riley, Hollie (2021) An Exploration of Young People’s Perceptions of what Contributes to Positive Wellbeing within Education. DAppEdPsy thesis, University of Nottingham.

Roberts, Katie (2024) “School should be a place where everyone feels comfortable and accepted”: An exploration of autistic adolescent girls’ lived experiences of emotional wellbeing in mainstream secondary schools. DAppEdPsy thesis, University of Nottingham.

Robinson, Tavelah (2024) A Q-Methodological Study: Which Factors are Considered to be the Most Impactful for the Academic Success of Black-African Caribbean Males? DAppEdPsy thesis, University of Nottingham.

Scott, Craig (2021) State dependent perceptual learning. PhD thesis, University of Nottingham.

Sheikh-Ahmad, Ismail (1997) Reading comprehension processes and strategies in L1 and L2 in Malaysian primary and secondary schools. PhD thesis, University of Nottingham.

Shishah, Wesam (2017) The design and evaluation of a culturally adaptive approach to teamwork systems within an education context. PhD thesis, University of Nottingham.

Skade, Lauren Jennifer (2018) Educational psychology practice and domestic abuse: an exploratory mixed methods web survey. DAppEdPsy thesis, University of Nottingham.

Smith, Kate (2024) “It makes me feel like I have a place in this world.” An Interpretative Phenomenological Analysis Exploring Children’s Experiences of School Dogs Supporting their Wellbeing. DAppEdPsy thesis, University of Nottingham.

Smith, Helen (2017) The impact of cooperative learning on pupils’ peer acceptance and perceptions of peer support. DAppEdPsy thesis, University of Nottingham.

Stone, Taylor (2024) “I feel like sometimes it might be too late”: An Interpretative Phenomenological Analysis of Care Experienced Individuals’ Preparation for Adulthood. DAppEdPsy thesis, University of Nottingham.

Stower, Hayley Emma (2017) Understanding challenging behaviour as a social construction: exploring the role of pupil-teacher discourse in the secondary classroom. DAppEdPsy thesis, University of Nottingham.

Summers, Kirstie (2020) An investigation into the impact of a mindfulness-based intervention on the anxiety of primary-aged children diagnosed with Autism Spectrum Disorder. DAppEdPsy thesis, University of Nottingham.

Ta, Thi Thanh Hoa (2018) Towards student engagement in listening to the target language beyond classroom. PhD thesis, University of Nottingham.

Taylor, Lisa (2017) Exploring the use of educational psychology consultation practices to sustain professional learning and behaviour. DAppPsych thesis, University of Nottingham.

Thacker, Adele (2017) The stories told by permanently excluded female adolescents attending pupil referral units in relation to their past and future selves. DAppEdPsy thesis, University of Nottingham.

Thompson, Emily Beth (2021) An exploration of female early adolescent self-presentation and social comparisons, when engaging with social networking sites. DAppEdPsy thesis, University of Nottingham.

Toper, Aydan (2022) An Examination of the Structural Properties and Constructive Aspects of Authenticity: A Reconsideration of Carl Rogers’ Personality Theory. PhD thesis, University of Nottingham.

Toper, Aydan (2022) An examination of the structural properties and socially constructive aspects of authenticity: A reconsideration of Carl Rogers’ personality theory. PhD thesis, University of Nottingham.

Turner, Jennifer (2014) Evaluating the outcomes of the ‘Circles of Adults’ intervention on adults supporting Looked After Children at risk of exclusion. DAppEdPsy thesis, University of Nottingham.

Underwood, Claire (2022) Conversations about social, emotional and mental health needs: educational psychologists’ facilitation of a collaborative joint consultation process. DAppEdPsy thesis, University of Nottingham.

Walton, Jodie M. (2018) Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children. DAppEdPsy thesis, University of Nottingham.

Waninge, Freerkien (2017) Emotion and motivation in language learning. PhD thesis, University of Nottingham.

Want, Hannah (2020) A Narrative Oriented Inquiry into emotionally based school avoidance: hearing the voices of young people and their parents. DAppEdPsy thesis, University of Nottingham.

Watson, Charlotta (2018) An investigation into the impact of group consultation on the classroom behaviour of children with social, emotional and behavioural difficulties. DAppEdPsy thesis, University of Nottingham.

Williams, Isabel (2024) “I don't have to be perfect; I can just do my best and I have noticed that it's enough”: A Mixed Methods Study Exploring the Effectiveness of a Parenting Intervention for Parents with Anxiety in Reducing Parental Perceptions of Child Anxiety. DAppEdPsy thesis, University of Nottingham.

Winstanley, Jennifer (2023) Knowledge is the key… A grounded theory study exploring parent carer experiences of an Educational Psychology Service within pre-statutory stages of early intervention. DAppEdPsy thesis, University of Nottingham.

Wright, Sophie (2023) “School is awful, horrible and like a prison.” A reflexive thematic analysis of primary school pupils’ perceptions of the factors which influence their school attendance. DAppEdPsy thesis, University of Nottingham.

Zafeiriou, Maria Evrydiki (2017) A grounded theory study of educational psychologists’ mental health casework in schools. DAppEdPsy thesis, University of Nottingham.