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Armstrong, Hayley (2017) From Pupil Referral Units (PRUs) to mainstream education: a Q methodological study exploring the perceptions of PRU and mainstream secondary school professionals on reintegration. 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.

Boyne, Sarah E. J. (2014) An evaluation of the ‘Lego® Therapy’ intervention used to support children with social communication difficulties in their mainstream classroom. 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.

Craig, Jonathan (2010) Promoting peer acceptance in the classroom: an evaluation of a cooperative learning intervention in a mainstream primary school. DAppEdPsy 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.

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

Harding, Helen (2011) An evaluation of a targeted group intervention delivered to year 8 pupils and broadly based on cognitive-behavioural approaches. DAppEdPsy thesis, University of Nottingham.

Lake, Daniel J. (2014) An investigation into the impact of an indicated CBT-based intervention on anxiety in secondary school students. 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.

Sedgwick, Lynne (2013) An evaluation of the effectiveness of the R time intervention and the circle time intervention in promoting children‘s emotional literacy and mental well-being. DAppEdPsy thesis, University of Nottingham.

Southall, Laura (2014) Using realistic evaluation to evaluate ‘Forest School’ with young people aged 14-16 with special educational needs. DAppEdPsy 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.