• Login
• Admin

A

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.

B

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.

C

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.

H

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.

L

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.

M

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

S

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.

T

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.