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Abijah-Liburd, Maria (2018) “And your future is looking…?” “…Hopeful”: an Interpretative Phenomenological analysis study exploring the experience of school for young people of African Caribbean descent. 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.

Booth, Laura (2017) Parents’ perceptions and experiences of the decision making process when choosing secondary school placement for children with statements of special educational needs: an interpretative phenomenological analysis. 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.

Cooper-Johal, Jusleen (2016) Secondary school-based Restorative Interventions – What are the perceptions and experiences of the young people who are identified as ‘wrong-doers’? DAppEdPsy thesis, University of Nottingham.

Grimes, Samantha (2015) An evaluation of Aggression Replacement Training: the impact of a multi-component, CBT-based intervention on the problem behaviours, pro-social skills and moral development of pupils in English secondary schools. 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.

Rowark, Hannah (2018) An exploration of the relationship between school experience and self-identity for young people with Autism Spectrum Disorder. 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.

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.