• Login
• Admin

2022

Gibson, Hannah (2022) The experiences of children and young people with special educational needs and disabilities during the COVID-19 pandemic: a reflexive thematic analysis. DAppEdPsy thesis, University of Nottingham.

2021

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.

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.

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.

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

2020

Antczak, Clare Ann (2020) An appreciative inquiry of facilitative factors within an Early Years setting that promote the development of wellbeing in children. DAppEdPsy 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.

Bennion, Kim (2020) Examining the impact of theraplay interventions within education settings on classroom behaviour and student-teacher relationships for male students aged three to eleven-years-old identified with social, emotional and mental health (SEMH) difficulties: a multiple case study design. DAppEdPsy thesis, University of Nottingham.

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.

Spong, Rebecca (2020) Exploring the experience of home education for young people with autism spectrum disorder: an interpretative phenomenological analysis. DAppEdPsy thesis, University of Nottingham.

2019

Corradi, Olivia (2019) Primary school staff’s understanding and perceptions of their own and the school role in meeting the social, emotional and mental health (SEMH) needs of all pupils: a grounded theory exploration. 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.

2018

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

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

2017

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.

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.

Velzen, Jeena (2017) Anaesthetic rooms: a systems approach to improving design and practice in the United Kingdom. PhD thesis, University of Nottingham.

Whittaker, Lucy (2017) Evaluating the impact of a mindfulness based intervention on Year 5 children's social and emotional skills, optimism and mindful awareness. DAppEdPsy thesis, University of Nottingham.

2016

Forder, Kate (2016) A study to evaluate the impact of a Numicon-based intervention on the numeracy attainment and attitude towards numeracy of children in lower Key Stage 2 identified as experiencing difficulties in mathematics. DAppEdPsy thesis, University of Nottingham.

Page, Joanne (2016) An evaluation of the effectiveness of 'comic strip conversations' for addressing the target social behaviours of primary-aged pupils on the autistic spectrum. DAppEdPsy thesis, University of Nottingham.

Paxton, C. (2016) Does the Circle of Friends intervention have a positive impact on the social inclusion and happiness of children with a hearing impairment? DAppEdPsy thesis, University of Nottingham.

Taylor, Jemma Elizabeth (2016) The viewpoints of early years practitioners on strategies to support children with speech, language and communication needs: a Q methodological study. DAppEdPsy thesis, University of Nottingham.