Our Research
Information about research by our alumni, students and tutor team is available below
Research by our tutor team
- Dr Shama Ali
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Ali, S. & Dunsmuir, S. (2014). Time to Move On. SEN Magazine (March/April 2014 issue, SEN69).
Ali, S. & Frederickson, N. (2011). The Parenting Dimensions of British Pakistani and White Mothers of Primary School Children. Infant and Child Development, 20, 313-329. Published online 23 August 2010 in Wiley Online Library (wileyonlinelibrary.com). DOI: 10.1002/icd.696.
Ali, S. & Frederickson, N. (2006). Investigating the Evidence Base of Social Stories. Educational Psychology in Practice, 22(4), 355 鈥 377. Abstract - Dr Susan Birch
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Birch, S. & Frederickson, N. (in 2023). Educating children with autism: what use is psychological theory and research? In: Cline, T., Gulliford, A. & Birch, S. (Eds.). Educational Psychology (3rd Edition). Routledge.
Birch, S. & Frederickson, N. (2023) School bullies: are they also victims? In: Cline, T., Gulliford, A. & Birch, S. (Eds.). Educational Psychology (3rd Edition). Routledge.
Birch, S. & Gulliford, A. (2023). Educational Psychology and Mental Health in Schools: A new or an old role? In: Cline, T., Gulliford, A. & Birch, S. (Eds.). Educational Psychology (3rd Edition). Routledge.
Birch, S., Bow, S., Lang, J., & Dunsmuir, S. (2023). Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers. European Journal of Special Needs Education, 1-16,
Murray, J. & Birch, S. (2023). Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia. Educational and Child Psychology, 40(1), 78-95.
Cline, T., Gulliford, A. & Birch, S. (Eds.) (in press). Educational Psychology. (3rd Edition). Routledge.
Clements, J. & Birch, S. (in press). Exploring risk and protective factors in kinship family environments; a systematic literature review. Educational Psychology in Practice.
Birch, S., Frederickson, N. & Miller, A. (2015). What do Educational psychologists do? In: Cline, T., Gulliford, A. & Birch, S. (Eds.) Educational Psychology (2nd Edition). Routledge: East Sussex.
Dunsmuir, S., Birch, S. & Dewey, J. (2019). Children鈥檚 Friendships and Bullying. London: Little, Brown Book Group Limited
Cline, T., Gulliford, A. & Birch, S. (Eds.) (2015). Educational Psychology. (2nd Edition). Routledge: East Sussex.
Birch, S., Frederickson, N. & Miller, A. (2015). What do Educational psychologists do? In: Cline, T., Gulliford, A. & Birch, S. (Eds.) Educational Psychology (2nd Edition). Routledge: East Sussex.
Birch, S. & Frederickson, N. (2015). Educating children with autism: what use is psychological theory and research? In: Cline, T., Gulliford, A. & Birch, S. (Eds.). Educational Psychology (2nd Edition).Routledge: East Sussex.
Birch, S. & Frederickson, N. (2015) School bullies: are they also victims? In: Cline, T., Gulliford, A. & Birch, S. (Eds.). Educational Psychology (2nd Edition). Routledge: East Sussex.
O鈥橲ullivan, S. & Birch, S. (2014). Including students with challenging behaviour: A focus on the implementation of individualised support. In O鈥橠onnell, A. (Ed.) The Inclusion Delusion. Lang: Bern.
Bettle, S., Frederickson, N. & Sharp, S. (2001). Supporting a school in special measures: implications for the potential contribution of educational psychology. Educational Psychology in Practice, 17(1), pp. 53 鈥 68. Available at: - Dr Roger Booker
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Booker, R. (2014) Trainee Views of Psychology Service Leadership. Debate
Booker, R. (2013) Leadership in Educational Psychology Services: Fit for Purpose. Educational Psychology in Practice. 29, 197-208. Available at:
Booker, R. (2012) Leadership in Children鈥檚 Services. Children and Society. 26, 394-405. Available at:
Booker, R. (2005) Integrated children鈥檚 services: implications for the profession. Educational and Child Psychology. 22, 127-142 - Dr Jessamine Chiappella
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Chiappella, J. (2015). Part-time secondary school nurture groups. The International Journal of Nurture in Education, 1(1), 15-24.
- Dr Tony Cline
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Authored Books
Cline, T, Gulliford A. and Birch, S. (2017). Psicologia Educativa. Second edition. Mexico: Manual Moderno.
Frederickson, N. and Cline, T. (2015). Special Educational Needs, Inclusion and Diversity: A Textbook. Third edition. Buckingham: Open University Press.
Cline, T, Gulliford A. and Birch, S. (2015). Educational Psychology. Second edition. London: Hodder Arnold.
Braun, A. and Cline, T. (2014). Language Strategies for Trilingual Families: Parents' Perspectives. Bristol: Multilingual Matters.
Journal Papers
Cort, L. & Cline, T. (2017). Exploring the impact of domestic abuse on the mother role: how can educational psychologists contribute to this area? Educational Psychology in Practice, 33, (2), 167-179.
Carden, J. and Cline, T. (2015). Problem solving in mathematics: the significance of visualisation and related working memory. Educational Psychology in Practice. 31, (3), 235-246. Available at:
Crafter, S., de Abreu, G., Cline, T., & O'Dell, L. (2015) Using vignette methodology as a tool for exploring cultural identity positions of language brokers. Journal of Constructivist Psychology, 28, (1), 83-96. Available at:
Hughes, C. and Cline, T. (2015). An evaluation of the preschool PATHS curriculum on the development of preschool children. Educational Psychology in Practice, 3, (1), 73-85. Available at:
Cline, T., Crafter, S. and Prokopiou, E. (2014). Child language brokering in schools: a discussion of selected findings from a survey of teachers and ex-students. Educational and Child Psychology, 31, (2), 33-44.
O鈥橠ell, L., Crafter, S., de Abreu, G., & Cline, T. (2014). Children, money and work: transitions to adulthood. The Australian Community Psychologist, 26, (1), 28-36.
Book Chapters
Crafter, S., Cline, T. & Prokopiou, E. (2017). Young adult language brokers鈥 and teachers鈥 views of the advantages and disadvantages of brokering in school. In R. S. Weisskirch (Ed) Language Brokering in Immigrant Families: Theories and Contexts. (pp. 224-244). New York: Routledge.
Cline, T., Crafter, S., de Abreu, G. & O鈥橠ell, L. (2017). Child language brokers鈥 representations of parent-child relationships. In R. Antonini et al. (Ed) Non-Professional Interpreting and Translation. (pp. 281-294). Amsterdam: John Benjamins.
Cline, T. & Frederickson, N. (2014). Models of Service Delivery and Forms of Provision. In Florian, L. (Ed.) The SAGE Handbook of Special Education. (pp. 39-54). London: Sage.
Cline, T. (2014). Selective mutism in children: changing perspectives over half a century. In B.R. Smith & A. Sluckin (Ed.) Tackling Selective mutism: A guide for Professionals and Parents. (pp. 34-50). London: Jessica Kingsley. - Prof Ravi Das
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Hennessy, V.E., Troebinger, L., Iskandar, G., Das, R.K., Kamboj, S.K. (2022). Accelerated forgetting of a trauma-like event in healthy men and women after a single dose of hydrocortisone. Translational Psychiatry, 12.
Simeonov, L., Peniket, M., Das, R. (2022). No-think, No drink? Assessing the ability of reconsolidation interference by intentional forgetting to suppress alcohol memories in hazardous drinkers. Behaviour Research and Therapy, 152.
Piazza, G.G., Iskandar, G., Hennessy, V., Zhao, H., Walsh, K., McDonnell, J., Das, R.K. & .Kamboj, S.K. (2022). Pharmacological modelling of dissociation and psychosis: an evaluation of the Clinician Administered Dissociative States Scale and Psychotomimetic States Inventory during nitrous oxide ('laughing gas')-induced anomalous states. Psychopharmacology.
Pemberton, H.G., Zaki, L.A.M., Goodkin, O., Das, R.K., Steketee, R.M.E., Barkhof, F., Vernooij, M.W. (2022). Response to the 'Letter to the editor'-10.1007/s00234-022-02906-z. Neuroradiology, 64 (5), 849-850.
Lawn, W., Mokrysz, C., Lees, R., Trinci, K., Petrilli, K., Skumlien, M., ... Das, R.K, Wall, MB, Freeman, T.P. & Curran, H.V. (2022). The CannTeen Study: Cannabis use disorder, depression, anxiety, and psychotic-like symptoms in adolescent and adult cannabis users and age-matched controls. Journal of Psychopharmacology.
Das, R.K., Cawley, E.A., Simeonov, L., Piazza, G., Schmidt, U., Wiers, R.W.H.J., Kamboj, S.K. (2022). The effects of response inhibition training following binge memory retrieval in young adults binge eaters: a randomised-controlled experimental study. Scientific Reports, 12.
Kamboj, S. K., Zhao, H., Troebinger, L., Piazza, G., Cawley, E., Hennessy, V., Iskandar, G., & Das, R. K. (2021). Rewarding subjective effects of the NMDAR antagonist, nitrous oxide (鈥榣aughing gas鈥) are moderated by impulsivity and depressive symptoms in healthy volunteers. International Journal of Neuropsychopharmacology.
Pemberton, H. G., Goodkin, O., Prados, F., Das, R. K., Vos, S. B., Moggridge, J., Coath, W., Gordon, E., Barrett, R., Schmitt, A., Whiteley-Jones, H., Burd, C., Wattjes, M. P., Haller, S., Vernooij, M. W., Harper, L., Fox, N. C., Paterson, R. W., Schott, J. M., 鈥 Barkhof, F. (2021). Automated quantitative MRI volumetry reports support diagnostic interpretation in dementia: a multi-rater, clinical accuracy study. European Radiology, 1鈥12.
Goodkin, O., Pemberton, H. G., Vos, S. B., Prados, F., Das, R. K., Moggridge, J., De Blasi, B., Bartlett, P., Williams, E., Campion, T., Haider, L., Pearce, K., Bargall蠈, N., Sanchez, E., Bisdas, S., White, M., Ourselin, S., Winston, G. P., Duncan, J. S., 鈥 Barkhof, F. (2021). Clinical evaluation of automated quantitative MRI reports for assessment of hippocampal sclerosis. European Radiology, 31(1), 34鈥44.
Walsh, K., Iskandar, G., Kamboj, S. K., & Das, R. K. (2021). An assessment of rapamycin for weakening binge-eating memories via reconsolidation: A pre-registered, double-blind randomised placebo-controlled experimental study. Psychological Medicine, 51(1).
Gale, G., Walsh, K., Hennessy, V. E., Stemerding, L. E., Ni, K. S., Thomas, E., Kamboj, S. K., & Das, R. K. (2020). Long-term behavioural rewriting of maladaptive drinking memories via reconsolidation-update mechanisms. Psychological Medicine, 1鈥11.
Kamboj, S. K., Gong, A. T., Sim, Z. H., Rashid, A. A., Baba, A., Iskandar, G., Das, R. K., & Curran, H. V. (2020). Reduction in the occurrence of distressing involuntary memories following propranolol or hydrocortisone in healthy women. Psychological Medicine, 50(7), 1148鈥1155.
Das, R. K., Gale, G., Walsh, K., Hennessy, V. E., Iskandar, G., Mordecai, L. A., Brandner, B., Kindt, M., Curran, H. V., & Kamboj, S. K. (2019). Ketamine can reduce harmful drinking by pharmacologically rewriting drinking memories. Nature Communications, 10(1), 5187.
Paulus, D. J., Kamboj, S. K., Das, R. K., & Saladin, M. E. (2019). Prospects for reconsolidation-focused treatments of substance use and anxiety-related disorders. Current Opinion in Psychology, 30.
Curran, H., Hindocha, C., Morgan, C., Shaban, N., Das, R., & Freeman, T. (n.d.). Which biological and self-report measures of cannabis use predict cannabis dependency and acute psychotic-like effects? Psychological Medicine, 1-7. https://doi.org/10.1017/S003329171800226X"
Cameron, R.S, & Das, R.K. (In press) Empowering residential carers of looked after young people: the impact of the 'Emotional Warmth' model of professional child care. British Journal of Social Work Das, R. K., Walsh, K., Hannaford, J., Lazzarino, A. I., & Kamboj, S. K. (2018). Nitrous oxide may interfere with the reconsolidation of drinking memories in hazardous drinkers in a prediction-error-dependent manner. European Neuropsychopharmacology, 28(7), 828鈥840. b, e, f Das, R. K., Gale, G., Hennessy, V., Kamboj, S. K. (2018) A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers. J. Vis. Exp. (131), e56097. a, b, c, d, e, f Walsh, K. H., Das, R. K., Saladin, M. E., & Kamboj, S. K. (2018). Modulation of naturalistic maladaptive memories using behavioural and pharmacological reconsolidation-interfering strategies: a systematic review and meta-analysis of clinical and 鈥榮ub-clinical鈥 studies. Psychopharmacology, 235(9), 2507鈥2527. a, b, f Hindocha, C., Freeman, T. P., Grabski, M., Stroud, J. B., Crudgington, H., Davies, A. C., Das, R.K. ... & Curran, H. V. (in press). Cannabidiol reverses attentional bias to cigarette cues in a human experimental model of tobacco withdrawal. Addiction. d, e, f Freeman, T. P., van der Pol, P., Kuijpers, W., Wisselink, J., Das, R. K., Rigter, S., ... & Lynskey, M. T. (2018). Changes in cannabis potency and first-time admissions to drug treatment: a 16-year study in the Netherlands. Psychological medicine, 1-7. a, d, e, f Hindocha, C., Freeman, T. P., Grabski, M., Crudgington, H., Davies, A. C., Stroud, J. B., Das, R.K. ... & Curran, H. V. (2018). The effects of cannabidiol on impulsivity and memory during abstinence in cigarette dependent smokers. Scientific reports, 8(1), 7568. d, e, f Kamboj, S. K., & Das, R. K. (2017). Behavioral and pharmacological strategies for weakening maladaptive reward memories: a new approach to treating a core disease mechanism in tobacco use disorder. JAMA psychiatry, 74(3), 209-211 a, b, c, d, e, f Kamboj, S. K., Irez, D., Serfaty, S., Thomas, E., Das, R. K., & Freeman, T. P. (2017). Ultra-Brief Mindfulness Training Reduces Alcohol Consumption in At-Risk Drinkers: A Randomized Double-Blind Active-Controlled Experiment. International journal of neuropsychopharmacology, 20(11), 936-947. d, e, f Lawn, W., Freeman, T. P., East, K., Gaule, A., Aston, E. R., Bloomfield, M. A., Das, R.K., ... & Curran, H. V. (2017). The acute effects of a dopamine D3 receptor preferring agonist on motivation for cigarettes in dependent and occasional cigarette smokers. Nicotine & Tobacco Research (ePub) d, e, f Das, R. K., Tamman, A., Nikolova, V., Freeman, T. P., Bisby, J. A., Lazzarino, A. I., & Kamboj, S. K. (2016). Nitrous oxide speeds the reduction of distressing intrusive memories in an experimental model of psychological trauma. Psychological medicine, 46(08): 1749-1759. a, b, c, d, e, f Lawn, W., Freeman, T. P., Pope, R. A., Joye, A., Harvey, L., Hindocha, C., Mokrysz, C., Moss, A., Wall, M.B., Bloomfield, M.A.P., Das, R. K., et al (2016) Acute and chronic effects of cannabinoids on effort-related decision-making and reward learning: an evaluation of the cannabis 鈥榓motivational鈥 hypotheses. Psychopharmacology, 233(19-20), 3537-3552. a, d, e, f. Hon, T., Das, R. K., & Kamboj, S. K. (2016). The effects of cognitive reappraisal following retrieval-procedures designed to destabilize alcohol memories in high-risk drinkers. Psychopharmacology, 233(5): 851-861. a, d, e, f Walsh, K., Das, R.K., & Kamboj, S.K. (2016) The Subjective Response to Nitrous Oxide is a Potential Pharmaco-endophenotype for Alcohol Use Disorder: A Preliminary Study with Heavy Drinkers. International Journal of Neuropsychopharmacology, pyw063b,d, e, f Blundell, R., Das, R.,K., Potts, H., & Scior, K. (2016). The association between contact and intellectual disability literacy, causal attributions and stigma. Journal of Intellectual Disability Research, 60(3), 218-227. e, f Beadman, M., Das, R. K., Freeman, T. P., Scragg, P., West, R., & Kamboj, S. K. (2015). A comparison of emotion regulation strategies in response to craving cognitions: Effects on smoking behaviour, craving and affect in dependent smokers. Behaviour Research and Therapy, 69: 29-39 b, e, f Das, R. K., Lawn, W., & Kamboj, S. K. (2015). Rewriting the valuation and salience of alcohol-related stimuli via memory reconsolidation. Translational psychiatry, 5(9), e645. a, b, c, d, e, f Das, R. K., Hindocha, C., Freeman, T. P., Lazzarino, A. I., Curran, H. V., & Kamboj, S. K. (2015). Assessing the translational feasibility of pharmacological drug memory reconsolidation blockade with memantine in quitting smokers. Psychopharmacology, 232(18): 3363-3374. a, b, c, d, e, f Hindocha, C., Freeman., T.P., Schafer, G., Gardener, C., Das R. K., Morgan C.J.A., & Curran, H.V. (2015) Acute effects of Delta-9-tetrahydrocannabinol, Cannabidiol and their combination on facial emotion recognition: A randomised, double-blind, placebo-controlled study in cannabis users. European Neuropsychopharmacology, 25(3): 325-334.c, d, e, f Hindocha, C., Shaban, N. D., Freeman, T. P., Das, R. K., Gale, G., Schafer, G., et al. (2015). Associations between cigarette smoking and cannabis dependence: A longitudinal study of young cannabis users in the United Kingdom. Drug and alcohol dependence, 148:165-171.e, f Kamboj, S. K., Kilford, E. J., Minchin, S., Moss, A., Lawn, W., Das, R.K. et al. (2015). Recreational 3, 4-methylenedioxy-N-methylamphetamine (MDMA) or 鈥榚cstasy鈥 and self-focused compassion: Preliminary steps in the development of a therapeutic psychopharmacology of contemplative practices. Journal of Psychopharmacology, 29(9): 961-970 e, f Lawn, W., Freeman, T. P., Hindocha, C., Mokrysz, C., Das, R. K., Morgan, C. J. A., & Curran, H. V. (2015). The effects of nicotine dependence and acute abstinence on the processing of drug and non-drug rewards. Psychopharmacology, 232(14): 2503-2517. e, f Freeman T.P., Das R. K., Kamboj, S.K. & Curran H.V. (2014) Dopamine, urges to smoke and relative salience of drug versus non-drug reward. Social, Cognitive and Affective Neuroscience. 10(1), 85-92 d, e, f Freeman, T. P., Morgan, C. J., Hindocha, C., Schafer, G., Das, R. K., & Curran, H. V. (2014). Just say 鈥榢now鈥: how do cannabinoid concentrations influence users' estimates of cannabis potency and the amount they roll in joints? Addiction, 109(10), 1686-1694. d, e, f Kamboj, S.K., Oldfield, L., Loewenberger, A., Das, R.K., Bisby, J., & Brewin, C. (2014). Voluntary and involuntary emotional memory following an analogue traumatic stressor: The differential role of communality in men and women. Journal of Behavior Therapy and Experimental Psychiatry, 45: 421-426 d, e, f Das, R.K., Freeman, T.P., & Kamboj, S.K. (2013) The Effects of N-Methyl D-Aspartate and 螔-Adrenergic Receptor Antagonists on the Reconsolidation of Reward Memory: A Meta-Analysis. Neuroscience and Biobehavioral Reviews. 37: 240-255. a, b, c, d, e, f Das, R.K., & Kamboj, S.K. (2013) Maintaining clinical relevance: considerations for the future of research into D-cycloserine and cue exposure therapy for addiction. Biological Psychiatry, 72: 29-30. a, b, f Das, R.K., Ramadas, M., Yogan, K., Gupta, V., Kamboj, S.K., Curran, H.V., & Morgan, C.J.A. (2013) Cannabidiol enhances consolidation of explicit fear extinction in humans, Psychopharmacology, 226(4): 781-792. a, b, c, d, e, f Kamboj, SK., Joye, A., Bisby, J.A., Das, R.K., Platt, B., & Curran, H.V. (2013) Processing of facial affect in social drinkers: a dose-response study of alcohol using dynamic emotion expressions. Psychopharmacology, 227(1):31-39. d, e. f Morgan, C. J., Das, R. K., Joye, A., Curran, H. V., & Kamboj, S. K. (2013) Cannabidiol reduces cigarette consumption in tobacco smokers: Preliminary findings. Addictive Behaviors, 38(9): 2433鈥 2436. a, c, d, e, f Kamboj, S.K., Massey-Chase, R., Rodney, L., Das, R.K., Almahdi, B., Curran, H.V., Morgan, C.J.A. (2011) Changes in cue reactivity and attentional bias following experimental cue exposure and response prevention: a laboratory study of the effects of D-cycloserine in heavy drinkers. Psychopharmacology, 217(1): 25-37. c, d, e, f Kamboj, S.K., Joye, A., Das, R.K., Gibson, A.J., Morgan, C.J.A, & Curran, H.V. (2011) Cue exposure and response prevention with heavy smokers: a laboratory-based randomised placebo-controlled trial examining the effects of D-cycloserine on cue reactivity and attentional bias. Psychopharmacology, 221(2):273-84 a, c, d, e, f Freeman T.P., Morgan C.J.A., Klaassen, E., Das, R.K., Stefanovic, A., Brandner, B., & Curran, H.V. (2009) Superstitious conditioning as a model of delusion formation following chronic but not acute ketamine in humans. Psychopharmacology, 206(4):563-73 c, d Stefanovic, A., Brandner, B., Klaassen, E., Cregg, R., Nagaratnam, M., Bromley, L.M., Das, R.K., Rossell, S.L., Morgan, C.J., & Curran, H.V. (2009) Acute and chronic effects of ketamine on semantic priming: modeling schizophrenia? Journal of Clinical Psychopharmacology, 29(2):124-33 c, d Key for contributions to papers: a intellectually conceived, b wrote manuscript, c conducted the research, d designed research protocol / tasks, e performed data analysis, f edited manuscript - Dr Jessica Dewey
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Jedrzejewska, A., & Dewey, J. (2022). Camouflaging in Autistic and Non-autistic Adolescents in the Modern Context of Social Media. Journal of Autism and Developmental Disorders, 52, 630-646.
Dunsmuir, S., Birch, S. & Dewey, J. (2019). Children鈥檚 Friendships and Bullying. London: Little, Brown Book Group Limited
Collingwood, N & Dewey, J. (2018). 'Thinking Your Problems Away': Can maths interventions be developed to address both the academic and affective aspects of learning in primary aged children?. Educational & Child Psychology Special Issue September 2018.
Hayes, B., Dewey, J. & Sancho, M. (2014) Using Video Interaction Guidance to develop intrapersonal and interpersonal skills in professional training for educational psychologists. International Journal of Teaching and Learning in Higher Education. Vol 26(3) Available at:
Dewey, J & Bento, J. (2009). Activating Children鈥檚 Thinking Skills (ACTS): the effects of an infusion approach to teaching thinking in primary schools. British Journal of Educational Psychology, 79 (2), 329-51. Available at: - Prof Sandra Dunsmuir
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2023
McKechnie, D., O'Nions, E., Dunsmuir, S. & Petersen, I. (2023) Attention deficit hyperactivity disorder (ADHD) diagnoses and prescriptions in UK primary care, 2000-2018: a population-based cohort study. BJPsych Open (In press).
Roskam, I., Aguiar, J., Akgun, E., Arena, A.F., Arikan, G., Aunola, K., Besson, B., Beyers, W., Boujut, E., Brianda, M.E., Brytek Matera, A., Budak, A.M., Carbonneau, N., C茅sar, F., Chen, B., Dorard, G., dos Santos Elias, D.C., Dunsmuir, S鈥. Mikolajczak, M. (2023). Three reasons why parental burnout is more prevalent in individualistic countries: a mediation study in 36 countries. Social Psychiatry and Psychiatric Epidemiology.
Birch, S., Bow, S., Lang, J. & Dunsmuir, S. (2023). Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers. European Journal of Special Educational Needs.
Lin, G.-X., Mikolajczak, M., Keller, H., Akgun, E., Arikan, G., Aunola, K., Barham, E., Besson, E., Blanchard, M. A., Brianda, M. E., Brytek-Matera, A., C茅sar, F., Chen, B.-B., Dorald, G., Dunsmuir, S., Egorova, N., Escobar, M. J., Favez, N., Fontaine, A. M.,鈥, Roskam, I. (2023) Parenting culture(s): Ideal-Parent beliefs across 37 countries. Journal of Cross-Cultural Psychology.
2022
Dunsmuir, S., Kennedy, E. K., Lang, J. & Monsen, J. (2022). A Qualitative Review of Pre-Service Training of Educational Psychology Consultants in the United Kingdom. Journal of Educational and Psychological Consultation.
Roskam, I., Gall茅e, L., Aguiar, J., Akgun, E., Arena, A., Arikan, G., Aunola, K., Bader, M., Barham, E.J., Besson, E., Beyers, W., Boujut, E., Brianda, M.E., Brytek-Matera, A., Carbonneau, N., C茅sar, F., Chen, B., Dorard, G., Elias, L., Dunsmuir, S鈥 Mikolajczak, M. (2022). Gender Equality and Maternal Burnout: a 40-country Study. Journal of Cross Cultural Psychology, 53(2) 157鈥178. h
2021
Roskam, I., Aguiar, J., Akgun, E., Arikan, G., Artavia, M., Avalosse, H., Aunola, K., Bader, M., Bahati, C., Barham, E. J., Besson, E., Beyers, W., Boujut, E., Brianda, M. -E., Brytek-Matera, A., Carbonneau, N., C茅sar, F., Bhen, B. B., Dorard, G., Dunsmuir, S.,鈥 Mikolajczak, M. (2021). Parental burnout around the globe: A 42-country study. Affective Science.
2020
O鈥機onnor, D.B., Aggleton, J.P., Chakarabati, D., Cooper, C.L., Creswell, C., Dunsmuir, S., Fiske, S.T., Gathercole, S., Gough, B., Ireland, J.L., Jones, M.V., Jowett, A., Kagan, C., Karanika-Murray, M., Kaye, L.K., Kumari, V., Lewandowsky, S., Lightman, S., Malpass, D., Meins, E., Morgan, B.P., Morrison Coulthard, L.J., Reicher, S.D., Schacter, D.L., Sherman, S.M., Simms, V., Williams, A., Wykes, T., & Armitage, C.J. (2020). Research Priorities for the COVID-19 pandemic and beyond: A call to action for psychological science. British Journal of Psychology.
2019
Dunsmuir, S., Birch, S. & Dewey, J. (2019). Children鈥檚 Friendships and Bullying. London: Little, Brown Book Group Limited
Levy, J. & Dunsmuir, S. (2019). Lego Therapy: Building Social Skills for Adolescents with an Autism Spectrum Disorder. Educational and Child Psychology, 37(1). Leicester: British Psychological Society.
Dunsmuir, S., Cline, T., Crafter, S. & Lang, J. (2019). Challenges in planning transition to adulthood for young people who have special educational needs and disabilities: professional and managerial perspectives. Journal of Research in Special Educational Needs. doi: 10.1111/1471-3802.12459
Dunsmuir, S., Atkinson, C., Lang, J. & Wright, S. (2019). The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training: Participant perspectives. International Journal of School and Educational Psychology. doi: 10.1080/21683603.2019.1605953
Wright, C.Z. & Dunsmuir, S. (2019). The Effect of Storytelling at School on Children鈥檚 Oral and Written Language Abilities and Self-Perception, Reading & Writing Quarterly, DOI: 10.1080/10573569.2018.1521757 Available at:2018
Cole, R., & Dunsmuir, S. (2018). Guest Editorial: Research in schools. Educational and Child Psychology, 35(2), 6-9.
Killerby, P., & Dunsmuir, S. (2018). Is implementation of evidence-based interventions in schools related to pupil outcomes? A systematic review. Educational and Child Psychology, 35(2), 108-119.
Norris, E., Dunsmuir, S., Duke-Williams, O., Stamatakis, E., Shelton, N. (2018). Mixed method evaluation of the Virtual Traveller physically active lesson intervention: An analysis using the RE-AIM framework. Evaluation and Program Planning, 70, 107-114. doi:10.1016/j.evalprogplan.2018.01.007 Available at:2017
Dunsmuir, S., Frederickson, N. & Lang, J. (2017). Meeting Current Challenges in School Psychology Training: The Role of Problem Based Learning. School Psychology Review, 46(4), 395-407. doi:10.17105/SPR-2016-0017.V46-4
Dunsmuir, S., Atkinson, C., Lang, J., Warhurst, A. & Wright, S.(2017). Objective Structured Professional Assessments for Trainee Educational Psychologists: an Evaluation Educational Psychology in Practice. 33(4), 418-434. doi:10.1080/02667363.2017.1352490 Available at
Rice, F., Davidovich, S. & Dunsmuir, S. (2017). Emotion regulation in childhood and adolescent depression: maintaining equilibrium between positive and negative affect. In C.A. Essau, S. Leblanc & T.H. Ollendick (Eds.), Emotion Regulation and Psychopathology in Children and Adolescents. Oxford University Press2016
Dunsmuir, S. & Hardy, J. (2016). Delivering Psychological Therapies in Schools and Communities. Leicester: British Psychological Society
Norris, E., Duke-Williams, O., Dunsmuir, S., Stamatakis, E. & Shelton, N. (2016). Virtual Traveller鈥 Cluster-Randomised Controlled Trial: A behaviour change intervention to increase physical activity in primary-school Maths and English lessons. BMJ Open, 2016; 6:e011982. doi:10.1136/bmjopen-2016-011982 Available at:
Dunsmuir, S. & Cobbald, A. (2016). A Framework for Promoting Child Mental Health in Schools. In B. Kelly, L. Woolfson & J. Boyle (Eds.), Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners (Second edition). Jessica Kingsley Publishers.
Caughter, S., & Dunsmuir, S. (2016). An exploration of the mechanisms of change following an integrated group intervention for stuttering, as perceived by school-aged children who stutter (CWS). Journal of Fluency Disorders 51, 8-23. doi:10.1016/j.jfludis.2016.10.003. Available at:
Kennedy, E., Dunsmuir, S. M., & Cameron, R. J. (2016). Professional training and development in consultation: from knowledge to competence and capability in educational and child psychology practice in England. In C. Hatzichristou, S. Rosenfeld (Eds.), International Handbook of Consultation in Educational Settings. New York: Routledge
Norris, E., Dunsmuir, S., Duke-Williams, O., Stamatakis, E., & Shelton, N. (2016). Protocol for the 'Virtual Traveller' cluster-randomised controlled trial: A behaviour change intervention to increase physical activity in primary-school Maths and English lessons. BMJ Open, 6 (6). doi:10.1136/bmjopen-2016-011982. Available at:
Crespi, T. D., & Dunsmuir, S. M. (2016). Supervision in educational psychology practice: Challenges and considerations. In D. A. Lane, M. H. Watts, S. Corrie (Eds.), Supervision in the Psychological Professions: Building your own personalized mode. London, UK: Open University Press; McGraw-Hill Education.
2015
Rodgers, A., & Dunsmuir, S. (2015). A controlled evaluation of the 鈥楩RIENDS for Life鈥 emotional resiliency programme on overall anxiety levels, anxiety subtype levels and school adjustment. Child and Adolescent Mental Health, 20 (1), 13-19. doi:10.1111/camh.12030. Available at:
Dunsmuir, S., Kyriacou, M., Batuwitage, S., Hinson, E., Ingram, V., & O'Sullivan, S. (2015). An evaluation of the Writing Assessment Measure (WAM) for children's narrative writing. Assessing Writing, 23, 1-18. doi:10.1016/j.asw.2014.08.001. Available at:
Dunsmuir, S. M., Leadbetter, J., & Lang, J. (2015). Current Trends in Educational Psychology Supervision in the UK. Educational and Child Psychology, 32 (3), 8-21.
Rice, F., Rawal, A., Riglin, L., Lewis, G., Lewis, G. & Dunsmuir, S. (2015). Examining reward-seeking, negative self-beliefs and over-general autobiographical memory as mechanisms of change in classroom prevention programs for adolescent depression. Journal of Affective Disorders, 186, 320-327. doi: 10.1016/j.jad.2015.07.019. Available at:
Norris, E., De Aguiar Chaves, T. & Dunsmuir, S. (2015). Effects of a six-session introductory psychology programme on Year 9 pupils' interest in psychology and approaches to learning. Psychology Teaching Review, 21, 1, 3-12. https://www.researchgate.net/publication/280740140_Effects_of_a_six-session_introductory_psychology_programme_on_Year_9_pupils'_interest_in_psychology_and_approaches_to_learning
Leadbetter, J., Dunsmuir, S. & Gibbs, S. (2015). Guest Editorial. Supervision. Educational and Child Psychology, 32(3), 6-8. Leicester: British Psychological Society
Freitag, S., & Dunsmuir, S. (2015). The Inclusion of Children with ASD: Using the Theory of Planned Behaviour as a Theoretical Framework to Explore Peer Attitudes. International Journal of Disability, Development and Education, 62 (4), 405-421. doi:10.1080/1034912X.2015.1046818. Available at:
Dunsmuir, S., Atkinson, C., Lang, J. & Wright, S. (2015). Assessment and Development Matters 7, 1, 22-25. eScholarID:263341
Dunsmuir, S. M., Atkinson, C., Lang, J., & Wright, S. (2015). Use of Delphi Methdology to Define Competencies in Professional Educational Psychology Training. Assessment and Development Matters. Available at:
Frehill, N. & Dunsmuir, S. (2015). The Influence of Sense of School Belonging on Traveller Students' Secondary School Completion. Educational and Child Psychology, 32(2), 10-21.
Atkinson, C., Dunsmuir, S., Lang, J. & Wright, S. (2015). Developing a competency framework for the initial training of educational psychologists working with young people aged 16-25. Educational Psychology in Practice, 31(2), 159-173. doi: 10.1080/02667363.2015.1004038
Norris, E., Duke-Williams, O., Dunsmuir, S., Stamatakis, E. & Shelton, N. (2015). Virtual Field Trips as physically active lessons for children: A pilot study. BMC Public Health, 15, 366. doi: 10.1186/s12889-015-1706-5. Available at:
Norris, E., Shelton, N. Dunsmuir, S., Duke-Williams, O., & Stamatakis, E. (2015). Physically active lessons as physical activity and educational interventions: A systematic review of methods and results. Preventive Medicine, doi:10.1016/j.ypmed.2014.12.027. Available at:2014
Ahmed-Husain, S. & Dunsmuir, S. (2014). An Evaluation of the Effectiveness of Comic Strip Conversations in Promoting the Inclusion of Young People with Autism Spectrum Disorder in Secondary Schools. International Journal of Developmental Disabilities.
Dunsmuir, S. & Frederickson, N. (2014). Problem Based Learning in Professional Training: Experiences of School Psychology Trainers in the UK. Training and Education in Professional Psychology, 8(2).
Gallagher, S. & Dunsmuir, S. (2014). Threats among the always-on generation: Cyberbullying identification in a secondary school in the UK. International Journal of School and Educational Psychology, 2(1).
Iyadurai, S. Morris, J. & Dunsmuir, S. (2014). Mindfulness within Educational Psychology Practice: possibilities and constraints. DECP Debate, 150.
Ali, S. & Dunsmuir, S. (2014). Time to Move On. SEN Magazine (March/April 2014 issue, SEN69)
Dunsmuir, S., Kyriacou, M., Batuwitage, S., Hinson, E., Ingram, V. & O鈥橲ullivan, S. (2014). The development and evaluation of the Writing Assessment Measure (WAM) to assess children's narrative writing. Assessing Writing, 23, 1鈥18.2013
Stringer, P., Dunsmuir, S. & MacKay, T. 2013). Guest Editorial. Perspectives on Sir Cyril Burt and 100 years of professional educational psychology. Educational and Child Psychology, 30(3). British Psychological Society.
Dunsmuir, S. & Kratochwill, T. (2013). From Research to Policy and Practice: Perspectives from the UK and the USA on Psychologists as Agents of Change. Educational and Child Psychology, 30(3). British Psychological Society.
Rodgers, A. & Dunsmuir, S. (2013). A controlled evaluation of the 鈥楩RIENDS for Life鈥 Emotional Resiliency Programme on Overall Anxiety Levels, Anxiety Subtype Levels and School Adjustment. Child and Adolescent Mental Health.
Fuggle, P. & Dunsmuir, S. (2013). Working with schools and children's wider social environment. In P. Graham & S. Reynolds (Eds.) Cognitive Behaviour Therapy for Children and Families: 3rd Edition. Cambridge University Press.
Fuggle, P., Dunsmuir, S. & Curry, V. (2013). CBT with Children, Young People and Families. Sage Publications.
Robertson, C. & Dunsmuir, S. (2013). Teacher Stress and Pupil Behaviour Explored Through a Rational-Emotive Behaviour Therapy Framework. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(2).2012
Lauchlan, F., Gibbs, S. & Dunsmuir, S. (2012). uest Editorial. Teachers鈥 Well-being. Educational and Child Psychology, 29(4). British Psychological Society.
Dunsmuir, S. & Stringer, P. (2012). Guest Editorial. Psychological Perspectives on Transition: Theory into Practice (Part Two). Educational and Child Psychology, 29(3). British Psychological Society.
Stringer, S. & Dunsmuir, S. (2012). Guest Editorial. Psychological Perspectives on Transition: Theory into Practice (Part One). Educational and Child Psychology, 29(1). British Psychological Society.2011
de Sausmarez, E. & Dunsmuir, S. (2011). Factors associated with overweight and obese children鈥檚 weight-related behaviours and cognitions: assessment and intervention. Educational and Child Psychology, 28(4). British Psychological Society.
Leadbetter, J. & Dunsmuir, S. (2011). Professional Supervision: The development of guidelines and competency frameworks. Assessment and Development Matters.
Squires, G. & Dunsmuir, S. (2011). Embedding Cognitive Behavioural Therapy training in Practice: facilitators and barriers for trainee educational psychologists (TEPs). Educational Psychology in Practice, 27(2).2010
Dunsmuir, S. & Leadbetter, J. (2010). Professional Supervision: Guidelines for Practice for Educational Psychology Leicester: British Psychological Society
Robinson, M. & Dunsmuir, S (2010). Multi-professional assessment and intervention of children with Special Educational Needs in their Early Years: the contribution of Educational Psychology. Educational and Child Psychology, 27(4), 10-21
Roffey, S., Tew, M. & Dunsmuir, S. (2010). Guest Editorial: In-school relationships and their outcomes. Educational and Child Psychology, 27(1), 6-8. Leicester: British Psychological Society2009
Adams, K. & Dunsmuir, S. (2009). Functional Behaviour Assessment: Addressing Severe, Complex and Enduring Needs. Educational and Child Psychology, 26(4), 146-160
Frederickson, N., Dunsmuir, S. and Baxter, J. (2009). Measures for Child and Adolescent Mental Health and Psychological Wellbeing: Introductory Booklet. In N. Frederickson, N. and S. Dunsmuir (2009) (Eds.) Measures of Children鈥檚 Mental Health & Psychological Wellbeing. Chiswick, London: GL Assessment
Dunsmuir, S. and Fuggle, P. (2009). Distress. In N. Frederickson, N. and S. Dunsmuir (2009) (Eds.) Measures of Children鈥檚 Mental Health & Psychological Wellbeing. Chiswick, London: GL Assessment
Frederickson, N. and Dunsmuir, S. (2009) (Eds.) Measures of Children鈥檚 Mental Health & Psychological Wellbeing. Chiswick, London: GL Assessment
Dunsmuir, S., Brown, E., Iyadurai, S. & Monsen, J. (2009). Evidence-based Practice and Evaluation: from insight to impact. Educational Psychology in Practice, 25(1), 53-702008
Dunsmuir, S.,Thomas, C., May, R., Monroe, J., Roiter, T. & Wellman, S. (2008). Developing an intervention for pupils with writing difficulties: conceptualisation and analysis. Educational and Child Psychology, 25(1), 146-160
Dunsmuir, S. & Lang, J. (2008). E-learning in Educational Psychology Training: An Evaluation of the Psychological Testing in Education Course. DECP Debate, 127, 10-192006
Dunsmuir, S. & Iyadurai, S. (2006). Cognitive Behaviour Therapy: Effectiveness, Expertise and Ethics? DECP Debate, 122, 15-20
Dunsmuir, S. & Rowland, K. (2006). The Workings of Government and the Changing Context: Contributing to the Debate. DECP Debate, 120, 6-22
Dunsmuir, S., Clifford, V. & Took, S. (2006). Collaboration between Educational Psychologists and Speech and Language Therapists: Barriers and Opportunities. Educational Psychology in Practice, 22(2), 125-1402005
Thomas, C. & Dunsmuir, S. (2005). A survey of provision to meet the needs of pupils with dyslexia. DECP Debate, 114, 16-22
Dunsmuir, S. (2005). Cross-university collaboration and psychological testing in education. DECP Debate, 113, 5-62004
Dunsmuir, S, Frederickson, N. & Lang, J. (2004). Building home-school trust. Educational and Child Psychology, 21 (4), 110-128
Dunsmuir, S. & Blatchford, P. (2004). Predictors of writing competence in four to seven year old children. British Journal of Educational Psychology, 74(3), 461-483
Frederickson, N., Dunsmuir, S., Lang, J. & Monsen, J. (2004). Mainstream-special school inclusion partnerships: pupil, parent and teacher perspectives. International Journal of Inclusive Education, 8(1), 37-572003
Dunsmuir, S. & Clifford, V. (2003). Children鈥檚 Writing and the use of ICT. Educational Psychology in Practice, 19(3), 171-1872001
Frederickson, N. & Dunsmuir, S. (2001). Early Attitudes Test (Revised). London: Educational Psychology Publishing, 白小姐论坛1999
Dunsmuir, S. & Turner, M. (1999). Memory and Listening Comprehension. In N. Frederickson and S. Cameron (Eds.) Psychology in Education Portfolio. Windsor: NFER-Nelson1998
Frederickson, N., Cameron, R.J., Dunsmuir, S., Graham, B. & Monsen, J. (1998). Professional training in educational psychology: Then, now and in the new millennium. In Frederickson, N. & Lunt, I. (Eds.) Professional Training in Educational Psychology: The Next 50 Years. Leicester: British Psychological Society, (pp. 2-16) - Dr Kate Farmer
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Farmer, K. E., & Stringer, P. (2023). Understanding the views of children with profound and multiple learning difficulties for person鈥恈entred planning. British Journal of Learning Disabilities, 1鈥10.
- Beverley Graham
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Monsen, J.J., & Graham, B. (2002). Developing teacher support groups to deal with challenging child behaviour: The staff-sharing scheme. In P. Gray (Ed.), Working with Emotions: Responding to the Challenges of Difficult Pupil Behaviour in Schools. London: Routledge, 129-149.* (* Book short listed for The Times Educational Supplement Book of the Year Award 2002).
Frederickson, N., & Graham, B. (1999). Social Skills and Emotional Intelligence. In Frederickson, N. & Cameron, R.J. (Eds.) Psychology in Education Portfolio. NFER-Nelson.
Monsen, J., Graham, B., Frederickson, N., & Cameron, R.J. (1998). Problem analysis and professional training in educational psychology: An accountable model of practice. Educational Psychology in Practice, 13, 234-249. - Dr Ben Hayes
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Redburn, J. & Hayes B (In Press) Facilitators and Barriers to 鈥楶ositive Outcomes鈥 from Cognitive-Behavioural Therapy, According to Young People. A Thematic Synthesis. Journal of Clinical Psychology. (open access)
Anderson, C. & Hayes, B. (2023) How can Educational Psychologists evaluate group supervision to ensure positive impact for supervisees' development and skills, and for the children and families for whom they work? Educational and Child Psychology.
Prickett, H. & Hayes, B. (2023) A systemic approach to supporting motivation and behaviour in the classroom during the COVID-19 pandemic. Educational Psychology in Practice
Bainton. J.& Hayes, B. (2022) Sleep in an at risk adolescent group: A qualitative exploration of the perspectives, experiences and needs of youth who have been excluded from mainstream education. INQUIRY / (open access)
Currie, S. & Hayes, B. (2021) Psychological support for schools following a crisis or disaster: The journey of recovery. Long and short term perspectives and responses to support children, young people and schools. Leicester. The British Psychological Society.
Hayes, B. & Bainton, J. (2020) The impact of reduced sleep on school related outcomes for typically developing children aged 11-19: A systematic review. School Psychology International. / ID: SPI-20-0051.R2 (open access)
Fuller, M. & Hayes, B. (2020) What are the experiences of education for UASMs in the UK? Child: Care, Health and Development.
Atkins, T. & Hayes, B. (2019) Evaluating the impact of an autogenic training relaxation training intervention on levels of anxiety amongst adolescents in school. Educational and Child Psychology. 36(3).
O鈥機onnor, K. & Hayes, B (2019) A real-world application of Social Stories as an intervention for children with communication and behaviour difficulties. Emotional and Behavioural Difficulties
O鈥機onnor, K.M. & Hayes, B. (2018) How effective are targeted interventions for externalizing behavior when delivered in primary schools?, International Journal of School & Educational Psychology, DOI: 10.1080/21683603.2018.1530157
Hayes, B. (2018) Epigenetics. What educational psychologists need to know. International Journal of Educational Psychology. 7 (3) 230-247.
Hayes, B., Heather, A., Jones, D. & Clarke, C. (2018) Overcoming barriers to using Precision Teaching with a web based programme. Educational Psychology in Practice. 34 (2) 166-174.
Hayes, B., Lopez, L. & Price, A (2017) Resilience, stress and perceptions of school based support for young people managing diabetes in school. Diabetes Nursing. 21, (6).
Crane, A. & Hayes, B. (2017) Novice teachers' perceived understanding of technical terminology in exemplar EP reports. Assessment and Development Matters. 9 (3)
Bennett, M., Ng-Knight, T. & Hayes, B. (2016) Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence. European Journal of Psychology of Education. doi:10.1007/s10212-016-0321-x Available at:
Hayes, B, & Frederickson, N. (2015) Can we cure dyslexia? In Cline, T, Gifford, A, Birch, S. (Eds). Educational Psychology 2nd Edition (pp 154-177) London. Routledge.
Hayes, B., Browne, L. & Todd, L. (2015) Systemic change in schools using Video Enhanced Reflective Practice. In Kennedy, H., Landor, M. & Todd, L (Eds). Video Enhanced Reflective Practice: Professional development through attuned interactions. (pp 203-213 )London. Jessica Kinglsey.
Hayes, B., Dewey, J. & Sancho, M. (2014) Using Video Interaction Guidance to develop intrapersonal and interpersonal skills in professional training for educational psychologists. International Journal of Teaching and Learning in Higher Education. Vol 26(3) Available at:
Cole, R., Hayes, B., Jones, D. & Shah, S. (2013) Coping Strategies Used by School Staff After A Crisis: A Research Noted. Journal of Loss and Trauma. 18 (5), 472-481 Available at:
Hayes, B. (2011) The Reading Confidence Index. Assessment and Development Matters, 3 (3)
Hayes, B. Richardson, S. Hindle, S, Grayson, K.. (2011) Developing Teaching Assistant鈥檚 skills in positive behaviour management. An application of Video Interaction Guidance in a secondary school. Educational Psychology in Practice. Vol 27, 3
Hayes, B. & Frederickson, N. (2008) Providing psychological intervention following traumatic events. Understanding and managing psychologists鈥 own stress reactions. Educational Psychology in Practice. Vol 24, 2. Available at:
Hayes, B., Hindle, S. & Withington, P. (2007) Strategies for developing positive behaviour management. Educational Psychology in Practice. 23,2. Available at:
Ross, D. & Hayes, B. (2004) Intervening with groups of bereaved pupils. Educational and Child Psychology 21, 3
Hayes, B. (2002) Community, cohesion and inclusive education. Educational and Child Psychology. 19, 4
Anderson, J., Hayes, B., Heather, A., Ross, D., McCaffrey, T. & Zacharia, C. (2002) A pocket full of posies: Dealing with death and sudden loss in school. Kent County Council. KETV Pubs. - Dr Gavin Morgan
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Hagarty, I. & Morgan, G. (2020): Social-emotional learning for children with learning disabilities: a systematic review, Educational Psychology in Practice. 36, 2 DOI: 10.1080/02667363.2020.1742096
Hamilton, P. & Morgan, G. (2018). An exploration of the factors that lead to the successful progression of students in alternative provision. Educational & Child Psychology, 35, 1: Closing the attainment gap - What gap?, p5-19.
Jalali, R. & Morgan, G. (2017). 鈥楾hey won鈥檛 let me back.鈥 Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs). Emotional and Behavioural Difficulties Available at:
Gavin Morgan (2016) Organisational change: a solution-focused approach, Educational Psychology in Practice, 32:2, 133-144, DOI: 10.1080/02667363.2015.1125855
Sheffield, E.L. & Morgan, G. (2016): The perceptions and experiences of young people with a BESD/SEMH classification, Educational Psychology in Practice, DOI: 10.1080/02667363.2016.1225192
Vivash, J. and Morgan, G. (2019) The Role of Educational Psychologists in Fuelling the Narrative of the 鈥淰elcro TA鈥. Frontiers in Education. 4:66. doi: 10.3389/feduc.2019.00066
McDonald, I. and Morgan, G. (2019): Same-sex parents鈥 experiences of schools in England, Journal of GLBT Family Studies, DOI: 10.1080/1550428X.2019.1568336
- Prof K.V. Petrides
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2019
Chirumbolo A., Picconi L., Morelli M. & Petrides K. V. (2019) The assessment of trait emotional intelligence: Psychometric characteristics of the TEIQue-Full Form in a large Italian adult sample. [Special issue on trait emotional intelligence]. Frontiers in Psychology, 9: doi: 10.3389/fpsyg.2018.02786
Hull, L., Lai, M. C., Baron-Cohen, S., Allison, C., Smith, P., Petrides, K. V., & Mandy, W. (2019). Gender differences in self-reported camouflaging in autistic and non-autistic adults. Autism. https://doi.org/10.1177/1362361319864804
Hull, L., Mandy, W., Lai, M. C., Baron-Cohen, S., Allison, C., Smith, P., & Petrides, K. V. (2019). Development and validation of the camouflaging autistic traits questionnaire (CAT-Q). Journal of Autism and Developmental Disorders, 49, 819-833.
Petrides, K. V. (2019). A conceptual application of Psychobionomy to the field of personality and individual differences. Personality and Individual Differences, 147, 135-143.2018
Aslanidou, G. S., Petrides, K. V., & Stogiannidou, A. (2018). Trait emotional intelligence profiles of parents with drug addiction and of their offspring [Special issue on trait emotional intelligence]. Frontiers in Psychology, 9: 1633. doi: 10.3389/fpsyg.2018.01633
Farnia, F., Nafukho, F. M., & Petrides, K. V. (2018). Predicting career decision-making difficulties: The role of trait emotional intelligence, positive and negative emotions [Special issue on trait emotional intelligence]. Frontiers in Psychology, 9: 1107. doi: 10.3389/fpsyg.2018.01107
Li M., P茅rez-D铆az P. A., Mao Y. & Petrides K. V. (2018). A multilevel model of teachers鈥 job performance: Understanding the effects of trait emotional intelligence, job satisfaction, and organizational trust. Frontiers in Psychology, 9:2420. doi: 10.3389/fpsyg.2018.02420
Merino-Tejedor, E., Hontangas, P. M., & Petrides, K. V. (2018). Career adaptability mediates the effect of trait emotional intelligence on academic engagement. Revista de Psicodid谩ctica (English ed.), 23, 77-85.
Petrides, K. V. & Mavroveli, S. (2018). Theory and applications of trait emotional intelligence. 唯蠀蠂慰位慰纬喂伪 (Psychology), 23, 24-36.
Siegling, A. B., Furnham, A., & Petrides, K. V. (2018). Facet Benchmarking: Advanced application of a new instrument refinement method. Personality and Individual Differences, 120, 288-298.
Stamatopoulou, M., Galanis, P., Tzavella, F., Petrides, K. V., & Prezerakos, P. (2018). Trait Emotional Intelligence Questionnaire鈥揂dolescent Short Form: A psychometric investigation in the Greek context. Journal of Psychoeducational Assessment, 36, 436-445.
Van der Linden, D., Schermer, J. A., de Zeeuw, E., Dunkel, C. S., Pekaar, K. A., Bakker, A. B., Vernon, P. A. & Petrides, K. V. (2018). Overlap between the General Factor of Personality and trait emotional intelligence: A genetic correlation study. Behavior Genetics, 48, 147-154.
2017
Hull, L., Mandy, W., & Petrides, K. V. (2017). Behavioural and cognitive sex/gender differences in autism spectrum condition and typically developing males and females. Autism, 21, 706-727.
Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M. C., & Mandy, W. (2017). 鈥淧utting on my best normal鈥: social camouflaging in adults with autism spectrum conditions. Journal of Autism and Developmental Disorders, 47, 2519-2534.
Petrides, K. V. (2017). Intelligence, Emotional. In Reference Module in Neuroscience and Biobehavioral Psychology, Elsevier. ISBN 9780128093245
Petrides, K. V., G贸mez, M. G., P茅rez鈥怗onz谩lez, J. C. (2017). Pathways into psychopathology: Modeling the effects of trait emotional intelligence, mindfulness, and irrational beliefs in a clinical sample. Clinical Psychology & Psychotherapy, 24, 1130-1141.
Siegling, A. B., Vesely, A. K., Saklofske, D. H., Frederickson, N., & Petrides, K. V. (2017). Incremental validity of the Trait Emotional Intelligence Questionnaire鈥揂dolescent Short Form (TEIQue鈥揂SF). European Journal of Psychological Assessment, 33, 65-74.
Van der Linden, D., Pekaar, K., Bakker, A. B., Aitken Schermer, J., Vernon P. A., & Petrides, K. V. (2017). Overlap between the general factor of personality and emotional intelligence: A meta-analysis. Psychological Bulletin, 143, 36-52.
2016
Markar, S. R., Mavroveli, S., Petrides, K. V., Scarpa, M., Christophe, V., Castoro, C., Hanna, G. B. (2016). Applied investigation of person-specific and context-specific factors on postoperative recovery and clinical outcomes of patients undergoing gastrointestinal cancer surgery: multicentre European study. BMJ Open, 6 (10), e012236. doi:10.1136/bmjopen-2016-012236. Available at:
Siegling, A. B., Vesely, A. K., Petrides, K. V., & Saklofske, D. H. (2016). Correction to: Incremental Validity of the Trait Emotional Intelligence Questionnaire鈥揝hort Form (TEIQue鈥揝F). Journal of Personality Assessment, 1-?. doi:10.1080/00223891.2016.1181957. Available at:
Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M. -. J., Furnham, A., & Perez-Gonzalez, J. -. C. (2016). Developments in Trait Emotional Intelligence Research. Emotion Review, 8 (4), 335-341. doi:10.1177/1754073916650493. Available at:
Siegling, A. B., & Petrides, K. V. (2016). Drive: Theory and construct validation. Plos One, 11 (7). doi:10.1371/journal.pone.0157295. Available at:
Petrides, K. V. (2016). Four Thoughts on Trait Emotional Intelligence. Emotion Review, 8 (4), 345. doi:10.1177/1754073916650504. Available at:
Boyle, G. J., Stankov, L., Martin, N. G., Petrides, K. V., Eysenck, M. W., & Ortet, G. (2016). Hans J. Eysenck and Raymond B. Cattell on intelligence and personality. Personality and Individual Differences, 103, 40-47. doi:10.1016/j.paid.2016.04.029. Available at:
Petrides, K. V. (2016). Intelligence and human abilities: Structure, origins and applications. Personality and Individual Differences, 90, 384. doi:10.1016/j.paid.2015.09.041
van der Linden, D., Pekaar, K. A., Bakker, A. B., Schermer, J. A., Vernon, P. A., Dunkel, C. S., & Petrides, K. V. (2016). Overlap Between the General Factor of Personality and Emotional Intelligence: A Meta-Analysis. Psychol Bull. doi:10.1037/bul0000078. Available at:
Aluja, A., Blanch, A., & Petrides, K. V. (2016). Psychometric properties of the Catalan version of the Trait Emotional Intelligence (TEIQue): Comparison between Catalan and English data. Personality and Individual Differences, 99, 133-138. doi:10.1016/j.paid.2016.04.098. Available at:
Soukup, T., Petrides, K. V., Lamb, B. W., Sarkar, S., Arora, S., Shah, S., Sevdalis, N. (2016). The anatomy of clinical decision-making in multidisciplinary cancer meetings A cross-sectional observational study of teams in a natural context. Medicine, 95 (24), ARTN e3885. doi:10.1097/MD.0000000000003885. Available at:
van der Linden, D., Dunkel, C. S., & Petrides, K. V. (2016). The General Factor of Personality (GFP) as social effectiveness: Review of the literature. Personality and Individual Differences, 101, 98-105. doi:10.1016/j.paid.2016.05.020. Available at:
Gokcen, E., Frederickson, N., & Petrides, K. V. (2016). Theory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits. Journal of Autism and Developmental Disorders, 46 (6), 2072-2087. doi:10.1007/s10803-016-2735-3. Available at:
Siegling, A. B., & Petrides, K. V. (2016). Zeroing In on Mindfulness Facets: Similarities, Validity, and Dimensionality across Three Independent Measures. Plos One, 11 (4), ARTN e0153073. doi:10.1371/journal.pone.0153073. Available at:
2015
Siegling, A. B., Petrides, K. V., & Martskvishvili, K. (2015). An Examination of a New Psychometric Method for Optimizing Multi-Faceted Assessment Instruments in the Context of Trait Emotional Intelligence. European Journal of Personality, 29 (1), 42-54. doi:10.1002/per.1976. Available at:
Siegling, A. B. (2015). Facet Benchmarking: A psychometric method for refining multi-faceted assessment instruments (Doctoral dissertation). 白小姐论坛. Available at:
Petrides, K. V., & Furnham, A. (2015). Further Tests of Belief-Importance Theory. Plos One, 10 (4), ARTN e0121978. doi:10.1371/journal.pone.0121978. Available at:
Siegling, A. B., Vesely, A. K., Petrides, K. V., & Saklofske, D. H. (2015). Incremental Validity of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Journal of Personality Assessment, 97 (5), 525-535. doi:10.1080/00223891.2015.1013219. Available at:
Schermer, J. A., Petrides, K. V., & Vernon, P. A. (2015). On the Genetic and Environmental Correlations between Trait Emotional Intelligence and Vocational Interest Factors. Twin Research and Human Genetics, 18 (2), 134-137. doi:10.1017/thg.2014.87. Available at:
Andrei, F., Siegling, A. B., Aloe, A. M., Baldaro, B., & Petrides, K. V. (2015). The Incremental Validity of the Trait Emotional Intelligence Questionnaire (TEIQue): A Systematic Review and Meta-Analysis. Journal of Personality Assessment, 98 (3), 261-276. doi:10.1080/00223891.2015.1084630. Available at:
Gugliandolo, M. C., Costa, S., Cuzzocrea, F., Larcan, R., & Petrides, K. V. (2015). Trait emotional intelligence and behavioral problems among adolescents: A cross-informant design. Personality and Individual Differences, 74, 16-21. doi:10.1016/j.paid.2014.09.032. Available at:
Siegling, A. B., Furnham, A., & Petrides, K. V. (2015). Trait Emotional Intelligence and Personality: Gender-Invariant Linkages Across Different Measures of the Big Five. Journal of Psychoeducational Assessment, 33 (1), 57-67. doi:10.1177/0734282914550385. Available at: - Dr Phil Stringer
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Atkiss, E. & Stringer, P. (2023). Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum. Educational & Child Psychology, 40 (3), 39-63.
Farmer, K. & Stringer P. (2023). Understanding the views of children with profound and multiple learning difficulties for person鈥恈entred planning. British Journal of Learning Disabilities, March 2023, 499-508. available at:
Graves, F, & Stringer, P. (2023). A pilot study evidencing the effectiveness of a new maths intervention. Educational & Child Psychology, 40 (3), 6-29.
Stringer, P. & Chidley, S.(2020) Interested in a fantastic school improvement offer? Making informed decisions about interventions. SEN Matters, Autumn, 8-12. (A Hampshire Services, HIAS School Improvement publication, available form the first author.)
Chidley, S. & Stringer, P. (2020). Addressing barriers to implementation: an Implementation Framework to help educational psychologists plan work with schools. Educational Psychology in Practice, 36:4, 443-457, available at:
Swinson, J. and Stringer, P. (2019). How to become an educational psychologist. Abingdon: Taylor and Francis.
Hughes, C. Maclean, G. and Stringer, P. (2019). How person centred planning can contribute to organisational change in a school. Educational Psychology in Practice, 35, (2), 229-238.
Stringer, P. (2018). Dynamic assessment in educational settings: is potential ever realised? Educational Review, 70, (1), 18-30.
Burt, E. and Stringer, P. (2018). How does the 鈥楶ACE Maths鈥 approach impact on the practice of school staff when working in class with a small group in a maths session? Educational Psychology in Practice, 34(3), 245-261. Available at:
Stanley鈥揇uke, M., and Stringer, P. (2017). What is the meaning of employability? And how can educational psychologists鈥 involvement at post 16 embrace it? DECP (Division of Educational and Child Psychology, British Psychological Society) Debate , 164, September, 9-15.
Hayes, M. and Stringer, P.H. (2016). Introducing Farouk鈥檚 process consultation group approach in Irish primary schools. Educational Psychology in Practice, 32, (2), 145-162. Available at:
Gessler, B. and Stringer, P.H. (2013). De-mystifying the HCPC requirements for a Continuing Professional Development log: A guide for educational psychologists. DECP (Division of Educational and Child Psychology, British Psychological Society) Debate, December.
Stringer, P.H, Dunsmuir, S. and MacKay, T. (2013). Marking a centenary and a quest to restore history. Guest editorial: Perspectives on Sir Cyril Burt and 100 years of professional educational psychology. Educational & Child Psychology, 30, (3) September.
Sayer, E., Beaven, A., Stringer, P.H. and Hermena, E. (2013). Investigating sense of community in a primary school. Educational and Child Psychology, 30, (1), 9-25.
Stringer, P.H., Traill, M. and Culhane, L. (2010). Using participatory action research to support pupil participation in improving a sense of community in a secondary school. CWDC Practitioner-Led Research PLR0910/022. Children鈥檚 Workforce Development Council.
Stringer, P.H. (2009). Dynamic assessment for inclusive learning. Chapter 11 in P. Hick, R. Kershner and P. Farrell (Eds.) A psychology for inclusive education. New directions in theory and practice. London: Routledge.
Stringer, P.H. (2008). Start spreading the news: Writing educational psychology. A celebration of Andy Miller. DECP (Division of Educational and Child Psychology, British Psychological Society) Debate, December, 28-31. Available at:
Stringer, P.H. and Miller, A. (2008). In celebration of the educational psychologist as a scientist practitioner. Educational and Child Psychology, 25, (4), 11-13.
Stringer, P.H., Brewin, A., Duggan, A., Gessler, B., and Low Ying, J. (2006). The curious practice of invisible psychology. DECP (Division of Educational and Child Psychology, British Psychological Society) Debate, December.
Stringer, P.H., Powell, J. and Burton, S. (2006). Developing a community psychology orientation in an educational psychology service. Education and Child Psychology, 23, (1), 59-67. - Dr Gurdip Theara
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Theara & Abbott (2015). Understanding the experiences of South Asian parents who have a child with autism. Journal of educational and child psychology, Vol. 32, No. 2, pp 47-56.
- Dr Simon Ungar
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Greenaway, R. & Ungar, S. (2021). Cognition in children with visual impairment: assessment and intervention. In Dale, N., Salt, A., Sargent, J. & Greenaway, R. (eds) Practical Guide for Childhood Visual Impairment: Assessment, Function and Habilitation. London: McKeith Press. Shaw, B., Gatersleben, B., Coyle, A., & Ungar, S. (2015). Exploring nature experiences of people with visual impairments. Psyecology, 6(3), 287-327. Ungar, S. (2014). Guidelines for 11+ testing for vision impaired pupils: A project with RNIB and GL-Assessment. Paper presented at the VIEW Conference, Birmingham, 13th March 2014. Jehoel, S., Sowden, P. T., Ungar, S., & Sterr, A. (2009). Tactile elevation perception in blind and sighted participants and its implications for tactile map creation. Human Factors, 51(2), 208-223. Hegarty, P., Buechel, C., Ungar, S. (2006) Androcentric Preferences for Visuospatial Representations of Gender Differences. In: Barker-Plummer D., Cox R., Swoboda N. (eds) Diagrammatic Representation and Inference. Diagrams 2006. Lecture Notes in Computer Science, vol 4045. Springer, Berlin, Heidelberg Jehoel, S., McCallum, D., Rowell, J., & Ungar, S. (2006). An empirical approach to the design of tactile maps and diagrams: the cognitive tactualization approach. British Journal of Visual Impairment, 24(2), 67-75. Ungar, S. (2005). Cognitive maps. In R. Caves (Ed.), Encyclopedia of the City (pp. 79-80). London: Routledge. Lee, D., McGee A. and Ungar, S. (2001). Using multimedia to teach personal safety to children with severe learning difficulties. British Journal of Special Education, 28, 65-70. Lee, D., McGee A. and Ungar, S. (2001). The effectiveness of a computer-based safety programme for children with severe learning difficulties. Child Abuse Review, 10, 198-209. Ungar, S. (2000). Cognitive mapping without visual experience. In Kitchin, R. & Freundschuh, S. (eds) Cognitive Mapping: Past Present and Future. London: Routledge. Edwards, R., Ungar, S. & Blades, M. (1998). Route descriptions by visually impaired and sighted children from memory and from maps. Journal of Visual Impairment and Blindness, 92, 512-521. Espinosa, M.-A., Ungar, S., Ocha铆ta, E., Blades, M. & Spencer, C. (1998). Comparing methods for introducing blind and visually impaired people to unfamiliar urban environments. Journal of Environmental Psychology, 18, 277-287. Lee, D., McGee A. and Ungar, S. (1998) Issues in the development of a personal safety programme for children with severe learning difficulties. Child Abuse Review, 7, 343-354. Espinosa, M.-A., Ungar, S., Ocha铆ta, E., Blades, M. & Spencer, C. (1998). Comparing methods for introducing blind and visually impaired people to unfamiliar urban environments. Journal of Environmental Psychology, 18, 277-287. Ungar, S., Blades, M. & Spencer, C. (1996). The construction of cognitive maps by children with visual impairments. In Portugali, J. (ed) The Construction of Cognitive Maps. Dordrecht: Kluwer Academic Publishers. Ungar, S., Blades, M. & Spencer, C. (1995). Mental rotation of a tactile layout by young visually impaired children. Perception, 24, 891-900.
Research by our DECPsy Programme Graduates
- Publications
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Dr Sajda Ahmed-Husain (DECPsy 06-09) - Ahmed-Husain, S. & Dunsmuir, S. (2013). An Evaluation of the Effectiveness of Comic Strip Conversations in Promoting the Inclusion of Young People with Autism Spectrum Disorder in Secondary Schools. International Journal of Developmental Disabilities. Available at:
Dr Vanna Cotzia (DECPsy 11-14) Guinote, A., Cotzia, I., Sandhu, S., & Siwa, P. (2015). Social status modulates prosocial behavior and egalitarianism in preschool children and adults. Proceedings of the National Academy of Sciences of the United States of America, 112(3), 731鈥736. Available at:
Dr Marcus Bennett (DECPsy 11-14) - Bennett, M., Ng-Knight, T. & Hayes, B. (2016) Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence. European Journal of Psychology of Education. doi:10.1007/s10212-016-0321-x Available at:
Dr Nikki Collingwood (DECPsy 14-17) - Collingwood, N & Dewey, J. (2018). 'Thinking Your Problems Away': Can maths interventions be developed to address both the academic and affective aspects of learning in primary aged children?. Educational & Child Psychology Special Issue September 2018.
Dr Alicia Crane (DECPsy 12-15) - Crane, A. & Hayes, B. (2017) Novice teachers' perceived understanding of technical terminology in exemplar EP reports. Assessment and Development Matters. 9 (3)
Dr Nic贸l Frehill (DECPsy 09-12) Frehill, N. & Dunsmuir, S. (2015). The influence of sense of school belonging on Traveller students' secondary school completion. Educational and Child Psychology, 32 (2), 10-19.
Dr Sara Freitag (DECPsy 08-11) - Freitag, S., & Dunsmuir, S. (2015). The inclusion of children with ASD: using the Theory of Planned Behaviour as a theoretical framework to explore peer attitudes. International Journal of Disability, Development and Education, doi: 10.1080/1034912X.2015.1046818. Available at:
Dr Shane Gallagher (DECPsy 07-10) - Gallagher, S. & Dunsmuir, S. (2014). Threats Among the 鈥淎lways-On鈥 Generation: Cyberbully Identification in a Secondary School in the United Kingdom. International Journal of School & Educational Psychology (2)1. Available at:
Dr Emma Gore-Langton (DECPsy 10-13) - Gore-Langton. E., & Frederickson, N. Parents鈥 experiences of professionals鈥 involvement for children with Pathological Demand Avoidance. International Journal of Developmental Disabilities Available at:
Gore-Langton, E., & Frederickson, N. (2015). Mapping the educational experiences of children with Pathological Demand Avoidance. Journal of Research in Special Educational Needs, doi:10.1111/1471-3802.12081. Available at:
Dr Pamela Hamilton (DECPsy 13-16) - Hamilton, P. & Morgan, G. (2018). An exploration of the factors that lead to the successful progression of students in alternative provision. Educational & Child Psychology, 35, 1: Closing the attainment gap - What gap?, p5-19.
Dr Rheanne Jalali (DECPsy 13-16) - Jalali, R. & Morgan, G. (2017). 鈥楾hey won鈥檛 let me back.鈥 Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs). Emotional and Behavioural Difficulties Available at:
Dr Timothy Jones (DECPsy 08-11) - Jones, T. W. (2013). Equally cursed and blessed: Do gifted and talented children experience poorer mental health and psychological well-being? Educational and Child Psychology, 30(2), 44-66.
Dr Andy Keay (DECPsy 11-14) - Keay, A., Lang, J. & Frederickson, N. (2015). Comprehensive Support for Peer Relationships at Secondary Transition. Educational Psychology in Practice Available at:
Dr Clare Knowler (DECPsy 06-09) - Knowler, C., & Frederickson, N. (2013). Effects of an Emotional Literacy Intervention for Students Identified with Bullying Behaviour. Educational Psychology, first published on 7 May 2103 as DOI:10.1080/01443410.2013.785052. Available at:
Dr Jemma Levy (DECPsy 13-16) - Levy, J. & Dunsmuir, S. (2019). Lego Therapy: Building Social Skills for Adolescents with an Autism Spectrum Disorder. Educational and Child Psychology, 37(1). Leicester: British Psychological Society.
Dr Leanna Lopez (DECPsy 11-14) - Hayes, B., Lopez, L. & Price, A (2017) Resilience, stress and perceptions of school based support for young people managing diabetes in school. Diabetes Nursing. 21, (6).
Dr Siobhan Michael (DECPsy 09-12) - Michael, S., & Frederickson, N. (2013). Improving Pupil Referral Unit Outcomes: Pupil Perspectives. Emotional and Behavioural Difficulties, first published on 24 May 2013 as doi:10.1080/13632752.2013.801112. Available at:
Dr Sinead Neal (DECPsy 11-14) - Neal, S., Rice, F., & Frederickson, N. ASD Transition to Mainstream Secondary: A Positive Experience? Educational Psychology in Practice. Available at:
Neal, S.; Rice, F.; Ng-Knight, T.; Riglin, L.; & Frederickson, N. Exploring the association between interventions to support the transition to secondary school and child anxiety. Journal of Adolescence DOI: 10.1016/j.adolescence.2016.04.003. Available at:
Dr Kim O'Connor (DECPsy 13-16) - O鈥機onnor, K.M. & Hayes, B. (2018) How effective are targeted interventions for externalizing behavior when delivered in primary schools?, International Journal of School & Educational Psychology, DOI: 10.1080/21683603.2018.1530157
Dr Sarah Pryce (DECPsy 06-09) - Pryce, S. & Frederickson, N. (2013). Bullying Behaviour, Intentions and Classroom Ecology. Learning Environments Research, first published on 17 April 2103 as DOI 10.1007/s10984-013-9137-7. Available at:
Dr Caroline Robertson (DECPsy 07-10) - Robertson, C & Dunsmuir, S. (2012). Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework. Educational Psychology: An International Journal of Experimental Educational Psychology, 33(2), 215-232. Available at:
Dr Alish Rodgers (DECPsy 07-10) - Rodgers, A. & Dunsmuir, S. (2013). A controlled evaluation of the 'FRIENDS for Life' Emotional Resiliency Programme on Overall Anxiety Levels, Anxiety Subtype Levels and School Adjustment. Child and Adolescent Mental Health, first published on 26 April 2013 as DOI: 10.1111/camh.12030. Available at:
Dr Richard Ruttledge (DECPsy 06-09)Ruttledge, R.A., Devitt, E., Greene, G., Mullany, M., Charles, E., Frehill, J. & Moriarty, M. (2016). A randomised controlled trial of the FRIENDS for Life emotional resilience programme delivered by teachers in Irish primary schools. Educational & Child Psychology Vol. 33 No. 2. Available in full here.
Ruttledge, R. A., & Petrides, K. V. (2011) A cognitive behavioural group approach for adolescents with disruptive behaviour in schools. School Psychology International 33(2)223鈥239. Available in full here.
Dr Emma Sheffield (DECPsy 12-15) - Sheffield, E. L.., & Morgan, G (2016). The perceptions and experiences of young peoplewith a BESD/SEMH classification. Educational Psychology in Practice. DOI 10.1080/02667363.2016.1225192
Dr Joe Wilson (DECPsy 08-11) - Cotton, J., Baker, S & Wilson, J (2015). An exploratory case study of three children with ADHD and social difficulties: Child and parent responses to an educational intervention designed to facilitate self-regulation and deep learning. The Psychology of Education Review 39(2). - Research Posters
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You can view a selection of thesis posters produced by our graduates below (click on the links to view the posters):
Graduate Name Title of Thesis
Dr Marcus Bennett
(11-14 graduate)
Dr Nikki Collingwood
(13-16 graduate)Dr Alicia Crane
(12-15 graduate)Dr Suriya Daya
(13-16 graduate)Dr Lacretia Loke
(13-16 graduate)Dr Leanna Lopez
(11-14 graduate)Dr Abigail Miranda
(13-16 graduate)Dr Charlotte Moss
(14-17 graduate)Dr Sarah Musgrave
(14-17 graduate)Dr Meadbh Ni Fhoighil
(12-15 graduate)Dr Juliet O'Callaghan
(14-17 graduate)An exploration of the impact of process praise on maths theories of intelligence.
Dr Kim O鈥機onnor
(13-16 graduate)Dr Brigid O鈥橪eary
(13-16 graduate)Dr Amy Phipps
(13-16 graduate)Dr Emma Sheffield
(12-15 graduate)Dr Rachel Standen
(13-16 graduate)Childhood Epilepsy and School: A Study into the Factors Affecting Inclusion
Dr Carla Steytler
(14-17 graduate)Dr Catherine Wright
(14-17 graduate)Dr Josie Bainton
(15-18 graduate)Dr Trudy Kearney
(15-18 graduate)Dr Cathryn Neesam
(15-18 graduate)Dr Bonita Liang
(16-19 graduate)Dr Emma Watson
(16-19 graduate)Dr Chris Rogers
(16-19 graduate)Dr Samantha Hinds
(16-19 graduate)Secondary and Middle School Teachers鈥 Perceptions of Their Role in promoting Hope and Aspiration
Dr Enrique Childress
(18-21 graduate)Dr Sanjeev Lakhanpaul
(18-21 graduate)Becoming a Person: Young People鈥檚 Spiritual Development and the Implications for Education
Dr Hayley Prickett
(18-21 graduate)A systemic approach to supporting motivation and behaviour in the classroom
Dr Beth Coe
(18-21 graduate)Dr James Redburn
(19-22 graduate)鈥It's Hard Not to Use It鈥:The Value of a Workbook when Delivering CBT to Young People
Dr Zahra Oumar
(19-22 graduate)Dr Kamaria Fleary
(19-22 graduate)Black fathers鈥 experiences of parental involvement with their adolescent鈥檚 school educationin the UK
Research by our DEdPsy Programme Graduates and Course Members
- Publications
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Dr Rebecca Ashton (DEdPsy 2016 graduate) - Ashton, R. (2016). A framework for assessment of children鈥檚 social competence, with particular focus on children with brain injuries. Applied Neuropsychology: Child. Available at:
Ashton, R. Does a universal sleep education programme improve the sleep habits of primary school children? (2016) Sleep & Biological Rhythms
Ashton, R. (2015) Relaxation as an intervention to improve emotional and behavioural outcomes for children. Open Journal of Educational Psychology, 1, 1-17. Available at:
Ashton, R. (2015) Educational neuropsychology. In J. Reed, K. Byard and Fine, H. (eds.) Neuropsychological rehabilitation of childhood brain injury: A practical guide. Basingstoke: Palgrave Macmillan.
Dr Jill Carden (DEdPsy 2013 graduate) - Carden, J. (2015). Problem solving in Mathematics: The significance of visualisation and related working memory. Educational Psychology in Practice. Available at:
Dr Jessamine Chiappella (DEdPsy 2014 graduate) - Chiappella, J. (2015). Part-time Secondary School Nurture Groups: An Analysis of Participant Outcomes and Possible Mechanisms of Change. International Research Journal on Nurture in Education (1).
Dr Antonia Cobbald (DEdPsy 2016 graduate) - Dunsmuir, S. & Cobbald, A. (2016). A Framework for Promoting Child Mental Health in Schools. In B. Kelly, L. Woolfson & J. Boyle (Eds.), Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners (Second edition). Jessica Kingsley Publishers.
Dr Leanne Cort (nee Toon) (DEdPsy 2014 graduate) - Cort, L. and Cline, T. (2017). Exploring the impact of domestic abuse on the mother role: how can educational psychologists contribute to this area? Educational Psychology in Practice Available at:
Dr Sarah Hatfield (DEdPsy 2011 graduate) - Hatfield, S. (2014). Safeguarding the Safeguarders: Supporting Workers with Children who Sexually Abuse Peers. Educational and Child Psychology, 31(3), 33-41.
Dr Marie Hayes (DEdPsy 2014 graduate) - Hayes, M. and Stringer, S. (2016). Introducing Farouk's process consultation group approach in Irish primary schools. Educational Psychology in Practice, 32 (2), 145-162. Available at:
Dr Cerian Hughes (DEdPsy 2013 graduate) - Hughes, C. & Cline, T. (2015). An evaluation of the preschool PATHS curriculum on the development of preschool children. Educational Psychology in Practice, 3, (1), 73-85. Available at:
Dr Maureen Liepens (DEdPsy 2007 graduate) - Liepens, M., & Cline, T. (2013). Investigating primary school children鈥檚 perceptions of loneliness. Assessment and Development Matters, 5(3).
Dr Fiona Kelly Meldon (DEdPsy 2016 graduate) - Gargan, I., Kelly Meldon, F., Aherne, C., Fitzgerald, N., McNicholas, J. (2012). Terrorists meeting their victims: a case study of psychologists' experiences of former terrorists meeting survivors. Journal of Agression, Conflict and Peace Research, 4(4), 216-225. Available at:
Dr Gill Matson (DEdPsy 2009 graduate) - Matson, G. & Cline, T. (2012). The impact of specific language impairment on performance in science and suggested implications for pedagogy, Child Language Teaching and Therapy, 1, 25-37. Available at:
Dr Tara Midgen (DEdPsy 2015 graduate) - published a paper on (un)ethical leadership in the December issue of Educational and Child Psychology. DECP Dec 15. pp83-93 Educational & Child Psychology Vol. 32 No. 4 81 漏 The British Psychological Society, 2015
Stacy Moore (current DEdPsy course member) - Annan, M., & Moore, S. (2012). Using the Staff Sharing Scheme within the Targeted Mental Health in Schools (TaMHS) Pathfinder. Educational and Child Psychology, 29(4), 88-108. Available at:
Dr Louise Tuersley-Dixon (DEdPsy 2010 graduate) - Tuersley, L. & Frederickson, N. (2015). Social Inclusion of Children with Complex Needs in Mainstream: Does Visibility and Severity of Disability Matter? International Journal of Developmental Disabilities. Available at:
Dr Laura Warren (DEdPsy 2010 graduate) - Warren, L., Jones, A., & Frederickson, N. (2014). Callous-unemotional interpersonal style in DSM-V: what does this mean for the UK SEBD population? Emotional and Behavioural Difficulties, first published on 6 October 2014 as DOI: 10.1080/13632752.2014.964084. Available at: