This page lists articles published externally by trainees and course staff in journals and professional periodicals. Click on 'Read more' for abstract and publication details. In most cases a copy of the article can also be acessed for free.
To browse a complete list of publications with abstracts, click here.
An Exploration of Intersectionality and School Belonging in the Permanent Exclusion of Black Caribbean Boys in Schools in England: Implications for Educational Psychologists (2024)
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Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings (2023)
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Supporting behaviour and emotions in school: an exploration into school staff perspectives on the journey from punitive approaches to relational-based approaches (2024)
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What role should schools play in the prevention of disordered eating in children and young people? (2024)
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What do measures of gender identity tell us about gender identity over time? (2024)
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Using Digital Stories for assessments and transition planning for autistic pre-school children (2021)
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A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2022)
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A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults (2023)
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Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences (2023)
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Exploring the impact of gender identity and stereotypes on secondary pupils’ computer science enrolment interest (2023)
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“If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023)
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Precision Teaching for maths: An academic critique (2023)
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How to tackle poor teacher wellbeing for primary school teachers in England? Strategies to enhance teacher wellbeing and work conditions in teaching practice. (2023)
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Does Reading Aloud to a Dog Improve Children’s Reading Outcomes? An Academic Critique (2023)
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Teachers' beliefs: How they shape the support offered to trans-spectrum young people (2023)
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What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review (2022)
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How the implementation of a secondary school nurture group relates to whole-school approaches and ethos: a case study (2022)
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Flipped learning in secondary school mathematics- is it worth the flip? (2021)
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Tree of Life: A Tool for Therapeutic Growth? (2021)
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Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People (2021)
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Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors (2021)
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The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support (2021)
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Mental health beyond the school gate: Young people’s perspectives of mental health support online, and in home, school and community contexts (2020)
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A systematic review and meta‐analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents (2020)
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Primary school children’s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support (2020)
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What beliefs influence children and young people's attitudes towards the transgender population? (2020)
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Teaching Early Reading Skills to Children with Severe Intellectual Disabilities Using Headsprout Early Reading (2019)
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To What Extent Is the Thrive Intervention Grounded in Research and Theory? (2019)
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Academic self-concept and sense of school belonging of adolescent siblings of autistic children (2020)
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Keys to engagement: A case study exploring the participation of autistic pupils in educational decision‐making at school (2019)
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The Role of Peers in the Development of Social Anxiety in Adolescent Girls: A Systematic Review (2019)
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Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review (2019)
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The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People (2019)
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The Emotional Literacy Support Assistant (ELSA) Programme: Can you develop an evidence base for an adaptive intervention? (2019)
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Exploring the Impact of Nurture Groups on Children’s Social Skills: A Mixed-Methods Approach. (2019)
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The hypothesised female ASC phenotype: Implications for research and practice (2017)
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Objective structured professional assessments for trainee educational psychologists: an evaluation (2017)
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Reinforce, reframe or remove? What should psychologists do with diagnostic labels? (2017)
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Social Information Processing: A Useful Framework for Educational Psychology (2017)
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What do Service Children think? (2016)
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Establishing the effectiveness of a gratitude diary intervention on children’s sense of school belonging (2016)
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Future Selves interventions: A critique of the current evidence base (2015)
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Out of school: a phenomenological exploration of extended non-attendance (2015)
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Maintaining an interactionist perspective of undesirable behaviour: What is the role of the Educational Psychologist? (2016)
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Memory magic: Is it just a bunch of hocus pocus? (2015)
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