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Course Member Research

A range of DEdPsy course member papers, publications and conference presentations can be accessed on this webpage

DECP Symposium Presentations

DEdPsy graduates and current course members have presented on their research at the DECP Conference, in Symposia organized by the DEdPsy co-directors. Click on the links below to view programmes and presentations from the past four years' DEdPsy symposia:

DEdPsy symposium 20132013 Bristol
Broadening the evidence base for practice in the future

This symposium began by reviewing with participants the breadth and depth of the research activity in applied educational psychology that Cyril Burt undertook in London and elsewhere a century ago. The research questions he addressed and the methods he employed were more varied than may have been appreciated by many of his successors in the profession over the next century. But the tools and strategies available today offer opportunities for broadening the evidence base for EP practice that he could hardly have imagined. The symposium reviewed his contribution and examined the contemporary variants on the professional concerns that informed his research in his London years. The main presentations from graduates of the UCL CPD professional doctorate programme described a range of work that demonstrates the varied ways in which his commitment to developing an evidence base for practice may be realised in the 21st century. The challenges that we considered included ways in which professional educational psychology and developmental neuropsychology can interact to produce enhanced research outcomes in the study of vulnerable children; the major shift in the social context for professional educational psychology in terms of the increasing diversity of the child population; ways in which the scope of practice-oriented EP research, like our professional activities, now extends beyond the Education Service comfort zone to challenging areas of community psychology; and, finally, strategies for developing an evidence base on school level responses to tension and conflict through restorative justice conferences.

Paper 1: Broadening the evidence base for practice in the future: Can we realise Burt's aims in the 21st century? (Prof Tony Cline, UCL and Dr Susan Birch, UCL) - slides (pdf)

Paper 2: Educational Functioning and Academic Attainment in Children with Focal Epilepsy (Dr Susan Harrison, Hospital for Sick Children Great Ormond Street and Institute of Child Health, London) - slides (pdf)

Paper 3: Will a modified Triple P Parenting Programme, which takes into account cultural issues, produce better outcomes for a UK South Asian community in the West Midlands? (Dr Neelam Kumar, Camden EPS) - slides (pdf)

Paper 4: Restorative Justice: How Does it Work? (Dr Juliet Starbuck, UCL and West Sussex EPS) - slides (pdf)

DEdPsy Symposium2012 Stratford-Upon-Avon
Perspectives on professional engagement with vulnerable children

Significant adults who support vulnerable children and young people can obtain advice from a variety of supporting professionals, which can lead to a deeper understanding of children's problems, enhance empathy, facilitate clear interventions and maintain professional motivation. However there are many personal and social forces that can upset the balance between their aspirations and action.

Educational psychologists have a role in consulting with significant adults such as teachers, teaching assistants, social workers, residential care staff and others in order to foster high professional standards, often in difficult circumstances. Therefore, the psychologists' work needs to be underpinned by a strong evidence base about the engagement of adult staff with the children in their care. Only if the constraints, dilemmas and strategies of front line professional staff who work with children are understood, can effective support be provided to them. This symposium, which presents some recent research undertaken during the UCL CPD professional doctorate programme, will illustrate different ways in which such an evidence base may be developed. Studies are outlined which illuminate the attitudes and decisions of direct contact of professionals working with out-of-age children, children with special needs in mainstream settings and young people who are sexual abusers
Paper 1: Competence, confidence and creativity: Meeting the needs of professionals who support vulnerable children (Prof Tony Cline, UCL & Dr Sean Cameron, UCL) - slides 1 (pdf) slides 2 (pdf)

Paper 2: Decision-making factors involved in the consideration of retention of children out-of-age cohort: application to professional practice (Dr Anne-Marie Baverstock, Oxfordshire EPS) - slides (pdf)

Teachers' general and student-focused attitudes towards the inclusion of students with special educational needs (Dr Charlotte Friel, States of Guernsey EPS) - slides (pdf)

Paper 4: Safeguarding the safeguarders (Dr Sarah Hatfield, Norfolk EPS) - slides (pdf)

DEdPsy Symposium 20112011 Newcastle
Understanding how effective interventions work: psychologically enriched evaluation

In the current changing and challenging national conditions the contributions that educational psychologists can make to local evaluation studies are becoming increasingly important. Ambitious large scale evaluation activity is likely to be curtailed by funding restrictions and in any case can usually present only part of the picture of what makes an intervention successful. This symposium, which presents some recent and current work undertaken during the UCL professional doctorate programme, will illustrate some ways in which traditional expectations of evaluation activity may be met but also exceeded by focused initiatives at local level. The rationale for developing evidence -based practice in education will be outlined and its implementations will be questioned. Illustrations will be provided of how psychologically enriched evaluation may support the evolution of effective interventions.
Paper 1: Effective interventions: The research base and professional practice (Prof Tony Cline, UCL & Dr Sean Cameron, UCL & Independent Consultant) - slides 1(pdf), slides 2 (pdf)

Paper 2: The role of reading self-concepts in early literacy: Individual children's progress within an experimental study (Dr Ben Hayes, Kent EPS & UCL) - slides (pdf)

Paper 3: An evaluation of the effectiveness of a brief solution focused teacher coaching intervention (Sue Bennett, Barnet EPS) - slides (pdf)

Paper 4: An investigation of the work of an outreach service with mainstream schools supporting children with complex needs (Dr Louise Tuersley-Dixon, Wigan EPS) - slides (pdf)

DEdPsy Symposium 20102010 Bournemouth
Challenges that many pupils face: EP practice beyond individuals and small groups

Attempts to apply psychology to large-scale problems in the education sector have yielded mixed results. Some initiatives, like the use of ability testing to decision-making about which pupils should be allocated to selective secondary schools, created more problems than solutions. But there have been more recent local authority initiatives for which have gratifyingly positive outcomes have been reported for large cohorts of children, such as the East Dumbartonshire literacy programme.

This symposium sought to demonstrate that the creative use of applied psychology can make positive contributions to the understanding and management of problems (and possibilities) of young people and support important Every Child Matters outcomes like 'enjoy and achieve', 'being healthy' and 'staying safe'.

Introductory remarks: Learning from our history (Prof Tony Cline, UCL) - slides (pdf)

Seminar 1. Activating Children's Thinking Skills (Dr Jessica Dewey, Harrow and UCL) - slides (pdf)

Seminar 2. Children's perceptions of loneliness. (Dr Maureen Liepins, Independent Consultant EP) - slides (pdf)

Seminar 3. Psychological processes during primary-secondary school transition. (Dr Michelle Sancho, West Berkshire and UCL) - slides (pdf)

Closing remarks: Looking to the future: EP practice beyond individuals and small groups. (Dr Sean Cameron, UCL and Independent Consultant EP) - slides (pdf)

DEdPsy Topic ListResearch Project and Professional Assignment Topics

Practising educational psychologists working on the four-year DEdPsy course have taken full advantage of the wide range of subject matter available to them, often with topics at the cutting edge of EP practice. A cross-section of these can be found on our assessment page.

To download a fuller list of sample Research Thesis and professional practice assignment topics completed by course members click here (pdf)

Journal Publications

Abstracts from a selection of journal publications based on course members' work during the DEdPsy programme can be accessed below:

Shama Ali Ali, S. and Frederickson, N. (2006). Investigating the evidence base of social stories. Educational Psychology in Practice, 22, (4), 355-377 - abstract (pdf)
  Ali, S. and Frederickson, N. (2010). The parenting dimensions of British Pakistani and White mothers of primary school children. Infant and Child Development, Online publication: doi: 10.1002/icd.696 - abstract (pdf)
Gail Bailey Bailey, G. (2009). What Can You See? Supporting the Social Development of Young People who are Blind or Partially Sighted. London: RNIB. ISBN 978 1 4445 0043 1
Jessica Dewey Dewey, J. and Bento, J. (2009), Activating children's thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools. British Journal of Educational Psychology, 79: 329-351 - abstract (pdf)
Carol Greenway Greenway, C. (2000). Autism and Asperger Syndrome: strategies to promote pro-social behaviours. Educational Psychology in Practice, 16, (4), 469 - 486 - abstract (pdf)
  Greenway, C. (2002). The process, pitfalls and benefits of implementing a reciprocal teaching intervention to improve reading comprehension of a group of year 6 pupils. Educational Psychology in Practice, 18, (2), 113 - 137 - abstract (pdf)
Astrid Gregor Gregor, A. (2005). Examination anxiety: live with it, control it or make it work for you? School Psychology International, 26, (5), 617 - 635 - abstract (pdf)
  Gregor, A. (2011). Managing Exam Anxiety: A Toolkit of Exam Stress Busters. ISBN 9786000088651
Ben Hayes Hayes, B. and Frederickson, N. (2008). Providing psychological intervention following traumatic events: understanding and managing psychologists' own stress reactions. Educational Psychology in Practice, 24, (2), 91-104 - abstract (pdf)
  Hayes, B., Hindle, S. & Withington, P. (2007). Strategies for developing positive behaviour management. Educational Psychology in Practice, 23, (2), 161-175 - abstract (pdf)
  Ross, D. & Hayes, B. (2004). Intervening with groups of bereaved pupils. Educational and Child Psychology, 21, (3), 95-108 - abstract (pdf)
Jane Hood Hood, J. and Rankin, P.M. (2005). How do specific memory disorders present in the school classroom? Pediatric Rehabilitation, 8, (4), 272 - 282 - abstract (pdf)
  Rankin, P.M. and Hood, J. (2005). Designing clinical interventions for children with specific memory disorders. Pediatric Rehabilitation, 8, (4), 283 - 297 - abstract (pdf)
Emma-Kate Kennedy Kennedy, E.K., Frederickson, N., & Monsen, J. (2008). Do Educational Psychologists 'walk the talk' when consulting? Educational Psychology in Practice, 24(3), 168-187 - abstract (pdf)
  Kennedy, E.K., Cameron, R.J. and Monsen, J. (2009) Effective consultation in educational and child psychology practice: professional training for both competence and capability. School Psychology International, 30, (6), 234-244 - abstract (pdf)
  Kennedy, E-K., Cameron, R.J. & Greene, J. (2012). Transitions in the early years: Educational and child psychologists working to reduce the impact of school culture shock. Educational and Child Psychology, 29, (1), 19-31 - abstract (pdf)
Maureen Liepins Liepins, M. and Cline, T. (2010). Creating the Conditions for Effective Work by Locum Educational Psychologists. Educational Psychology in Practice, 26,(3), 261-268 - abstract (pdf)
  Liepins, M. and Cline, T. (2011). The development of concepts of loneliness during the early years in school. School Psychology International, 32,(4), 397-411 - abstract (pdf)
Gill Matson Matson, G. and Cline, T. (2012). The impact of specific language impairment on performance in science and suggested implications for pedagogy. Child Language Teaching and Therapy, 28, (1), 25-37 - abstract (pdf)
Tara Midgen Midgen, T. (2009). Keeping out of harm's way. Young Minds (101) - abstract (pdf)
Midgen, T. (2011). Enhancing outcomes for adopted children: the role of educational psychology. Educational & Child Psychology 28, (3), 20-30 - abstract (pdf)
Anthony Murphy Murphy, A. and Monsen, J. (2008). Gender balance amongst educational psychologists: an attempt to explain the male minority. Educational Psychology in Practice, 24, (1), 29-42 - abstract (pdf)
Beverley Ruddock Ruddock, B. and Cameron, R,J. (2010) Spirituality in children and young people: a suitable topic for eductional psychologists? Educational Pychology in Practice. 26, (1), 25-34 - abstract (pdf)
Michelle Sancho Sancho, M. & Cline, T. (2012). Fostering a sense of belonging and community as children start a new school. Educational & Child Psychology, 29, (1), 61-71 - abstract (pdf)
Sandy Tahan Tahan, S., Cline, T. and Messaoud-Galusi, S. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in Egypt. Reading and Writing. Online first: DOI 10.1007/s11145-011-9301-3 - abstract (pdf)
Louise Tuersley-Dixon Tuersley-Dixon, L. & Frederickson, N. (2010). The evidence base for conductive education. Educational Psychology in Practice, 26, (4), 353-373 - abstract (pdf)

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