RESEARCH DEPARTMENT OF CLINICAL, EDUCATIONAL & HEALTH PSYCHOLOGY
EDUCATIONAL PSYCHOLOGY GROUP

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Professor Norah Frederickson

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Authored Books

Frederickson, N. & Cline, T (2002). Special Educational Needs, Inclusion and Diversity: A Textbook. 520pp. Buckingham: Open University Press.

Frederickson, N., Miller A. & Cline, T (2008). Educational Psychology. 282pp. London: Hodder Arnold.


Frederickson, N. & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity: A Textbook. 648pp. London: 2nd edition. Maidenhead: Open University Press.


Edited Books

Jones, N. & Frederickson, N. (Eds.) (1990) Refocusing Educational Psychology. 224pp. London: Falmer Press.

Frederickson, N. (Ed.) (1990) Soft Systems Methodology: Practical Approaches in Work with Schools. 101pp. London: Educational Psychology Publishing.

Frederickson, N., Hinton, S., Reason, R. & Wright, A. (Eds.) (1991) Developing Self Discipline. 127pp. London: Educational Psychology Publishing.

Frederickson, N. & Cline T. (Eds.) (1996) Assessing the Learning Environment of Pupils with Special Educational Needs. 94pp. London: Educational Psychology Publishing.

Cline, T. & Frederickson, N. (Eds.) (1996) Curriculum Related Assessment, Cummins and Bilingual Children. 147pp. Avon: Multilingual Matters.


Chapters in Books

Frederickson, N. (1988) Continuing professional education: Towards a framework for development. In Jones, N & Sawyer, J. (Eds.) Management and the Psychology of Schooling (pp.118-140). London: Falmer Press.

Frederickson, N. (1990) Systems approaches in educational psychology practice. In Jones, N. & Frederickson, N. (Eds.) (1990) Refocusing Educational Psychology (pp.130-164). London: Falmer Press.

Frederickson, N. (1990) Introduction to Soft Systems Methodology and its application in work with schools. In Frederickson, N. (Ed.) Soft Systems Methodology: Practical Approaches in Work with Schools (pp.1-10). London: Educational Psychology Publishing.

Pettersen, J. & Frederickson, N. (1990) The Mandeville Project: Soft Systems Methodology as an approach to school self review. Frederickson, N. (Ed.) Soft Systems Methodology: Practical Approaches in Work with Schools (pp.67-80). London: Educational Psychology Publishing.

Frederickson, N. (1990) Soft Systems Methodology and the evaluation of LEA provision. Frederickson, N. (Ed.) Soft Systems Methodology: Practical Approaches in Work with Schools (pp.81-88). London: Educational Psychology Publishing.

Frederickson, N. (1991) Social Competence. In Frederickson, N., Hinton, S., Reason, R. & Wright, A. (Eds.) Developing Self-Discipline (pp.1-33). London: Educational Psychology Publishing.

Frederickson, N. (1991) Children can be so cruel: Helping the rejected child. In Lindsay, G. & Miller, A. (Eds.) Psychological Services for Primary Schools (pp.97-116). London: Longman.

Frederickson, N. (1992) Curriculum based assessment. In Cline, T. (Ed.) The Assessment of Special Educational Needs: International Perspectives (pp.147-167). London: Routledge.

Frederickson, N. (1993) Using Soft Systems Methodology to rethink special educational needs. In Dyson, A. & Gains, C. (Eds.) Rethinking Special Needs in Mainstream Schools: Towards the Year 2000 (pp.1-21). London: David Fulton.

Reason, R & Frederickson, N. (1996) Discrepancy definitions or phonological assessment? In G. Reed (Ed.) Dimensions of Dyslexia (pp.41-58). Edinburgh: Moray House Publications.

Frederickson, J. & Frederickson, N. (1997) The integration of systemic and scientific thinking in the development of an innovative process for environmental management. In Stowell, F.A., Ison, R.L., Armson, R., Holloway, J., Jackson, S. & McRobb, S. Systems for Sustainability: People, Organisations and Environments (pp.43-49). London: Plenum Press.

Miller, A., & Frederickson, N. (2006). Generalisable Findings and Idiographic Problems: Struggles and Successes for Educational Psychologists as Scientist-Practitioners. In D. Lane & S. Corrie, (eds) The Modern Scientist-Practitioner: Practical Approaches to Guide how Professional Psychologists Think. (pp.103-118). London: Routledge.

Monsen, J.J., & Frederickson, N. (2008). The Monsen et al. problem solving model ten years on. The problem analysis framework: A guide to decision making, problem solving and action within applied psychological practice. In B. Kelly, L. Wolfson & J. Boyle (eds.) Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners (pp. 69-93). London: Jessica Kingsley.

Frederickson, N (2010). Sociometric Methods. In I. Weiner & E Craighead (Eds.), Corsini's Encyclopedia of Psychology. Volume 4. New York: Wiley (pp.1672-1673).


Refereed Articles

Frederickson, N. & Haran, H. (1986) Portage evaluation and re-evaluation: A day nursery project. Educational Psychology in Practice, 1, (4), 159-165.

Frederickson, N. & Woolfson, H. (1987) Integration: the social dimension. Educational Psychology in Practice, 3, (2), 42-48.

Watts, P., Miller, A., Frederickson, N., Meyers, M. & Hart, D. (1988) Planning professional development 1: A framework and set of resource materials for a systematic approach. Educational Psychology in Practice, 4, (1), 4-12.

Miller, A., Watts, P., & Frederickson, N. (1988) Planning professional development 2: Case studies in implementation. Educational Psychology in Practice, 4, (2), 60-68.

Frederickson, N., & Wright, A. (1989) Effective inservice training. Educational & Child Psychology, 6, (3), 54-58.

Frederickson, N., & Simms, J. (1990) Teaching social skills to children: towards an integrated approach. Educational & Child Psychology, 7, (1), 5-17.

Frederickson, N. (1990) Systems approaches in educational psychology. Journal of Applied Systems Analysis, 17, 3-20.

Frederickson, N., Miller, A., & Watts, P. (1991) Identifying service development needs. Educational Psychology in Practice, 6, (3), 148-158.

Frederickson, N., Webster, A. & Wright, A. (1991) Psychological assessment: A change of emphasis. Educational Psychology in Practice, 7, 1, 20-29.

Frederickson, N. (1993) CRA: has it had its day? Educational & Child Psychology, 10, (4), 14-26.

Frederickson, N., & Reason, R. (1995) Discrepancy definitions of specific learning difficulties. Educational Psychology in Practice, 10, (4) 3-13.

Wilson, J., & Frederickson, N. (1995) Phonological awareness training: An evaluation. Educational and Child Psychology, 12, (1), 68-79.

Gallagher, A., & Frederickson, N. (1995). The Phonological Assessment Battery (PhAB): An initial assessment of its theoretical and practical utility. Educational and Child Psychology, 12, (1), 53-67.

Frederickson, N., & Reason, R. (1996) Phonology in perspective: A reply to Marianne Whittacker. Educational Psychology in Practice, 12, (2) 74-79.

Frederickson, N., & Wilson, J. (1996). Phonological awareness training: A new approach to phonics teaching. Dyslexia, 2, 101-120.

Lokke, C., Gersch, I., M’gadzah, H., & Frederickson, N. (1997). The resurrection of psychometrics: Fact or fiction? Educational Psychology in Practice, 12, (4), 222-233.

Frederickson, N., & Collins, R. (1997) The future of professional training: Views of aspiring entrants. Educational Psychology in Practice, 13, (3), 147-155.

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, (4), 234-249.

Frederickson, N., Cameron, R.J., Dunsmuir, S., Graham, B., & Monsen J. (1998) Professional Training in Educational Psychology: Then, Now and in the New Millennium. Educational and Child Psychology, Special edition on professional Training in educational psychology: The next 50 years, 2-16.

Frederickson, N. (1998). Causal Judgement and Explanation: A Practitioner Response to Denis Hilton. Educational and Child Psychology, 15, (2), 35-42.

Frederickson, N.L., & Furnham, A.F. (1998). Sociometric classification methods in school peer groups: A comparative investigation. Journal of Child Psychology and Psychiatry, 39, (6), 921-934.

Frederickson, N.L., & Frith, U (1998). Identifying dyslexia in bilingual children: A phonological approach with Inner London Sylheti speakers. Dyslexia, 4, 119-131.

Frederickson, N.L., & Furnham, A.F. (1998). Use of sociometric techniques to assess the social status of mainstreamed children with learning difficulties. Genetic, Social and General Psychology Monographs, 124, (4), 381-433.

Frederickson, N.L., & Furnham, A.F. (1998). Sociometric status group classification of mainstreamed children who have moderate learning difficulties: An investigation of personal and environmental factors. Journal of Educational Psychology, 90, (4), 772-783.

Brown, E., Frederickson, N., Iyadurai, S., Jackson, M., & Kynan S. (1998). Differences between children with specific learning difficulties (SpLD) and moderate learning difficulties (MLD) on the Phonological Assessment Battery. Educational and Child Psychology, 15, (4), 18-32.

Frederickson, N. (1999) The ACID Test: Or is it? Educational Psychology in Practice, 15, (1), 3-9.

Cline, T. & Frederickson, N. (1999) Identification and assessment of dyslexia in bi/multi-lingual children. International Journal of Bilingual Education and Bilingualism, 2, (2), 81-93.

Frederickson, N., Malcolm & Osborne, L.A. (1999) Teaching or other relevant experience with children. Educational Psychology in Practice, 15, (3) 146- 156.

Sharp, S., Frederickson, N. & Laws, K. (2000) Changing the profile of an educational psychology service. Educational and Child Psychology, 17, (1), 98-111.

Frederickson, N., Morris, S., Osborne, L. & Reed, P. (2000) Averting a recruitment crisis in educational psychology services: an investigation of psychology undergraduate perspectives on the profession. Educational Psychology in Practice, 16, (4) 405-429.

Bettle, S., Frederickson, N., & Sharp, S. (2001). Supporting schools in special measures: The contribution of educational psychology. Educational Psychology in Practice, 17, (1), 53-68.

Frederickson, N., Osborne, L. & Reed, P. (2001) Teaching experience and educational psychologists’ credibility with teachers: An empirical investigation. Educational Psychology in Practice, 17, (2), 93- 108.

Gersch, I., Kelly, C., Cohen, S., Daunt, S. and Frederickson, N. (2001) The Chingford Hall School Screening Project. Educational Psychology in Practice, 17, (2), 135-156.

Frederickson N.L. & Furnham, A.F. (2001) The long term stability of sociometric status classification: A longitudinal study of included pupils who have moderate learning difficulties and their mainstream peers. Journal of Child Psychology and Psychiatry, 42, (5), 581-592.

Blair, R.J.R., Monsen, J. and Frederickson. N. (2001) Moral reasoning and conduct problems in children with emotional and behavioural difficulties. Personality and Individual Differences, 31, 799-811.

Frederickson N. & Jacobs, S. (2002) Controllability attributions for academic performance and the perceived scholastic competence, global self-worth and achievement of children with dyslexia. School Psychology International, 23, (1), 127-142.

Monsen, J.J. & Frederickson, N. (2002) Consultant problem understanding as a function of training in interviewing to promote accessible reasoning. Journal of School Psychology, 40, (3), 197-212.

Frederickson, N. (2002) Evidence Based Practice and Educational Psychology. Educational and Child Psychology, 19, (3) 96-111.

Frederickson, N. & Turner, J. (2003) Utilizing the Classroom Peer Group to Address Children’s Social Needs. An Evaluation of the ‘Circle of Friends’ Intervention Approach. Journal of Special Education, 36, (4), 234-245.

Frederickson, N. (2003) Factors Influencing Recruitment in Educational Psychology. Educational Psychology in Practice, 19, (4), 305-317.

Petrides, K.V., Frederickson, N., & Furnham, A. (2004) The role of trait emotional intelligence in academic performance and deviant behavior at school. Journal of Personality and Individual Differences, 36, 277-293.

Frederickson, N., Dunsmuir, S., Lang, J., & Monsen, J.J. (2004). Mainstream-Special School Inclusion Partnerships: Pupil, Parent and Teacher Perspectives. International Journal of Inclusive Education, 8, (1) 37-57.

Frederickson, N., Osborne, L., & Reed, P. (2004) Judgments of inclusion by education service personnel: A multi-method approach. Educational Psychology, 24, (3), 263-290.

Monsen, J.J. & Frederickson, N. (2004) Teachers’ Attitudes Towards Mainstreaming and their Pupils’ Perceptions of their Classroom Learning Environment. Learning Environments Research, 7, 129-142.

Frederickson, N., & Furnham, A. (2004) The relationship between sociometric status and peer assessed behavioural characteristics of included pupils who have moderate learning difficulties and their classroom peers. British Journal of Educational Psychology, 74, (3), 391-410.

Petrides, K.V., Furnham, A., & Frederickson, N. (2004). Trait emotional intelligence. The Psychologist, 17, (10), 574-577.

Dunsmuir, S, Frederickson, N. & Lang, J. (2004). Building home-school trust. Educational and Child Psychology, 21, (4), 110-128.

Savage, R., Frederickson, N., Goodwin, R., Patni, U., Smith, N. & Tuersley, L. (2005) The relationships between rapid digit naming, phonological processing, motor automaticity and speech perception in poor, average and good readers and spellers. Journal of Learning Disabilities, 31, (1), 12-28.

Savage, R., Frederickson, N., Goodwin, R., Patni, U., Smith, N. & Tuersley, L. (2005) The relationships between rapid digit naming, phonological processing, motor automaticity and speech perception in poor, average and good readers and spellers. Journal of Learning Disabilities, 31, (1), 12-28.

Petrides, K. V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006).  Trait emotional intelligence and children’s peer relations at school.  Social Development, 15, (3), 537-547.

Savage, R., &  Frederickson, N. (2006). Beyond Phonology: What else is needed to describe the problems of below-average readers and spellers? Journal of Learning Disabilities, 39, (5), 399-413.

Ali, S., & Frederickson, N. (2006). Investigating the evidence base of social stories. Educational Psychology in Practice, 22, (4), 355-377.

Gibb, K., Tunbridge , D., Chua, A. , & Frederickson, N. (2007) Pathways to inclusion: Moving from special school to mainstream. Educational Psychology in Practice 23, (2), 109-127.

Frederickson, N., Simmonds, E., Evans, L., & Soulsby, C. (2007) Assessing Social and Affective Outcomes of Inclusion. British Journal of Special Education, 34, (2), 105-115.

Frederickson, N., & Petrides, K.V. (2008) Ethnic, gender, and socio-economic group differences in academic performance and secondary school selection: A longitudinal analysis. Learning and Individual Differences, 18, 144-151.

Frederickson, N., & Simmonds, E. (2008). Special Needs, Relationship Type and Distributive Justice Norms in Early and Later Years of Middle Childhood. Social Development, 17,(4), 1056-1073.

Hayes, B., & Frederickson, N. (2008). Providing psychological intervention following traumatic events. Understanding and managing psychologists’ own stress reactions. Educational Psychology in Practice, 24, (2), 91-104.

Cameron, R.J., Frederickson, N., Lunt, I., & Lang, J. (2008). Changing Professional Attitudes to Professional Doctorates in Educational Psychology. Educational Psychology in Practice, 24, (3), 251-267.

Kennedy, E.K., Frederickson, N., & Monsen, J. (2008). Do Educational Psychologists ‘walk the talk’ when consulting? Educational Psychology in Practice, 24, (3), 168-187.

Viding, E., Simmonds, E., Petrides, K.V., & Frederickson, N. (2009) The contribution of callous-unemotional traits and conduct problems to bullying in early adolescence, Journal of Child Psychology and Psychiatry, 50, (4), 471-481.

Frederickson, N. (2010). Bullying or Befriending? Children's responses to classmates with special needs. British Journal of Special Education, 37(1), 4-12.

Jones, A.P. & Frederickson, N. (2010). Multi-informant predictors of social inclusion for pupils with Autistic Spectrum Disorder attending mainstream school. Journal of Autism and Developmental Disorders, 40, 1094-1103. doi:10.1007/s10803-010-0957-3

Frederickson, N., Jones, A.P. & Lang, J. (2010). Inclusive provision options for students on the autistic spectrum? Journal of Research in Special Educational Needs, 10(2), 63-73.

Tuersley-Dixon, L. & Frederickson, N. (2010). The evidence base for conductive education. Educational Psychology in Practice, 26, 353-373. DOI: 10.1080/02667363.2010.521309

Ali, S. & Frederickson, N. The parenting dimensions of British Pakistani and White mothers of primary school children. Infant & Child Development, (2010), DOI: 10.1002/icd.696

Aljunied, M. & Frederickson, N. (2011). Cognitive indicators of different levels of special educational support needs in autism. Research in Autism Spectrum Disorders, 5, 368-376. doi:10.1016/j.rasd.2010.05.002

Petrides, K.V., & Frederickson, N. (2011) An application of belief-importance theory in the domain of academic achievement. British Journal of Educational Psychology, 81(1), 97-111.

Rice, F., Frederickson, N. & Seymour, J. (2011) Assessing pupil concerns about transition to secondary school. British Journal of Educational Psychology, 81, 244-263. DOI:10.1348/000709910X519333

Frederickson, N. & Petrides, K.V. (in press). Precursors and outcomes of school belonging among primary aged pupils. British Journal of Educational Psychology Monograph, Series II, No. 9

Viding, E., McCrory, E.J., Blakemore, S.J., & Frederickson, N. (2011) Behavioural problems and bullying at school: Can cognitive neuroscience shed new light on an old problem? Trends in Cognitive Sciences,15(7), 289-291. doi:10.1016/j.tics.2011.05.001

Aljunied, M. & Frederickson, N. (2011). Does central coherence affect the performance of children with autism in dynamic assessments? Autism, doi:10.1177/1362361311409960

Bloyce, J. & Frederickson, N. (2012). Intervening to improve the transfer to secondary school. Educational Psychology in Practice.28 (1), 1-18.

Frederickson, N. & Laurilard, D. (2012). Educational neuroscience: An introduction. British Journal of Educational Psychology Monograph, Series II, No. 8 1-8

Frederickson, N., Petrides, K.V. & Simmonds, E. (2012). Trait Emotional Intelligence as a Predictor of Socioemotional Outcomes in Early Adolescence. Personality and Individual Differences, 52(2) 323-328

Cole, R., Watson, S., Dosani, S., & Frederickson, N. (in press). An evaluation of a short-term, cognitive-behavioural intervention for primary age children with anger-related difficulties. School Psychology International.

Frederickson, N. & Petrides, K.V. (in press). Precursors and outcomes of school belonging among primary aged pupils. British Journal of Educational Psychology Monograph, Series II, No. 10

Pryce, S., & Frederickson, N. (in press). A mixed-methods exploration of an anti-bullying program launch. School Psychology International


Other Publications


Assessment Instruments

Frederickson, N., Frith, U., & Reason, R. (1997) Phonological Assessment Battery: Standardisation Edition. 123pp. Windsor: NFER-Nelson.

Frederickson, N. & Cameron, R.J. (1999) (Eds.) Psychology in Education Portfolio. 540pp. NFER-Nelson.

Frederickson, N. & Dunsmuir, S. (2009). (Eds). Measures of Children’s Mental Health and Psychological Wellbeing. London: Granada Learning.


Commissioned Reports

Frederickson, N. (1996). Buckinghamshire Named Person Training: Evaluation Report. 15pp. Unpublished report, Buckinghamshire County Council.

Frederickson, N. (1996). Optimising the Psychological Service in Birmingham. 33pp.Unpublished report, Birmingham City Council.

Reason, R., Frederickson, N., Heffernan, M., Martin. C., & Woods, K. (1999) Dyslexia, Literacy and Psychological Assessment. Report of a Working Party of the Division of Educational and Child Psychology. 124pp. Leicester: British Psychological Society.

Frederickson, N., Reed, P., Cameron, R.J., & Osborne, L. (2000). Buckinghamshire Pilot Project for the Greater Inclusion of Pupils with Special Educational Needs. Interim Monitoring and Evaluation Report. 32pp. Unpublished report, Buckinghamshire County Council.

Frederickson, N., Reed, P., Cameron, R.J., & Osborne, L. (2000). Buckinghamshire Pilot Project for the Greater Inclusion of Pupils with Special Educational Needs. Year 1 Monitoring and Evaluation Report, 79pp. Unpublished report, Buckinghamshire County Council.

Frederickson, N., Osborne, L., & Reed, P. (2001). Wokingham SEN Inclusion Project: Monitoring and Evaluation Report. 17pp. Unpublished report, Wokingham Council.

Frederickson, N. & Petrides, K.V. (2001). Buckinghamshire 11+ Selection Research: A report to the Director of Education. 25pp. Unpublished report, Buckinghamshire County Council.

Frederickson, N., Lang, J., & Dunsmuir, S. (2002). Kent Inclusion Project. External Evaluation Report. 25pp. Unpublished report, Kent County Council.

Frederickson, N., Reed, P., Osborne, L., & Dunsmuir, S. (2001). Buckinghamshire Pilot Project for the Greater Inclusion of Pupils with Special Educational Needs. Year 2 Monitoring and Evaluation Report. 57pp. Unpublished report, Buckinghamshire County Council.

Frederickson, N., Reed, P, & Osborne, L. (2002). Buckinghamshire Pilot Project for the Greater Inclusion of Pupils with Special Educational Needs. Year 3 Monitoring and Evaluation Report. 57pp. Unpublished report, Buckinghamshire County Council.

Jones, C., & Frederickson, N. (2002) Evaluation of Buckinghamshire’s Learning Support Centres. 33pp. Unpublished report, Buckinghamshire County Council.

Frederickson, N., Reed, P, & Haggard, P. (2003). Advanced Learning Sciences Intervention Study: Final Report. 14pp. Unpublished report, Advanced Learning Sciences Ltd.

Frederickson, N., & Lang, J. (2003). Mainstream Advice & Resource Service. External Evaluation Report. 55pp. Unpublished report, Kent County Council.

Frederickson, N. (2004). What Works for Children with Social, Emotional and Behavioural Difficulties? A Summary of the Conclusions of Recent Systematic Reviews in the UK. 9pp. Unpublished report for Hillingdon Local Education Authority.

Frederickson, N. & Lang, J. (2004). Counselling Provision in Harrow Schools. 65pp. Unpublished report, Harrow Children Services Department.

Frederickson, N., Swart, E., & Wissing, M. (2004). External Evaluation Report: University of Pretoria, Department of Educational Psychology. 39pp. Unpublished report, University of Pretoria.

Frederickson, N., Lang, J., & Cameron, S. (2004). Inclusion Team Project, 2003: External Evaluation Report. 54pp. Unpublished report, Buckinghamshire County Council.

Frederickson, N., Jones, A., & Lang, J. (2008). ASD Project Report and Technical Annex. 79pp Buckinghamshire County Council.

Wolpert, M., Fonagy, P., Frederickson, N., Day, C., Rutter, M., Humphrey, N, Vostanis, P., Meadows, P., Croudace, T., Tymms, P. & Brown, J. (2008). Review and recommendations for national policy for England for the use of mental health outcome measures with children and young people. 61pp. Report for Department of Children Schools and Families and Department of Health.

Humphrey, N., Wolpert, M., Aitken, J., Fonagy, P., Frederickson, N., et al. (2009), Systematic review of social and emotional skills measures for use with children and young people. 47pp. London: Report for Department of Children, Schools and Families and Department of Health.   

Booker, R., Frederickson, N., & Lang, J. (2009).  Local Delivery: Lessons Learned Review. 68pp. Buckinghamshire County Council.

Jones, A., Lang, J. & Frederickson, N. (2010). Westfield Project: Lets Get Smart. Interim Report. 38pp. Buckinghamshire County Council.

Dunsmuir, S., Lang, J. & Frederickson, N. (2011). Bradford TaMHS Evaluation Report. Bradford Council

Dunsmuir, S., Lang, J. & Frederickson, N. (2011). Harrow TaMHS Evaluation Report. Harrow Council.

Dunsmuir, S., Lang, J. & Frederickson, N. (2011). Milton Keynes TaMHS Evaluation Report. Milton Keynes Council.


Other Articles

Frederickson, N. (1987) Post experience training: the views of a regional sample of principal psychologists. Division of Educational and Child Psychology Newsletter, 25, 14-18.

Miller, A., Watts, P. & Frederickson, N. (1987) A set of resource materials for the professional development of educational psychologists. Division of Educational and Child Psychology Newsletter, 25, 14-18.

Frederickson, N. (1994) Continuing professional development: How does your service rate? Division of Educational and Child Psychology Newsletter, 62, 9-24.

Frederickson, N., Curran, P., Gersch, I., & Portsmouth, R. (1996). Training matters: Extending and improving professional training. Division of Educational and Child Psychology Newsletter, 73, 10-12.

Frederickson, N. (1997) Developments in training: A course director’s perspective. Division of Educational and Child Psychology Newsletter, 82, 25-36.

Frederickson, N. & Leadbetter, J. (1999) Influencing LEAs to support EdD developments. Division of Educational and Child Psychology Newsletter, 89, 47-52.

Frederickson, N. & Harrison-Jennings, B. (1999) Three-year initial training developments: Implications for practising EPs and CPD. Division of Educational and Child Psychology Newsletter, 89, 53-54.

Frederickson, N. (2005) Mobility of psychologists in the European Union: A question of ends and means? Commentary on papers by Lunt, Poortinga and Bartram and Roe. European Psychologist, 10(2), 112-113.

Frederickson, N. (2008) Research methods and educational psychologists as scientist practitioners: The contribution of Professor Andy Miller. DECP Debate, 129, 20-27.

Frederickson, N. (2010). Assessment of children's mental health and wellbeing. Assessment & Development Matters, 2(4), 24-26.

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