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. http://onlinelibrary.wiley.com/doi/10.1002/icd.696/pdf

Ali, S. & Frederickson, N. (2006). Investigating the Evidence Base of Social Stories. Educational Psychology in Practice, 22(4), 355 ‐ 377. Abstract

Dunsmuir, S., Birch, S. & Dewey, J. (2019). Children’s 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’Sullivan, S. & Birch, S. (2014). Including students with challenging behaviour: A focus on the implementation of individualised support. In O’Donnell, 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 – 68. Available at: http://www.tandfonline.com/doi/abs/10.1080/02667360124189

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: http://www.tandfonline.com/doi/pdf/10.1080/02667363.2013.808606?needAccess=true

Booker, R. (2012) Leadership in Children’s Services. Children and Society. 26, 394-405. Available at:http://onlinelibrary.wiley.com/doi/10.1111/j.1099-0860.2011.00355.x/abstract

Booker, R. (2005) Integrated children’s services: implications for the profession. Educational and Child Psychology. 22, 127-142

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. abstract

Cline, T, Gulliford A. and Birch, S. (2015). Educational Psychology. Second edition. London: Hodder Arnold. abstract

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: http://www.tandfonline.com/doi/abs/10.1080/02667363.2015.1051660

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: http://www.tandfonline.com/doi/full/10.1080/10720537.2014.923354

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: http://www.tandfonline.com/doi/full/10.1080/02667363.2014.988327

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’Dell, 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’ and teachers’ 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’Dell, L. (2017). Child language brokers’ 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.

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 (‘laughing gas’) are moderated by impulsivity and depressive symptoms in healthy volunteers. International Journal of Neuropsychopharmacology. https://doi.org/10.1093/ijnp/pyab009

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., … Barkhof, F. (2021). Automated quantitative MRI volumetry reports support diagnostic interpretation in dementia: a multi-rater, clinical accuracy study. European Radiology, 1–12. https://doi.org/10.1007/s00330-020-07455-8

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., Bargallό, N., Sanchez, E., Bisdas, S., White, M., Ourselin, S., Winston, G. P., Duncan, J. S., … Barkhof, F. (2021). Clinical evaluation of automated quantitative MRI reports for assessment of hippocampal sclerosis. European Radiology, 31(1), 34–44. https://doi.org/10.1007/s00330-020-07075-2

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). https://doi.org/10.1017/S003329171900312X

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, 1–11. https://doi.org/10.1017/S0033291720001531

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), 1148–1155. https://doi.org/10.1017/S0033291719001028

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. https://doi.org/10.1038/s41467-019-13162-w

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. https://doi.org/10.1016/j.copsyc.2019.03.001 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. doi: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), 828–840. ^{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 ‘sub-clinical’ studies. Psychopharmacology, 235(9), 2507–2527. ^{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 ‘amotivational’ 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 ‘ecstasy’ 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 ‘know’: 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 Β-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– 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

Dunsmuir, S., Birch, S. & Dewey, J. (2019). Children’s 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: http://files.eric.ed.gov/fulltext/EJ1061091.pdf

Dewey, J & 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 (2), 329-51. Available at: http://onlinelibrary.wiley.com/doi/10.1348/000709908X344754/abstract

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. https://www.tandfonline.com/doi/full/10.1080/10474412.2022.2090949

Roskam, I., Gallée, 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., César, F., Chen, B., Dorard, G., Elias, L., Dunsmuir, S… Mikolajczak, M. (2022). Gender Equality and Maternal Burnout: a 40-country Study. Journal of Cross Cultural Psychology, 53(2) 157–178. https://doi.org/10.1177/00220221211072813

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., César, F., Bhen, B. B., Dorard, G., Dunsmuir, S.,… Mikolajczak, M. (2021). Parental burnout around the globe: A 42-country study. Affective Science. https://doi.org/10.1007/s42761-020-00028-4

2020

O’Connor, 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. https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjop.12468

2019

Dunsmuir, S., Birch, S. & Dewey, J. (2019). Children’s 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’s Oral and Written Language Abilities and Self-Perception, Reading & Writing Quarterly, DOI: 10.1080/10573569.2018.1521757 Available at: https://www.tandfonline.com/doi/full/10.1080/10573569.2018.1521757

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: https://doi.org/10.1016/j.evalprogplan.2018.01.007

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 http://www.tandfonline.com/eprint/Tu75f2E9iuCbm4ve5EiC/full

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 Press

2016

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’ 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: http://bmjopen.bmj.com/content/6/6/e011982.full.pdf+html

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: http://www.sciencedirect.com/science/article/pii/S0094730X16300146

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: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4932281/

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 ‘FRIENDS for Life’ 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: http://onlinelibrary.wiley.com/doi/10.1111/camh.12030/epdf

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: http://www.sciencedirect.com/science/article/pii/S1075293514000385

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. https://www.researchgate.net/publication/304673556_Current_Trends_in_Educational_Psychology_Supervision_in_the_UK

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: http://discovery.ucl.ac.uk/1472419/1/1-s2.0-S0165032715300689-main.pdf

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: http://www.tandfonline.com/doi/pdf/10.1080/1034912X.2015.1046818

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: https://www.escholar.manchester.ac.uk/api/datastream?publicationPid=uk-ac-man-scw:263341&datastreamId=POST-PEER-REVIEW-PUBLISHERS.PDF

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: http://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-015-1706-5

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: http://www.sciencedirect.com/science/article/pii/S009174351400509X

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’Sullivan, S. (2014). The development and evaluation of the Writing Assessment Measure (WAM) to assess children's narrative writing. Assessing Writing, 23, 1–18.

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 ‘FRIENDS for Life’ 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’ 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’s 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 Society

2009

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’s 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’s Mental Health & Psychological Wellbeing. Chiswick, London: GL Assessment

Frederickson, N. and Dunsmuir, S. (2009) (Eds.) Measures of Children’s 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), 53-70

2008

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, 10-19

2006

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), 125-140

2005

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, 5-6

2004

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), 37-57

2003

Dunsmuir, S. & Clifford, V. (2003). Children’s Writing and the use of ICT. Educational Psychology in Practice, 19(3), 171-187

2001

Frederickson, N. & Dunsmuir, S. (2001). Early Attitudes Test (Revised). London: Educational Psychology Publishing, University College London

1999

Dunsmuir, S. & Turner, M. (1999). Memory and Listening Comprehension. In N. Frederickson and S. Cameron (Eds.) Psychology in Education Portfolio. Windsor: NFER-Nelson

1998

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)

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.

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. http://doi.org/10.1177/0143034320961130/ 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. http://doi.org/10.1111/cch.12764

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’Connor, 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 http://doi.org/10.1080/13632752.2019.1625246.

O’Connor, 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: http://link.springer.com/article/10.1007/s10212-016-0321-x

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: http://files.eric.ed.gov/fulltext/EJ1061091.pdf

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: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4118944/pdf

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’s 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’ own stress reactions. Educational Psychology in Practice. Vol 24, 2. Available at: http://www.tandfonline.com/doi/pdf/10.1080/02667360802019123

Hayes, B., Hindle, S. & Withington, P. (2007) Strategies for developing positive behaviour management. Educational Psychology in Practice. 23,2. Available at: http://www.tandfonline.com/doi/pdf/10.1080/02667360701320861

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.

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

Dunsmuir, S., Frederickson, N. & Lang, J. (2017). Meeting Current Challenges in School Psychology Training: The Role of Problem Based Learning School Psychology Review.

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.

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 Available at: http://www.tandfonline.com/doi/pdf/10.1080/02667363.2015.1004038?needAccess=true

Dunsmuir, S., Lang, J. & Leadbetter, J. (2015). Current trends in educational psychology supervision in the UK. Educational & Child Psychology, 32 (3) 8-21.

Keay, A., Lang, J. & Frederickson, N. (2015). Comprehensive support for peer relationships at secondary transition. Educational Psychology in Practice, 31 (3) 279-292. doi: 10.1080/02667363.2015.1052046 Available at: http://www.tandfonline.com/doi/full/10.1080/02667363.2015.1052046

Hill, E L., Jones, A. P., Lang, J., Yarker, J. & Patterson, A. (2014). Employment experiences of parents of children with ASD or ADHD: An exploratory study. International Journal of Developmental Disabilities, pp. 1-13. Available at: http://www.tandfonline.com/doi/abs/10.1179/2047387714Y.0000000037

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. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1471-3802.2010.01145.x/full

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. Available at: http://www.tandfonline.com/doi/pdf/10.1080/02667360802256824?needAccess=true

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. Available at: http://www.tandfonline.com/doi/pdf/10.1080/1360311032000159456?needAccess=true

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

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). ‘They won’t let me back.’ Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs). Emotional and Behavioural Difficulties Available at: http://www.tandfonline.com/doi/abs/10.1080/13632752.2017.1347364

Gavin Morgan (2016) Organisational change: a solution-focused approach, Educational Psychology in Practice, 32:2, 133-144, DOI: 10.1080/02667363.2015.1125855 http://www.tandfonline.com/doi/full/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 http://www.tandfonline.com/doi/full/10.1080/02667363.2016.1225192

Vivash, J. and Morgan, G. (2019) The Role of Educational Psychologists in Fuelling the Narrative of the “Velcro TA”. Frontiers in Education. 4:66. doi: 10.3389/feduc.2019.00066

McDonald, I. and Morgan, G. (2019): Same-sex parents’ experiences of schools in England, Journal of GLBT Family Studies, DOI: 10.1080/1550428X.2019.1568336

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., Pérez-Díaz P. A., Mao Y. & Petrides K. V. (2018). A multilevel model of teachers’ 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 Psicodidáctica (English ed.), 23, 77-85.

Petrides, K. V. & Mavroveli, S. (2018). Theory and applications of trait emotional intelligence. Ψυχολογια (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–Adolescent 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). “Putting on my best normal”: 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., Gómez, M. G., Pérez‐González, 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–Adolescent Short Form (TEIQue–ASF). 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: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5093381/pdf/bmjopen-2016-012236.pdf

Siegling, A. B., Vesely, A. K., Petrides, K. V., & Saklofske, D. H. (2016). Correction to: Incremental Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF). Journal of Personality Assessment, 1-?. doi:10.1080/00223891.2016.1181957. Available at: http://www.tandfonline.com/doi/abs/10.1080/00223891.2016.1181957

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: http://discovery.ucl.ac.uk/1523261/1/Petrides_Emotion%20Review%202015.R2.pdf

Siegling, A. B., & Petrides, K. V. (2016). Drive: Theory and construct validation. Plos One, 11 (7). doi:10.1371/journal.pone.0157295. Available at: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0157295

Petrides, K. V. (2016). Four Thoughts on Trait Emotional Intelligence. Emotion Review, 8 (4), 345. doi:10.1177/1754073916650504. Available at: http://discovery.ucl.ac.uk/1528819/3/Petrides_Emotion%20Review%20-%20Response%20to%20Commentaries%20-%20Final%202.pdf

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: http://www.sciencedirect.com/science/article/pii/S0191886916302872

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: http://www.sciencedirect.com/science/article/pii/S0191886912001079

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: http://www.sciencedirect.com/science/article/pii/S0191886916303580

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: http://discovery.ucl.ac.uk/1502382/3/Petrides_Medicine%20Ms%20final.pdf

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: http://ac.els-cdn.com/S0191886914001342/1-s2.0-S0191886914001342-main.pdf?_tid=eced0c2c-bbb2-11e6-83b9-00000aab0f27&acdnat=1481028963_1e7623391d64237de14d32135522355a

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: goo.gl/gYWilh

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: http://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0153073&type=printable

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: http://discovery.ucl.ac.uk/1464255/1/per1976.pdf

Siegling, A. B. (2015). Facet Benchmarking: A psychometric method for refining multi-faceted assessment instruments (Doctoral dissertation). University College London. Available at: goo.gl/g1LJrQ

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: http://discovery.ucl.ac.uk/1466814/1/journal.pone.0121978.pdf

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: http://www.tandfonline.com/doi/pdf/10.1080/00223891.2016.1181957?needAccess=true

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: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/36E491311BA50981F059165CBC46E060/S1832427414000875a.pdf/div-class-title-on-the-genetic-and-environmental-correlations-between-trait-emotional-intelligence-and-vocational-interest-factors-div.pdf

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: http://discovery.ucl.ac.uk/1475183/3/Petrides_1475183_JPA-2015-056.R2-SKHedits.pdf

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: http://ac.els-cdn.com/S0191886914005340/1-s2.0-S0191886914005340-main.pdf?_tid=fc03f21c-bbb1-11e6-9c67-00000aab0f27&acdnat=1481028559_483ee76546ed466f21cffb710beda491

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: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4361496/pdf/10.1177_0734282914550385.pdf

Starbuck, J. (2015). Attribution Theory. In, Hopkins, B. (Ed). Restorative Theory and Practice: Ways of Understanding How Restorative Practice Works. Jessica Kingsley Publishers.

Starbuck, J. (2013). Parents as Partners – how you can help to get parents on side. School Governor Update.

Swinson, J. and Stringer, P.H. (in press). How to become an educational psychologist. Abingdon: Taylor and Francis.

Hayes, M. and Stringer, P.H. (2016). Introducing Farouk’s process consultation group approach in Irish primary schools. Educational Psychology in Practice, 32, (2), 145-162. Available at: http://www.tandfonline.com/doi/pdf/10.1080/02667363.2015.1129939?needAccess=true

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’s 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: http://andycmiller.co.uk/acm/wp-content/uploads/phil-article.pdf

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.

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.

Greenaway, R. & Ungar, S. (in press). 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., Ochaíta, 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., Ochaíta, 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.

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: http://www.tandfonline.com/doi/pdf/10.1179/2047387713Y.0000000025

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: http://link.springer.com/article/10.1007/s10212-016-0321-x

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 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), 731–736. Available at: http://doi.org/10.1073/pnas.1414550112

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 Nicól 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: http://www.tandfonline.com/doi/abs/10.1080/1034912X.2015.1046818

Dr Shane Gallagher (DECPsy 07-10) - Gallagher, S. & Dunsmuir, S. (2014). Threats Among the “Always-On” Generation: Cyberbully Identification in a Secondary School in the United Kingdom. International Journal of School & Educational Psychology (2)1. Available at: http://www.tandfonline.com/doi/abs/10.1080/21683603.2013.854188

Dr Emma Gore-Langton (DECPsy 10-13) - Gore-Langton. E., & Frederickson, N. Parents’ experiences of professionals’ involvement for children with Pathological Demand Avoidance. International Journal of Developmental Disabilities Available at: http://www.tandfonline.com/doi/abs/10.1080/20473869.2016.1204743

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: http://onlinelibrary.wiley.com/doi/10.1111/1471-3802.12081/abstract

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). ‘They won’t let me back.’ Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs). Emotional and Behavioural Difficulties Available at: http://www.tandfonline.com/doi/abs/10.1080/13632752.2017.1347364

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: http://www.tandfonline.com/doi/full/10.1080/02667363.2015.1052046

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: http://discovery.ucl.ac.uk/1394896/1/10.1080-01443410.2013.785052.pdf

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: http://www.tandfonline.com/doi/abs/10.1080/13632752.2013.801112

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: http://www.tandfonline.com/doi/abs/10.1080/02667363.2016.1193478

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: http://www.sciencedirect.com/science/article/pii/S0140197116300094

Dr Kim O'Connor (DECPsy 13-16) - O’Connor, 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: http://search.proquest.com/docview/1356441059?OpenUrlRefId=info:xri/sid:primo&accountid=14511

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: http://www.tandfonline.com/doi/pdf/10.1080/01443410.2012.730323

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: http://onlinelibrary.wiley.com/doi/10.1111/camh.12030/abstract

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)223–239. 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).

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)	The differential impact of teachers and teaching assistants (TAs) on academic progress: What role does autonomy support play?
Dr Nikki Collingwood (13-16 graduate)	Thinking Your Problems Away: Impact of an affective & metacognitive maths intervention on primary school pupils
Dr Alicia Crane (12-15 graduate)	The use of technical terms in exemplar EP reports and factors affecting trainee teachers' and Newly Qualified Teachers' (NQTs') access of the language used
Dr Suriya Daya (13-16 graduate)	The Unheard Voices of Black Caribbean Boys on Education
Dr Lacretia Loke (13-16 graduate)	Using a CBT Approach to Teach Social Skills to Adolescents with High - Functioning Autism: Evaluating Changes Through A Multiple Baseline Design
Dr Leanna Lopez (11-14 graduate)	Resilience, stress and perceptions of school based support of young people managing Diabetes in school
Dr Abigail Miranda (13-16 graduate)	A Literacy Intervention for Young Offenders and Subsequent Changes in Resilience: A Case-Series.
Dr Charlotte Moss (14-17 graduate)	Click 4 Help - The impact of a unique online cognitive behavioural group intervention to support young people with anxiety.
Dr Sarah Musgrave (14-17 graduate)	Talking and Working Together Collaboratively: How Children's Verbal Dialogue Contributes to Problem-solving and Cognitive Development.
Dr Meadbh Ni Fhoighil (12-15 graduate)	What factors influence teachers' acceptance of evidence-based interventions?
Dr Juliet O'Callaghan (14-17 graduate)	An exploration of the impact of process praise on maths theories of intelligence.
Dr Kim O’Connor (13-16 graduate)	Are Social Stories an Effective Intervention for Children with Communication and Behaviour Difficulties?
Dr Brigid O’Leary (13-16 graduate)	Are Social Stories an Effective Intervention for Children with Communication and Behaviour Difficulties?
Dr Amy Phipps (13-16 graduate)	Mindfulness in Schools: Exploring the Impact on Internalising Difficulties, the Role of Home Practice and the Mechanisms of Psychological Change
Dr Emma Sheffield (12-15 graduate)	Labels of SEN: The perceptions and experiences of young people with a Behavioural, Emotional & Social Difficulty
Dr Rachel Standen (13-16 graduate)	Childhood Epilepsy and School: A Study into the Factors Affecting Inclusion
Dr Carla Steytler (14-17 graduate)	An exploration of the change experienced by children and their families whilst attending a therapeutic alternative provision.
Dr Catherine Wright (14-17 graduate)	The Effect of Storytelling at School on Children's Oral and Written Language Abilities, and School Connectedness
Dr Josie Bainton (15-18 graduate)	An exploration of the sleep needs, experiences and perspectives of adolescents who have been excluded from mainstream education
Dr Trudy Kearney (15-18 graduate)	Perfectionism in a UK Secondary School: The Relationship with Anxiety and Depression, and how Pupil Views can Inform Intervention.
Dr Cathryn Neesam (15-18 graduate)	What do young people think about their labels of literacy difficulty? The relationship between label views, self-concept and attributional style.
Dr Bonita Liang (16-19 graduate)	Exploring the anxiety experience of adolescents with autism (aged 11 – 18) in a mainstream secondary school
Dr Emma Watson (16-19 graduate)	Can Solution Focused Interventions be Delivered by Non-Specialist Practitioners in Schools to Support Pupils with their Behaviour?
Dr Chris Rogers (16-19 graduate)	A parent’s role in supporting an adolescent’s reintegration from an alternative provision. Factors impacting parental engagement.
Dr Samantha Hinds (16-19 graduate)	Secondary and Middle School Teachers’ Perceptions of Their Role in promoting Hope and Aspiration
Dr Enrique Childress (18-21 graduate)	When Punishment Doesn’t Work, What Does?:The Power of Relationship building and Joint Problem-Solving for Secondary students at risk of school exclusion
Dr Sanjeev Lakhanpaul (18-21 graduate)	Becoming a Person: Young People’s 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)	Metacognition in Secondary Science: Developing, piloting and reviewing a metacognitive intervention for pupil premium students in secondary science.
Dr James Redburn (19-22 graduate)	“It's Hard Not to Use It”:The Value of a Workbook when Delivering CBT to Young People
Dr Zahra Oumar (19-22 graduate)	‘I had never heard of autism before’The experiences of East African immigrant parents of autistic childrenin the UK
Dr Kamaria Fleary (19-22 graduate)	Black fathers’ experiences of parental involvement with their adolescent’s school educationin the UK

Dr Rebecca Ashton (DEdPsy 2016 graduate) - Ashton, R. (2016). A framework for assessment of children’s social competence, with particular focus on children with brain injuries. Applied Neuropsychology: Child. Available at: http://www.tandfonline.com/doi/abs/10.1080/21622965.2016.1261701

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: http://www.ojep.org/ojs-2.4.2/index.php/Ojep/article/view/3/1

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: http://www.tandfonline.com/doi/full/10.1080/02667363.2015.1051660

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: http://dx.doi.org/10.1080/02667363.2017.1279127

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: http://www.tandfonline.com/doi/full/10.1080/02667363.2015.1129939

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: http://www.tandfonline.com/doi/abs/10.1080/02667363.2014.988327

Dr Maureen Liepens (DEdPsy 2007 graduate) - Liepens, M., & Cline, T. (2013). Investigating primary school children’s 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: http://www.emeraldinsight.com/doi/pdfplus/10.1108/17596591211270707

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: http://journals.sagepub.com/doi/abs/10.1177/0265659011414276

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 © 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: http://www.tandfonline.com/doi/full/10.1080/02667363.2013.820173?mobileUi=0

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: http://www.tandfonline.com/doi/abs/10.1179/2047387715Y.0000000011

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: http://www.tandfonline.com/doi/pdf/10.1080/13632752.2014.964084

DECP Conference - London 2016. "Antidotes to Labelling"

This symposium was based on the premise that educational psychologists are at the vanguard of any movement that opposes labelling and urges a fair and respectful understanding of a child or young person and their circumstances. To this end, educational psychologists employ many ways of intervening to ensure better inclusive outcomes. This range of possibilities is illustrated by the presentations in this symposium.

Following an overview of the theme by Phil Stringer, Jane Williams’ presentation outlined how she had developed a personal construct psychology technique (My Ideal School) to investigate ways of enabling children who are often not thought able to communicate their views to do just that. Here, children who have been described as having autistic spectrum needs were enabled to express thoughts, fears and wishes about school. Jess Chiappella’s presentation considered an inclusive intervention, Nurture Groups. Students showing vulnerability in secondary schools are frequently labelled and scapegoated. A nurture group approach undoubtedly plays a part in reframing the attitudes, attributions and expectations of all members of a school community. The final presentation, by Rachael Green focussed on dynamic assessment, an anti-labelling approach rooted in identifying how best to create an environment to help a learner succeed. The research reported, with its emphasis on educational psychologists’ competencies, made an important contribution to the question of why dynamic assessment continues to sit outside routine practice.

As questions and discussion at the end of the symposium highlighted, the presentations provided quite different antidotes to labelling and exclusion practices: interventions that can give children voice, offer hope to marginalised secondary school students, and point the way to inclusive assessment practice.

Symposium overview - Dr Phil Stringer, UCL
Paper 1: Using the Ideal School Drawing Technique to seek the views of children with an autism spectrum disorder (Dr Jane Williams, Borough of Dudley and DEdPsy 2014 graduate)
Paper 2: Part-time Secondary School Nurture Groups: An analysis of participant outcomes and possible mechanisms of change (Dr Jessamine Chiappella, Buckinghamshire County Council and DEdPsy 2014 graduate)
Paper 3: Quality Dynamic Assessment: Using the Delphi Technique to identify the competencies needed for effective Dynamic Assessment (Dr Rachael Green, Head Ways Psychology and DEdPsy 2016 graduate)