Publications and Theses
Please see below a list of research articles and doctoral theses written by EPSS Professionals, some of which are freely available via a clickable link. If you would like to access any other articles, please get in touch.
Indicative publications of EPSS professionals
Ackerley, S., & Bunn, H. (2018). Research in Brief: Changing school culture and practices – an action research project with soft system methodology used by educational psychology. Debate, Edition 169, December 2018. British Psychological Society, Division of Education and Child Psychology. Further information about the research
Boesley, L., & Crane, L. (2018). ‘Forget the Health and Care and just call them Education Plans’: SENCOs’ perspectives on Education, Health and Care plans. Journal of Research in Special Educational Needs, doi: 10.1111/1471-3802.12416.
Bunn, H. (2015). Research in Brief: Complex Medical Conditions – Issues for
Parents and what can be done in Practice? Debate, Edition 154, March 2015. British Psychological Society, Division of Educational and Child Psychology.
Winter, S., Bunn, H. (under review) Work to be done? A survey of educational psychologists exploring their contribution to special schools for profound and multiple learning difficulties. Submitted to Educational Psychology in Practice
Bunn, H & Robinson, M. (2017). Children with complex medical conditions and their school experiences – a tentative model. DECP Debate, 165
Bunn, H, Davis, D & Speed, E (2017). High school transition – an intervention that empowers children with special educational needs and improves school practice. Support for Learning, 32 (3)
Robinson, N., Bunn, H. & Gersch, I. (2017). A preliminary study on using the “Little Box of Big Questions (2012)” for children with social, emotional, behavioural and moderate learning needs. Educational Psychology Research and Practice, 3(2)
Finger-Berry, B. (2017) Initial impact and young people’s views on a PSHE mental health teaching programme. Mental Health in Schools, Carnegie School of Education/Leeds University, December 2017
Hammond, N. (forthcoming). Social Theatre for Social Change: The
Relevance of Performance in Educational Psychology. In Billington, T., Goodley, D., Williams, T. (eds.). Critical Educational Psychology. London, UK: BPS Wiley/Blackwell.
Hammond, N. (2015). Forum Theatre for Children: Enhancing Social,
Emotional and Creative Development. London, UK: Trentham Books / Institute of Education Press.
Hammond, N. (2015a). Making a Drama out of Transition: Challenges and
Opportunities at Times of Change. Research Papers in Education.
Hammond, N. (2013). Introducing Forum Theatre to Elicit and Advocate
Children’s Views. Educational Psychology in Practice, 29, 1, 1 – 18.
Hammond, N. (2013a). Re-Thinking the use of the Arts in Applied Psychology.
Assessment and Development Matters, 5, 1.
Hammond, N. (2013b). Developing a Community Psychology Service in one
Local Community through a Practitioner-Researcher Pilot Study. Educational and Child Psychology, 30, 1, 50 – 60.
Hampton, L., Roberts, W., Hammond, N., and Carvalho, A. (2010). Evaluating
the Impact of Rtime: An Intervention for Schools That Aims to Develop
Relationships, Raise Enjoyment and Reduce Bullying. Educational and Child Psychology, 27, 1, 35 – 51.
Hatfield, S. (2014). Safeguarding the Safeguarders: Supporting workers with
children who sexually abuse peers. Educational and Child Psychology, 31, 3, 33-41.
James, A. and Leyden, G. (2010). A Grounded Theory Study of ‘Circle of
Friends’ groups: The Power of the Set-up Meeting as a Tool for Opening the Social Field for Isolated Children in Schools. Educational and Child Psychology, 25, 1, 48-59.
Kimber, L. (2014). Research in Brief: Exploring Young People’s Experiences
of a Placement in Specialist Educational Provision for Behaviour, Emotional and Social Difficulties. Debate, Edition 153, December 2014. British Psychological Society, Division of Educational and Child Psychology.
Indicative doctoral thesis titles of EPSS professionals
Ackerley, S. (2017). The views of young people with an autism spectrum disorder on their experience of secondary school. DEdCPsy thesis, University of East London, UK. Further information about the research
Fields, K. (2009). Advocacy for Children with Learning Difficulties and
Communication Support Needs – The use of Peer Advocates and the Effects of the Role of the Advocate. DEdCPsy thesis, University of East London, UK. Further information about the research
Finger-Berry, B. (2015). Death of a School Friend – How Young People Cope and What Helps.
EdD thesis, University of East Anglia, Norwich, UK.
Halcrow, P. (2014). “Some children, you know, physically so deformed, that it’s scary” : an interpretative approach to exploring the experiences of Teaching Assistants working in a special school for pupils with severe, profound and multiple learning difficulties. D.Ch.Ed.Psych thesis, Tavistock and Portman NHS, validated by the University of Essex, UK. Further information about the research
Hammond, N. (2011). A Case Study on Implementing Forum Theatre: Eliciting
Views and Explaining Processes. DEdCPsy thesis, University of Sheffield, UK.
Kimber, L. (2014). Exploring Young People’s Experiences of a Placement in
Specialist Educational Provision for Behaviour, Emotional and Social Difficulties. DEdCPsy thesis, University of East London, UK. Further information about the research
Mann, I. (2019). The Barrier of Negative Thinking: Comparing Cognitive Errors and Attributional Style in Weak and Able Readers. DEdPsy thesis, University College London, UK. Further information about the research
Thatcher, J. (2011). An Exploration of the Views and Experiences of Children
with Specific Learning Difficulties/Dyslexia as Consumers of Special Educational Provision and of their Parents and Professionals. Further information about the research
Turner, G. (2019). An Exploration of Secondary School Pupils’ Experiences of Managed Moves using a Resiliency Framework. DEdCPsy thesis, University of East London, UK. Further information about the research
Speed, E. (2019). Unequal perceptions of school subject value: exploring Key Stage 3 students’ value attribution patterns and the psychological impact. DEdCPsy thesis, University of East London, UK. Further information about the research