Selected Student and Staff Publications
Below is a list of selected publications from the Doctorate in Educational Psychology and the
Post Qualification Doctorate in Educational Psychology graduates.
2015
Bartle, D. (2015). Deception and delusion: The relational aspect of supervision explored
through Greek mythology. Educational & Child Psychology, 32(3). 41-50.
Bartle, D. & Trevis, A. (2015). An evaluation of group supervision in a specialist provision
supporting young people with mental health needs: A social constructionist perspective.
Educational and Child Psychology, 32(3), 78-89.
Hill, J. (2015). How useful is Dynamic Assessment as an approach to service delivery within
educational psychology? Educational Psychology in Practice, 31(2), 127 – 136.
Wilding, L. (2015). The application of self-determination theory to support students
experiencing disaffection. Educational Psychology in Practice: Theory, Research and
Practice in Educational Psychology, 31(2), 137-149.
Wilding, L. & Griffey, S. (2015). The strength-based approach to educational psychology
practice: a critique from social constructionist and systemic perspectives. Educational
Psychology in Practice: theory, research and practice in educational psychology, 31(1), 4355.
2014
Apter, B. (2014). Foucauldian Iterative Learning Conversations - an example of
organisational change: developing conjoint work between EPS and Social Workers'.
Educational Psychology in Practice, 30(4), 331-346.
2013
Greenhouse, P. M. (2013). Activity theory: a framework for understanding multi-agency
working and engaging service users in change. Educational Psychology in Practice: theory,
research and practice in educational psychology, 29(4), 404-415.
2011
Honey, KL, Rees, P. & Griffey, S. (2011). Investigating Self-perceptions and Resilience in
Looked After Children, Educational Psychology in Practise, 27, 37-52.
2010
Rhydderch, G. & Gameson, J. (2010). Constructing a flexible model of integrated
professional practice: part 3, the model in practice. Educational Psychology in Practice,
26(2), 123-149.
2008
Gameson, J. & Rhydderch, G. (2008). The Constructionist Model of Informed and Reasoned
Action (COMOIRA). in B. Kelly, L. Woolfson and J. Boyle (Eds.), Frameworks for Practice in
Educational Psychology: A Textbook for Trainees and Practitioners. London: Jessica
Kingsley.