Article

Barratt, Sara (2012) Adopted children and education. The experiences of a specialist CAMHS team. Clinical Child Psychology and Psychiatry, 17 (1). pp. 141-150. ISSN 1359-1045

Bisimwa, Nsimire (2020) One school, two homes: How to co-parent when your child starts school. BBC Bitesize .

Davidson, Sarah, Harper, David, Patel, Nimisha and Byrne, Angela (2007) Drawing back the curtain on clinical psychology training. Maintaining a critical approach. Journal of Critical Psychology, Counselling and Psychotherapy, 7 (4). pp. 201-210. ISSN 1471-7646

Ellis, Gemma (2018) Containment and denial: Raising awareness of unconscious processes present when teachers are working with children and families where there is domestic abuse. Educational Psychology in Practice, 34 (4). pp. 412-429. ISSN 0266-7363 (print) ; 1469-5839 (electronic) Full text available

Farthing, Anthony and Priego, Ernesto (2020) Barriers Remain: Perceptions and Uses of Comics by Mental Health and Social Care Library Users. Open Library of Humanities, 6 (2). Full text available

Jenkin, Angie C., Ellis-Caird, Helen and Winter, David A. (2019) Moral judgments and ethical constructs in clinical psychology doctoral students. Ethics & Behavior . ISSN Print ISSN: 1050-8422; Online ISSN: 1532-7019

Jenkin, Angie C. and Winter, David A. (2020) Exploration of Ethical Construing in Clinical Psychology Doctoral Students: An Adaptation of Repertory Grid Technique. Journal of Constructivist Psychology . ISSN Print ISSN: 1072-0537 ; Online ISSN: 1521-0650

Kenneally, Olivia (2016) Does the computer say no? Considering the evidence for computerised working memory training programmes in paediatric populations. DECP Debate (161). ISSN Print: 1471-5775; online: 2396-8680

Kenneally, Olivia (2016) Early Brain Injury: Possibilities, pitfalls and unknowns. DECP Debate (161). ISSN Print: 1471-5775; online: 2396-8680

Kennedy, Eilis, Geig, Anne, Minnis, Helen, Millward, Reuben, Towlson, Kate, Reid, Warren and Hill, Jonathan (2008) Relationships and learning: A review and investigation of narrative coherence in looked‐after children in primary school. Educational Psychology in Practice, 24 (1). pp. 13-27. ISSN 0266-7363 (print) ; 1469-5839 (electronic)

Kennedy, Emma-Kate, Dunsmuir, Sandra, Lang, Jane and Monsen, Jeremy (2023) A Qualitative Review of Pre-Service Training of Educational Psychology Consultants in the United Kingdom. Journal of Educational and Psychological Consultation, 33 (3). pp. 314-344. ISSN 1047-4412

Magagna, Jeanne (2013) Being present for each other: Long-distance video-linked seminars. Psychoanalytic Psychotherapy, 27 (4). pp. 280-295. ISSN 0266-8734

Magagna, Jeanne (2019) L’approccio trialogico di Elisabetta Papucci. Contrappunto (57/58). ISSN 1590-0223

Marsh, Angela (2012) The Oedipal child starts school: Some thoughts about the difference in the experience of starting school for boys and girls at four years of age. Psychodynamic Practice: Individuals, Groups and Organisations, 18 (3). pp. 311-323. ISSN 1475-3626 (electronic) 1475-3634 (paper)

Miller, Beth (2011) The seminar leader as ‘a new baby’. Teaching observation for the first time. Infant Observation: The International Journal of Infant Observation and Its Applications, 14 (3). pp. 335-340. ISSN 1369-8036

Nashat, Sadegh and Solomon, Mike (2010) Therapeutic presence in schools. Counselling Children and Young People . pp. 31-35. ISSN 2050-1897

Town, Rosa and Fonagy, Peter (2024) University students’ access to mental health services: A qualitative study of the experiences of health service professionals through the lens of candidacy in England. Journal of Health Services Research & Policy . ISSN 1758-1060 Full text available

Williams, Charlotte (2020) Leading and containing in Higher Education during Covid-19. Higher Education Policy Institute . Full text available

Zhang, Yuning, Orkin, Mark, Boyes, Mark E and Cluver, Lucie D (2014) Pathways to poor educational outcomes for HIV/AIDS-affected youth in South Africa. AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV, 26 (3). pp. 343-350. ISSN 0954-0121 (Print) ; 1360-0451 (Online)

Book Section

Argent, Katie (2021) Introduction. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 1-10. ISBN 9781032023182

Argent, Katie (2021) Using child psychoanalytic psychotherapy in primary schools. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 30-46. ISBN 9781032023182

Arnold, Christopher and Davis, Brian (2022) What are we learning? In: Children in lockdown: Learning the lessons of pandemic times. Karnac, London, pp. 221-228. ISBN 9781913494537

Cioeta, Marta (2021) Children's group psychotherapy in a mainstream primary school. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 82-99. ISBN 9781032023182

Cioeta, Marta and Catty, Jocelyn (2021) Evidencing child psychoanalytic psychotherapy in primary schools: A case example. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 225-244. ISBN 9781032023182

Davis, Brian (2022) Applying psychodynamic theory and organisational change models to crisis management. In: Children in lockdown: Learning the lessons of pandemic times. Karnac, London, pp. 197-220. ISBN 9781913494537

Dhingra Paiva, Nupur (2011) The school as a secure base. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 21-34. ISBN 9781780490038

Edwards, Judith (2014) Film projection and projective identification: Film as a teaching tool. In: Media and the inner world: Psycho-cultural approaches to emotion, media and popular culture. Palgrave MacMillan, Basingstoke, pp. 69-81. ISBN 9781137345530

Eloquin, Xavier (2022) Lockdown and the family: Reflections of a psychologist. In: Children in lockdown: Learning the lessons of pandemic times. Karnac, London, pp. 85-95. ISBN 9781913494537

Fenton, Kathryn and Suschitzky, Anya (2021) Early transitions: Child psychotherapy in a school nursery. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 61-81. ISBN 9781032023182

Fourmy, David (2011) Changing conversations. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 113-129. ISBN 9781780490038

Glover, Ruth (2021) Working outside the therapy room in a therapeutic school. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 191-207. ISBN 9781032023182

Harris, Rita and Ayo, Yvonne (2011) The role of a child and adolescent mental health service with looked-after children in an educational context. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 151-166. ISBN 9781780490038 Full text available

Henderson, Fiona (2021) From exclusion to inclusion: Developmental group work in a primary pupil referral unit. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 160-180. ISBN 9781032023182

Ingall, Gillian and Smyth, Maureen (2011) Working and learning together. A collaboration between the Tavistock Clinic and New Rush Hall School. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 87-100. ISBN 9781780490038

Jenkins, Millie (2021) Conversations across education and mental health in a mainstream primary school [interview]. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 128-138. ISBN 9781032023182

Jenkins, Millie (2021) Parents' experience of a child psychotherapy outreach service: Isha and Sheikh [interview]. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 100-105. ISBN 9781032023182

Jenkins, Millie (2021) Personal perspectives across education and mental health in a therapeutic school. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 208-222. ISBN 9781032023182

Jenkins, Millie (2021) Tavistock child psychotherapy in schools: A brief history of a long relationship. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 47-57. ISBN 9781032023182

Jenkins, Millie (2021) Tavistock child psychotherapy in schools: A brief history of a long relationship. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon. ISBN 9781032023182

Jenkins, Millie (2021) A parent's experience of child psychotherapy approaches in a primary pupil referral unit: Lena [interview]. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 181-190. ISBN 9781032023182

Lewis, Richard and Barrett, Emily (2022) Locked down with troubled children. In: Children in lockdown: Learning the lessons of pandemic times. Karnac, London, pp. 97-128. ISBN 9781913494537

Lidchi, Victoria G (2018) Has education lost sight of children? In: Positive schooling and child development: International perspectives. Springer, Singapore, pp. 41-68. ISBN 978-981-13-0076-9

Magagna, Jeanne (2017) El parvulario como terapeuta: La compression del momento presente del nino. In: Estar presente para tu hijo en edad de parvulario: Observar, entender y ayudar a los niños. Karnac, London. ISBN 139781910444177

Nashat, Sadegh and Rendall, Sue (2011) The social construction of school exclusion. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 181-193. ISBN 9781780490038

Nicholson, Nell, Miles, Gillian and Johns, Marcus (2020) Gloucester House: A story of endurance, inspiration, and innovation. "Working together for learning and development". In: The Tavistock Century: 2020 Vision. Phoenix, Bicester, pp. 131-141. ISBN 978-1912691715

Rustin, Margaret (2011) Passion in the classroom. Understanding some vicissitudes in teacher-pupil relationships and the unavoidable anxieties of learning. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 1-20. ISBN 9781780490038

Serlin, Mel (2021) “I just thought I'm doing something wrong if she needs therapy”: A grandmother's experience. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 106-127. ISBN 9781032023182

Solomon, Mike (2011) Integrating reintegration. The role of child and adolescent mental health professionals in supporting the inclusion of excluded pupils. In: Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London, pp. 35-52. ISBN 9781780490038

Solomon, Mike (2017) Promoting resilience in schools: The importance of both training and reflection for teachers and school staff. In: Attachment and emotional development in the classroom: Theory and practice. Jessica Kingsley, London, pp. 101-116. ISBN 978-1785921346

Vasquez, Carlos (2021) Slow movements that create hope: Psychotherapy with a boy diagnosed with ASD. In: Child Psychoanalytic Psychotherapy in Primary Schools: Tavistock Approaches. Tavistock Clinic Series . Routledge, Abingdon, pp. 141-159. ISBN 9781032023182

Youell, Biddy (2020) Emotional factors in leading teaching and learning: Keeping your head. In: Sustaining Depth and Meaning in School Leadership. Routledge, Abingdon, pp. 57-72. ISBN 9781003015901

Youell, Biddy (2017) A psychoanalytic understanding of change and transition in education. In: Attachment and emotional development in the classroom: Theory and practice. Jessica Kingsley, London, pp. 165-176. ISBN 978-1785921346

Book

Argent, Katie (2021) Child psychoanalytic psychotherapy in primary schools: Tavistock approaches. Tavistock Clinic Series . Routledge, Abingdon. ISBN 978-1032023182

Arnold, Christopher, Bartle, Dale and Eloquin, Xavier (2021) Learning from the unconscious: Psychoanalytic approaches in educational psychology. Karnac, London. ISBN 978-1913494230

Arnold, Christopher and Davis, Brian (2022) Children in lockdown: Learning the lessons of pandemic times. Karnac, London. ISBN 9781913494537

Arnold, Christopher and Yeomans, Jane (2011) Psychology for teaching assistants. Trentham Books, Stoke on Trent. ISBN 978-1858564982

Black-Hawkins, Kristine and Grinham-Smith, Ashley (2022) Expanding possibilities for inclusive learning. Unlocking Research Series . Routledge, London. ISBN 978-0367684624

Harris, Rita, Rendall, Sue and Nashat, Sadegh (2011) Engaging with complexity. Child and adolescent mental health and education. Tavistock Clinic Series . Karnac, London. ISBN 9781780490038

Hurley, Anne and Grace, Kathleen (2021) Parenting a child with difficulties in learning caused by trauma. Parenting Matters Series . CoramBAAF, London. ISBN 978 1 913384 14 2

Jackson, Emil and Berkeley, Andrea (2020) Sustaining depth and meaning in school leadership: Keeping your head. Tavistock Clinic Series . Routledge, Abingdon. ISBN 9781003015901

Parkinson, Clare, Hingley-Jones, Helen and Allain, Lucille (2017) Observation in health and social care: Applications for learning, research and practice with children and adults. Jessica Kingsley Publishers, London. ISBN 9781849056755

Sapochnik, Carlos (2021) Group Relations and other meditations: Psychoanalytic explorations on the uncertainties of experiential learning. Tavistock Clinic Series . Routledge, Abingdon. ISBN 978-1032051178

Thesis

Atkinson, Gemma A (2017) “It helped me when…” A Q methodological study exploring pupil views regarding the factors that support a successful reintegration into mainstream education following permanent exclusion. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Birney, Charlotte (2015) What accounts do young people give of their experience of person-centred Annual Review meetings. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Blyth, Fiona (2021) A grounded theory of successful Educational Psychology practice in Key Stage 4 Pupil Referral Units: A jointly constructed perspective. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Brees, Emily (2021) “I'm not just picking up the child, I'm picking up the family”: The experiences of school staff working with children of parents with mental health difficulties. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Brennan, Laura (2021) Providing support in a time of crisis: An investigation into how Educational Psychologists in the UK respond to a death by suicide within the school community. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Browne, Rachel (2018) An exploration into the parental experience of Emotionally Based School Non Attendance in young people. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Burton, Tracey (2020) “He’s always in my head, always in my mind.” A psycho-social study into the emotional experience of teaching a child at risk of exclusion. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Conboy, Ida (2020) Teaching assistants' experiences of supporting children's mental health: An IPA study. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Content, Sarah (2021) Learning during lockdown: Did prior attendance at a Forest School programme alter children’s home learning experiences, during the COVID-19 pandemic? Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Couprie, Amy Mary Jane (2023) An exploration of the views and experiences of Designated Teachers in helping to create an attachment aware school. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Danby, Hollie (2020) “So yes, you’ve battered me. Yes, you’ve hurt me. But you know what? I’m not giving up on you”: The experiences of Teaching Assistants supporting excluded children in alternative provisions. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Denholm, Emma (2019) “It’s the hardest conversation I’ve had to have” – A psychosocial exploration of teachers’ experiences of talking to children about terrorism. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Devereux, Suzanne (2017) How do staff in a post-16 college co-construct social, emotional and mental health (SEMH) needs in their setting? A discourse analysis. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Franey, Lorna (2017) Screen time : An exploratory study of the experience of pupils in the final year of primary school using Interpretative Phenomenological Analysis (IPA). Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Ginn, Iesha (2021) “If you don’t have anyone in school that’s like you, regardless, you won’t feel like you belong there”; What it means to belong for secondary-aged pupils from ethnic minority backgrounds, an emancipatory study. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Harris, Jade K (2021) Designated teachers’ experiences of supporting previously looked after children in primary school settings: An Interpretative Phenomenological Analysis (IPA) study. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Hill, Emma (2020) Animals as intervention: How schools are making use of animals as part of their educational provision. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Hopkins, Amy (2021) A discourse analysis of how Educational Psychologists talk about Trauma-informed Practice. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Hoyle, Katherine (2016) Secondary school pupils’ experiences of managed moves: An interpretative phenomenological analysis. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Hunter, D H (2015) 'No-one knows what happens'. Enriching our understanding of the resilience of young people in a Pupil Referral Unit. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Jones, Martina (2018) An exploration of reception class teachers’ experiences of supporting children with Autism Spectrum Disorder in the first year of mainstream school. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Jordan, Diana (2022) Autistic teenage girls’ lived experiences of masking. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Kelly, Laura J (2020) The emotional experiences of Teaching Assistants, working 1:1 with a child. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Kite, Amy (2020) Challenging thoughts for challenging tasks: Investigating the effectiveness of a cognitive behavioural intervention delivered by school staff for secondary pupils experiencing anxiety about their schoolwork. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Lewis, Richard (2014) An exploration of the effectiveness of Educational Psychology consultation in supporting the development of emotional regulation skills in young people who have been adopted: A series of single subject case histories. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

McDermott, Lorna (2017) An exploration of a complex relationship: Teachers and Teaching Assistants working together in primary schools. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Mclaughlin, Stephanie (2020) "I feel ... I feel different": A psychosocial exploration of trainee Educational Psychologists' experiences of personal and professional change over their doctorate training. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Newman, Laura (2020) Educational Psychologists’ work with 19-25 year olds: Going from the known to the unknown. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Oakes, Rachel (2018) School as a safe place: How to support pupils’ social, emotional, mental health (SEMH) – the view of school staff in a mainstream secondary school. A grounded theory study. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Oliven, Tamara (2020) A qualitative study of the parental perspective on the problems of children attending a Primary Pupil Referral Unit. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust/University of Essex.

Pescod, Marc (2020) Exploring the educational experiences of young homeless people. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Potts, Laura Clare (2021) “The teachers, they try to understand, they say they understand, but they really don’t”: An exploration into the educational experiences of secondary school pupils from military families. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Powell, Jessica (2015) What works? A grounded theory of effective peer mentoring in secondary schools. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Rand, Sarah-Louise (2020) A common procedure for using the Kinetic Family Drawing (KFD) in educational psychology practice: An exploratory study using the Delphi method. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Rees, Kathryn (2015) Exploring the process of change: Developing the use of nurturing approaches in a secondary school for young people with social, emotional and mental health needs. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Reynolds, Aaron E L (2021) A mixed methods study exploring whether referral to the Internal Inclusion Unit results in change to pupil behaviour and exploring the student’s perceptions of the facility. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Robbins, Eva (2016) A constructivist grounded theory study of the decision-making processes of professionals in a children’s service, mixed multi-disciplinary assessment team. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Roberts, William (2020) Psychotherapy in an EBD school: How is psychoanalytic psychotherapy perceived by staff to support a child's classroom and social learning? A phenomenological study. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Ruttledge, Elayne (2022) The post-16 education experiences of transgender young people in the UK: Implications for Educational Psychology practice. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Sakata, Ellie (2021) How can Educational Psychologists develop culturally responsive practice? A Delphi Study. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Samul, Nicola (2021) Supporting looked after children: A mixed methods study exploring the role of the Educational Psychologist. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Schulz, Freia (2020) 'Doesn't matter what we think we are doing, it's how it is perceived': Exploring the usefulness of the Ideal Teacher Drawing technique with students and teachers in a Pupil Referral Unit. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Shorthouse, Mary Catherine (2016) 'I definitely felt an exception' discourse analysis: A father talks about his son's transition to school. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Simmonds, Loxley (2015) What factors support or hinder the educational progress of looked after children at key Stage 4: A grounded theory approach. Professional Doctorate thesis, Tavistock and Portman NHS foundation Trust / University of Essex. Full text available

Snowdon, Polly Rose (2021) Exploring Educational Psychologists’ views and experiences of the Beads of Life narrative therapy based intervention. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Thomas, Caitlin (2021) ‘You have to go on a journey’. Looked After Children’s experiences of primary to secondary school transition. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Waterman, Vari (2020) “It depends on the individual”: A psycho-social exploration of designated teachers’ and virtual school advisory teachers’ experiences of supporting looked after children in education. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Watkins, Lisa (2023) In their own words: American student narratives of challenges and struggles while studying abroad. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Wedd, Anne-Marie (2017) How observational material might be used in a collaborative consultation with teachers to further their understanding of their pupils. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust/University of East London. Full text available

Williams, Tracey (2022) An exploration of school leaders' decision-making to exclude a student from school: What can we learn from their experiences? Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Yahyaoui, Leila (2021) Teachers’ discourses around accountability measures and low-attaining pupils: How an economic model of education has commoditised children. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

Film/Video

Antrobus, Laverne (2020) Laverne Antrobus on ITV News. Discussion on the psychological aspects of returning to the classroom in the midst of the Coronavirus crisis. 28 May 2020, ITV [Starts at approximately 10:39]. [Film/Video]

Antrobus, Laverne (2019) Laverne Antrobus on Sky News. Are UK school holidays too long? 09 Jul 2019, Sky [Starts at 2:34:00]. [Film/Video]