Article

Finch, Jo and Poletti, Alberto (2014) ‘It's been hell.’ Italian and British practice educators’ narratives of working with struggling or failing social work students in practice learning settings [E’ stato un inferno! Racconti di supervisori di toricinio che han lavorato con studenti problematici o che non hanno superato il tirocinio]. European Journal of Social Work, 17 (1). pp. 135-150. ISSN Print ISSN: 1369-1457 ; Online ISSN: 1468-2664 Full text available

Maldonado-Page, Jason (2024) Tavistock's D24 course: Child, adolescent and family mental wellbeing multidisciplinary practice – reflections of a new course lead. Context (193). pp. 13-15. ISSN 0969-1936

Rashid, Shila, Karamat Ali, Heidi, Williams, Bob and Crombie, Fiona (2025) Current programme leads for UK qualifying level courses reflect on contemporary issues in family therapy training. Context (199). pp. 20-23. ISSN 0969-1936

Usiskin-Cohen, Esther, Anuforo, Ngozi and Hyslop, Hazel (2024) How do we teach systemic leadership management and consultation? Reflections on delivering such a course. Context (193). pp. 25-28. ISSN 0969-1936

Youell, Biddy (2024) Introducing psychoanalytic observation through work discussion: the relationship between experiential learning and theory. Infant Observation: International Journal of Infant Observation and Its Applications, 27 (2). pp. 130-138. ISSN 1369-8036 (Print), 1745-8943 (Online)

Book Section

Rustin, Michael (2020) The Tavistock-UEL partnership. In: Building a radical university: A history of the University of East London. Lawrence & Wishart, London, pp. 347-362. ISBN 9781912064991 Full text available

Book

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

Rustin, Michael and Poynter, Gavin (2020) Building a radical university: A history of the University of East London. Lawrence & Wishart, London. ISBN 9781912064991 Full text available

Thesis

Daulby, Batul (2017) The mathematical biographies of primary school teachers and how this may affect their teaching: A grounded theory study. 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

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]