As part of their training, all of our educational psychologists have undertaken research at either Masters or Doctorate level. We draw upon research evidence in our day to day work, and EPs stay abreast of current research via our special interest groups, lunch and learn sessions and conversation clubs. We have close links with university training providers, with EPs working as academic and fieldwork tutors at the Institute of Education and the Tavistock.
We work closely with our Trainee EPs to identify research areas which are particularly relevant to our local area, and to support them to recruit research participants. We celebrate our trainees’ research achievements each year by inviting them to present at our whole service day. All research by trainees has ethical approval from their university training provider.
Current research undertaken by our trainees
- Exploring Youth Perspectives and Experiences in the Digital Age: Navigating Social Media Safely, Understanding Risks, and Fostering Empathy- Stacy-Ann Williams, University College London
- Exploring primary school teachers’ views of maths: An appreciative inquiry – Sophie Wynne, University of East London
- Pilot case series: Developing a trauma informed post-traumatic growth toolkit for children using experience based co-design – Martina Gannon, Institute of Education
- The impact of collaborative music making on the prosocial behaviours of children in the early years, and the job satisfaction of teachers – Isobel Bregazzi, University College London
Current service evaluation projects undertaken by our trainees
- Evaluation of the impact of a pilot Mediated Learning Support Approach (MeLSA) training programme in Enfield
- Piloting a case study approach to demonstrating the impact of the EPS in Enfield
- Appreciative inquiry of the partnership development of a primary to secondary transition programme in Enfield
Theses and publications by team members
Doctorate theses
- Developing Culturally Responsive Educational Psychology Practice for Black African Parents of Autistic Children - Dr Claire Cooper (2024)
- How Parents can Mediate the Risk of Cyberbullying: Exploring Children’s Views’ - Dr Becky Mulhall (2023)
- “She’s like a duck on the water floating along beautifully but underneath those legs are paddling like crazy and nobody sees it”:Parental accounts of the early development and experiences of girls who received a diagnosis of autism between seven to 18 years of age - Dr Sophie Hoyle (2023)
- An exploration of girls’ experiences of exclusion from and reintegration into mainstream secondary schools – Dr Monifah Begum (2022)
- Making sense of gender: the perspectives of autistic children in Key Stage 2 and the adults who know them well – Dr Carla Wasilonek (2022)
- “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 - Dr Emily Brees (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 – Dr Laura Brennan (2021)
- “There’s more to the world than just like crime”: An exploratory study of young people’s experiences of engaging with youth offending services - Dr Zoe Hancock (2021)
- The impact of supported employment interventions and self-determination on goals related to preparation for adulthood for young people (aged 16-25) with SEND – Dr Emma Stacey (2020)
- Young Irish Travellers’ experiences and constructions of school belonging- Dr Roisin Byrne (2020)
- Heir-apparent or outsiders? An exploration into educational psychologists’ sensemaking of their role in mental health – Dr Charmaine Davies (2020)
- What are nurture group staff’s experiences of how their resilience is supported in school? – Dr Elena Kombou (2019)
- Social representations and special educational needs: The representations of SEN among Sri Lankan, Tamil families and educational professionals - Dr Natasha Kwan-Tat (2018)
Publications
- Perspectives of young people with SEND on a supported internship programme in the UK – Emma Stacey & Jessica Dewey (2024)
- Nurture Groups and their Staff’s Resilience - Experiences of Support and Implications for Practice - Elena Kombou & Helena Bunn (2021)
- Black boys’ experiences of exclusion and reintegration in mainstream secondary schools - Rebekah Boyd (2021)
- Adopted and permanently placed children in education: from rainbows to reality - Emma Gore Langton (2017)
- Becoming an Adoption Friendly School: A Whole-School Resource for Supporting Children Who Have Experienced Trauma Or Loss - Emma Gore Langton & Katherine Boy (2017)
- Mapping the educational experiences of children with pathological demand avoidance – Emma Gore Langton & Norah Frederickson (2016)
- Parents’ experiences of professionals’ involvement for children with extreme demand avoidance - Emma Gore Langton & Norah Frederickson (2016)
- Building Secure Attachments For Primary School Children: A Mixed Methods Study - Neerose Ubha & Sharon Cahill (2014)