Introduction
Entry requirements
Selection Procedure
Course Structure and Placements
Assessment
Staff
Staff Profiles
Selected Publications
Prospects
Useful Addresses

1. Introduction

“The course offers an outstanding preparation for prospective educational psychologists by an experienced team of tutors who are enthusiastic, widely respected within the profession and have a clear vision of the future role of educational psychologists.

The tutors’ attention to students’ academic, professional and personal needs has been the major factor leading to the successes experienced……..the course was held in such high regard by students”

                                                                               Recent External Examiner

“Graduates from the Nottingham Course think, talk and act like psychologists”

Regional Principal Educational Psychologist

The School of Psychology at Nottingham offers exciting prospects for the future of educational, organisational and child psychology.  In a time of rapid social change, the problem-solving approach of the course equips our trainee educational psychologists (TEPs) to respond enthusiastically and creatively to the future; even more important, we are confident that through their training they will be in a position to contribute to future developments of Educational Psychology Services, Integrated Children’s Services and Local Authority (LA) policies at the strategic school, teacher and pupil level.

The Doctorate in Applied Educational Psychology (Professional Training) course at Nottingham possesses a number of unique characteristics that combine to provide a distinctive, forward-looking and high quality of professional preparation.  These derive from the location of the course within a School of Psychology with a well-merited international reputation for research and innovation. The department was awarded a maximum score of 24 points in its most recent Teaching Quality Assessment, and a rating of 5A in the 2001 Research Assessment Exercise.  Also, in May 2003, the Times newspaper produced a league table of Psychology Departments in British universities, based on a number of criteria, and ranked Nottingham first out of 83 Psychology Departments nationwide, followed by Cambridge and then Oxford.This is cemented by strong working relationships with surrounding LEAs that have made national contributions to discussions of special educational needs policy and the organisation and function of Educational Psychology Services.

2. Entry Requirements

Applicants for this course should possess a good honours degree in psychology, or equivalent, which the BPS has recognised as providing the Graduate Basis for Registration. Candidates should normally possess at least two years experience of working with children and young people in which sustained levels of responsibility have been maintained. In addition, applicants will need to demonstrate a capacity to acquire a thorough knowledge of the nature and working practice of schools and other services for young people. Mature students with professional experience in educational or other settings (e.g. teachers) will therefore also be welcome to apply. Prospective applicants are also welcome to make informal telephone contact with the course staff (telephone 0115 8467238) in relation to any queries.

3. Selection Procedure

Completed application forms should be returned to the Clearing House managed by the Children’s Workforce Development Council (CWDC) http://cwdcouncil.org.uk/educationalpsychology Interviews are a one-day event and comprise a morning session with 12 applicants in which information about the School and the course is given and questions invited.  Candidates are also required to make a short presentation on a pre-set topic. In the afternoon each applicant is interviewed by one course tutor and one fieldwork educational psychologist.

There is a clear recognition at Nottingham that selection is very much a two-way process and every attempt is made to create an open and relaxed atmosphere in which applicants and the course representatives can best learn about each other.

4. Course Structure and Placements

We believe that a course of applied training is part of a broader perspective of professional development, which we do not see as culminating when Trainees graduate.  Therefore we take the opportunity within the training course to model some of the techniques and approaches that appropriately reflect adult learning and to provide trainees with direct experience of methods to use in their subsequent professional practice.  Thus the course is delivered by means of seminars, lectures and private study as well as incorporating jointly developed and delivered workshops for pupils and teachers, simulation activities and experiential learning.  The range of individual learning styles among Trainees is acknowledged and individual tutorials attempt to mesh these into the overall pattern of the course. Finally, our deliberate aim is to keep the course numbers relatively small in order to maintain quality, facilitate learning, and ensure team ownership of the learning.

Taught modules

Year 1:

Structures, Systems and Services for Young People       

Educational Psychology in Practice

Principles and Practice in Assessment. I

Facilitating Learning. I                             

The Education of Children with Severe and Complex Difficulties  

The Development of Literacy                            

Interpersonal and Group Skills                 

Developmental Psychology in a School and Family Context

Year 2:

Vulnerable Young People: Troubled and Challenging Behaviour in Schools

Applied Research Methods                      

Principles and Practice in Assessment. II   

Facilitating Learning II                           

Strategic Psychology in Schools              

Year 3:

Vulnerable Young People: Family and Community Context

Psychologists in Local Authorities

A number of these components draw upon the special expertise of LEA-based educational psychologists, teachers and other professionals. The curriculum is also delivered in school-based and LEA settings. Twice yearly the quality of modules is evaluated by means of anonymously completed questionnaires which gives TEPs the opportunity to feedback on all aspects of taught modules.

Academically, the course draws on major strengths within the School of Psychology and the University:

The Institute of Learning Sciences founded by Professor David Wood

The Brain and Body Centre founded by Professor Thomas Paus

The Institute of Work, Health and Organisations founded by Professor Tom Cox

Managerial experience within Educational Psychology Services.  Between them the core tutorial staff and special lecturers have occupied senior management positions within fifteen different Educational Psychology Services ensures that professional training is firmly grounded within the current and forthcoming work experiences of practitioners.

Research into developments within professional practice.  Within the tutor team there is a long and continuing record of research, development and publication in areas of professional interest to educational psychologists (please see publications list below)

We make no apology for the fact that, located within a leading School of Psychology, we draw heavily on up-to-date psychological theory, research and practice. This is both a challenge and an opportunity! We are however sensitive to the fact that some applicants may not have had opportunity to keep their study of psychology up to date and this is taken into account by tutorials and other support during the course.

These academic influences are supplemented by links with Regional Educational Psychology Services. The course enjoys excellent creative working relationships with the local Educational Psychology Services and has established close contacts with a number of innovatory Services nationally.  These links are further fostered by the Course Advisory Committee, which includes local educational psychologists, academic staff and tutors. Senior EPs in the region are also involved in the selection and interviewing of applicants for the course.

The pattern of practical fieldwork placements changes in nature and extent between the three training years. In Year One, TEPswill work for one day each week on closely supervised tasks arising from the taught modules. This placement will be located mainly in schools and Educational Psychology Services. In Year Two, TEPs will have a named supervisor in a placement Educational Psychology Service for a substantial period each week through the year. Year Three will consist predominantly of supervised fieldwork placement within an EPS where the dissertation will also be completed. TEP experiences on this placement will be planned and monitored jointly between the university tutor, fieldwork supervisor and TEP by means of a Professional Development Log.

Thesis topics must be chosen from areas of practical relevance to educational psychologists. The project is required to be 35,000 words in length and represents one third of the assessed work. We are active participants in the National Collaborative Research Project between the National Association of Principal Educational Psychologists and a number of Training Courses and Trainees will have the opportunity to complete their theses within this scheme.  A number of former TEPs have developed these projects into journal articles, book chapters and, indeed, full books.

Supervision is an essential part of training at Nottingham.  Each course member receives regular individual tutorial, placement and research supervision.  By this means, it is possible for TEPs to integrate the theoretical, practical, experiential and research components of the overall course.

5. Assessment

• TEPs are assessed in three major areas of work:

  • Each taught module is assessed by means of a written assignment. (Rather than being standard academic essays, each assignment provides TEPs with an opportunity to review a relevant area of the literature and carry out a small practical investigation).  
  • Fieldwork Practical file;
  • Thesis

6. Staff

The majority of teaching, research and practical work supervision is carried out by the Joint DAEP Programme Directors,

Professor Andy Miller TCert, BSc, MSc, PhD, CPsychol, FBPsS

Anthea Gulliford BA, MSc, PGCE, MEd (Ed Psych), CPsychol, AFBPsS

Nick Durbin, BSc, PGCE, MEd (Psych), CPsychol

by the Academic and Professional Tutors:

Neil Ryrie MA, DipEd, MEd, CPsychol, AFBPsS),

Dr Victoria Hobley BSc, MSc, DAppPsy PGCE,  CPsychol).

Dr Nathan Lambert BA PGCE MSc DAppPsy CPsychol AFBPSs

Dr Sarah Atkinson, BSc, PGCE, MSc, EdPsychD

and by the Special Lecturers:

Dr Gervase Leyden BA, DipEdPsych,  Msc (OccPsych), PhD, CPsychol, AFBPsS)

Alan Reynolds BSc, MSc,  GradCertEd, CertMgmt, CPsychol, AFBPsS

7. Staff Profiles

In addition to his role as Joint Programme Director, Andy Miller also works for a small part of his time as a Senior Educational Psychologist with Derby City LEA.  His interest in research stems from early practice as an educational psychologist when he jointly organised the first controlled evaluation of the paired reading technique.  This was followed by an evaluation of successful behavioural interventions in schools, which paved the way for his current interests in systemic and organisational processes and research methods in applied psychology. He has been a member of the editorial board of the journal Educational Psychology in Practice and then Educational and Child Psychology for a total of eighteen yearsand has also published ten books on professionally relevant topics. Over a period of more than a decade, Andy has published a series of studies into difficult behaviour in schools, some of which have received national attention in the print and broadcast media.

Anthea Gulliford is a Joint Programme Director for the doctorate. She also works as a Senior Educational Psychologist with Nottingham City, with a number of strategic responsibilities, including the Education of Children Otherwise than At School (EOTAS). She has worked as an EP previously in Birmingham and Leicester City, formerly contributing to the Birmingham University Educational Psychology Initial Training course. She has been a member of the editorial board of Educational Psychology in Practice, and has published in that journal. Amongst her particular interests are organisational processes, provision for children in the early years, personal construct psychology, mental health, and deaf education.

Nick Durbin is a Joint Programme Director and Senior Educational Psychologist with Warrington Borough Council. Nick until very recently worked as Principal Educational Psychologist in Warrington. He has extensive experience of working both as a practitioner and manager of educational psychology services and multi-agency teams. Nick was responsible for developing, setting up and managing a multi-agency preventive CAMHS team bringing together professionals from health, social care and psychology disciplines including the work of clinical and educational psychologists. Nick's research interests continue to evolve but include collaborative learning, emotional health and well being in schools, critical incident support, educational psychologists support for school improvement, educational psychologists identity and role within multi-agency teams as well as EPs contribution to Child and Adolescent Mental Health working. Nick has written and published articles on co-operative learning, stress management for students, new qualified educational psychologists induction and made past contributions to the DECP Newsletter and Educational Psychology in Practice.

Neil Ryrie is Senior Practitioner Educational Psychologist with Leicester City Council as well as being Academic and Professional Tutor on the Nottingham training course.   He has worked as Senior Psychologist or Senior Practitioner in a number of LEAs and in a number of specialist fields including attachment to the Youth Offending Team in Leicester.  He has also developed particular expertise in working with young people with long-term non-attendance difficulties.  His interests include the needs of vulnerable young people such as those with emotional or behavioural difficulties, or difficulties which require the input of mental health services, as well as those involved in the justice system.  He has interest in assessment processes and procedures, has been involved in developing web-based training and assessment and has been a member of the training committee of the DECP.

Victoria Lewis is in post as an educational psychologist with Nottinghamshire County Council.  Victoria worked previously for Dudley Educational Psychology Service.  She has been studying for her doctorate qualification at the University of Nottingham over the last four years and is completing research into troubled and challenging behaviour.  Other research interests include the use of language to turn difficult behaviour around and professional educational psychology.

Nathan Lambert shares his week between his post as Academic and Professional Tutor at the University of Nottingham and working as an Educational Psychologist with Birmingham City Council’s Educational Psychology Service. Nathan’s research interests include pupil behaviour and pupils’ school engagement. He also has a particular interest in the ‘voice of the child’ and in investigating ways in which to ensure the views of children and young people are effectively incorporated into decision making.

Sarah Atkinson is in post as an educational psychologist with Derby City Council. Sarah worked previously for Derbyshire Educational Psychology Service. She completed her doctorate in educational psychology at the University of Birmingham where she researched the area of primary to secondary transfer. She is particularly interested in the views of pupils and how they can be key participants in research regarding their educational experiences. She also has a good working knowledge of the application of Activity Theory that informs data gathering and analysis within educational contexts.

Further information about this course can be obtained from:

http://www.psychology.nottingham.ac.uk/edmsc.html

Further information concerning the School of Psychology at The University of Nottingham can be found at:

http://www.psychology.nottingham.ac.uk/

Prospects for Nottingham Trainees

Nottingham-trained TEPs have been particularly successful at interviews over recent years and are highly sought after by many LAs. 

8. Selected Publications

Books

Miller, A. & Watts, P. (1990) Planning and Managing Effective Professional Development: A Resource Book for Staff who Work with Children with Special Needs.  Harlow: Longman.

Lindsay, G. & Miller, A. (eds.) (1991) Psychological Services for Primary Schools.  Harlow: Longman.

Lane, D. & Miller, A. (eds.) (1992) Child and Adolescent Therapy.  A Handbook.  Milton Keynes: Open University Press.

Miller, A. & Lane, D. (eds.) (1993) Silent Conspiracies: Successes and Scandals in the Care and Education of Vulnerable Young People.  Stoke-on-Trent: Trentham Press.

Watts, P., Pickles, T. & Miller, A. (1993) Special Care Professional Development Systems.  Harlow: Longman.

Gray, P., Miller, A. & Noakes, J. (1994) Challenging Behaviour in Schools: Teacher Support, Practical Techniques and Policy Development.  London: Routledge.

Miller, A. (1996) Pupil Behaviour and Teacher Culture.  London: Cassell.

Galvin, P., Miller, A. & Nash, J. (1999) Developing and Revising a Whole School Behaviour Policy.  David Fulton.

Miller, A. (2003) Teachers, Parents and Classroom Behaviour. A Psychosocial Approach.  Open         University Press.

Frederickson, N., Miller, A. & Cline, T. (2008) Educational Psychology. (Topics in Advanced    Psychology). London: Hodder Arnold.

Book Chapters

Leyden, G. (1978) “The Process of Reconstruction.” In W.E.C. Gillham (ed.) Reconstructing Educational Psychology.  London: Croom Helm.

Miller, A., Robson, D. & Bushell, R. (1985) The development of paired reading in Derbyshire. In Topping, K. & Wolfendale, S. (Eds) Parental Involvement in Children’s Reading. London. Croom Helm.

Leyden, G. (1986) “How do you learn how to be a step-parent or step-child?” In Learning for Life. National Marriage Guidance Council, Rugby.

Leyden, G. (1991) “Mind the steps! Working with children in second families.” In Lindsay, G. and Miller, A. (eds.) Psychological Services for Primary Schools.  Harlow: Longman.

Durbin, N.J (1995) An Introduction to Co-operative Group work in Schools. In Cooperative Learning: The Collection: Loughborough: The Co-operative Union

Durbin, N.J. (1995) Creating a Co-operative Classroom: Encouraging Working Together in the Primary Classroom. In Cooperative Learning: The Collection. Loughborough: Cooperative Union

Miller, A. (2003) “Educational psychology and difficult pupil behaviour: qualitative, quantitative or mixed methods?” In Todd, Z. et al. (eds.) Mixing Methods in Psychology.  London: Routledge.

Miller, A (2002) “So it's your fault! Defining the responsibilities of teachers, pupils

and parents.”In B. Rogers (ed) Teacher Leadership and Behaviour

Management. London. Paul Chapman Publishing.

Miller, A. & Frederickson, N. (2005) Generalisable findings and idiographic

       problems: struggles and successes for educational psychologists as scientist-

       practitioners. In Corrie, S. & Lane, D. (Eds) The Modern Scientist-Practitioner in

       Psychology. London. Routledge.

Miller, A. (2006) Contexts and attributions for difficult behaviour in English

       classrooms. In Evertson, C. M. & Weinstein, C. S. (Eds.) Handbook of

       Classroom Management: research, practice, and contemporary issues.

       Mahwah, NJ: Lawrence Erlbaum.

Miller, A., Billington, T. Lewis, V. & DeSouza, L. (2007) Educational psychology. In Willig, C. &          Stainton Rogers, W. (Eds.) The Sage Handbook of Qualitative Research in Psychology.  London: Sage.

Journal Papers

Leyden, G. (1972) The psychological implications for schools of cultural disadvantage.” Forum on Teacher Education, 1,1, pp 3-22.

Burton, A., Miller, A. & Willis, B. (1978) A workshop for parents of pre-school children with delayed development: an S.P.S. project.  Association of Educational Psychologists Journal. 5, 5.

Galloway, D. & Miller, A. (1978) The use of graded in-vivo flooding in the treatment of children’s phobias.  Behavioural Psychotherapy. 6, 2.

Miller, A. (1979) A classroom-based treatment programme for an extremely withdrawn six-year old boy.  Remedial Education. 14, 138-142.

Miller, A. (1980) Systems Theory Applied to the work of an Educational Psychologist.  Association of Educational Psychologists Journal. 5,3,11-16.

Miller, A. & Ellis, J. (1980) A Behaviour Management Course for a group of mothers: The Importance of the Course Setting for Effective Use of Available Resources.  Child: Care, Health and Development. 6. 147-155.

Miller, A. (1981) Approaches to the Failing Reader: a Problem of Paradigm Competition.  Remedial Education. 16, 2, 71-76.

Bushell, R., Miller, A. & Robson, D. (1982) Parents as Remedial Teachers: An Account of a Project with the Parents of Junior-Aged Failing Readers.  Association of Educational Psychologists Journal. 5, 9.

Thompson, D. A. and Leyden, G. (1985) ‘Gissa Job!’ Youth Unemployment and Educational Psychologists.  Educational Psychology in Practice. 1, 2, pp 1-9.

Miller, A. Robson, D. & Bushell, R. (1986) Parental Participation in Paired Reading: A Controlled Study.  Educational Psychology. 6, 3, 277-84.

Cranwell, D. & Miller, A. (1987) Do Parents Understand the Terminology Used by Professionals in their Childrens’ Statements of Special Needs?  Educational Psychology in Practice. 3, 2, 27-32.

Miller, A. (1987) Is There Still a Place for Paired Reading?  Educational Psychology in Practice. 3, 1, 38-43.

Carroll, H.C.M. & Leyden, G. (1988) Training educational psychologists for working in multicultural communities: What are training courses in England and Wales doing? Educational and Child Psychology. 5, 2, pp 57-61.

Durbin, N.J. (1989) Setting the Climate: A Trainee’s Perspective DECP Newsletter

Freshwater, K. & Leyden, G. (1989) Limited options: where are special school leavers now?  British Journal of Special Education. 16, 1, pp. 19-22.

Watts, P. & Leyden, G. (1989) Team-Managed Change within a District Psychological Service.  Educational Psychology in Practice. 5, 2, pp. 69-72.

Durbin, N. J. (1990) Close Encounters of a Psychological Kind. A personal reflection on    Induction Educational Psychology in Practice 6, 3, pp. 143-147

Frederickson, N., Miller, A. & Watts, P. (1990) Identifying Service Development Needs.  Educational Psychology in Practice. 6, 3, 148-58.

Osborne, E., Leyden, G. & Powell, M. (1990) Supervision of educational psychologists on fieldwork. Educational and Child Psychology. 7, 3, pp. 37-43.

Powell, M., Leyden, G. & Osborne, E. (1990) A curriculum for training in supervision.  Educational and Child Psychology. 7, 3, pp. 44-51.

Durbin, N.J. (1991) A National Curriculum for Educational Psychologists DECP Newsletter

Durbin, N. J (1992) Promoting Well Being at College: Stress management for Students Journal of Higher Education 16, 1, pp. 22- 29

Miller, A., Leyden, G., Stewart-Evans, C. & Gammage, S. (1992) Applied psychologists as problem solvers: Devising a personal model.  Educational Psychology in Practice. 7, 4, pp. 227-236.

Leyden, G. & Kuk, G. (1993) The role of supervision in a healthy organisation: The case of educational psychology services.  Educational and Child Psychology. 10, 2, pp. 43-50.

Durbin, N.J. (1993) Time to Opt Out. DECP Newsletter No. 53

Kuk, G. & Leyden, G. (1993) ‘What’s in it for us?’ Supervision and educational psychologists: Analysis of survey returns.  Educational and Child Psychology. 10, 2, pp. 51-60.

Miller, A. (1994) Staff Culture, Boundary Maintenance and Successful ‘Behavioural Interventions’ in Primary Schools.  Research Papers in Education. 9, 1, 31-52.

Miller, A. (1995) Teachers’ attributions of causality, control and responsibility in respect of difficult pupil behaviour and its successful management.  Educational Psychology. 15, 4, 457-472.

Miller, A. (1995) Building grounded theory within educational psychology practice.  Educational and Child Psychology. 12, 2, 5-14.

Jenkins, S.M. & Miller, A. (1995) The re-integration of pupils with emotional and behavioural difficulties from special schools and units into mainstream schools. Educational Psychology in Practice. 11, 2, 45-51.

Bibby, P.A., Lamb, S., Leyden, G. &Wood, D. (1996) Season of birth and gender effects in children attending moderate learning difficulty schools.  British Journal of Educational Psychology. 66, 159-168.

Leyden, G. & Miller, A. (Guest Editors) (1996) Intervening with Peer Groupings: Research and Practice.  Special Issue of Educational Psychology in Practice. Vol. 11, No. 4.

Leyden, G. (1996) Peers and support for children with special needs: ‘Cheap labour’ or ‘forgotten resource’?  Educational Psychology in Practice. 11, 4, pp. 49-55.

Miller, A. (1996) But what about the others? Teachers’ experiences of the impact of individual behavioural interventions on other class members.  Educational Psychology in Practice. 11(4), 30-34.

Lamb, S.J., Bibby, P.A., Leyden, G. & Wood, D. (1997) Communication skills, educational achievement and biographic characteristics of children with moderate learning difficulties.  European Journal of Psychology of Education. Special Issue – Children with Special Needs. 12, (4) pp. 401-414.

Roderick, C., Pitchford, M. & Miller, A. (1997) Reducing playground aggression by means of a school-wide ‘raffle’.  Educational Psychology in Practice. 13, (1), pp. 57-63.

Dean, S. & Reynolds, A. (1998) Helping to develop strategies for learning: thinking about thinking – metacognition.  BPS DECP Newsletter. No. 84, pp. 18-20.

Leyden, G., Wilson, D. & Newton, C. (1998) Circles of Friends in Planning with Students.  Invited Paper for ‘IMPACT’. ‘Centre for Community Integration’, University of Minnesota. Vol. 11, (2), pp. 14-15.

Leyden, G. & Miller, A. (1998) Including All our children in mainstream schools and communities.  Educational Psychology in Practice. 14, (3), 188-193.

Lamb, S.J., Bibby, P.A., Wood, D. & Leyden, G. (1998) An Intervention Programme for Children with Moderate Learning Difficulties.  British Journal of Educational Psychology. Dec. 98.

Miller, A., Ferguson, E. & Simpson, R. (1998) The perceived effectiveness of school-based rewards and sanctions: adding in the parental perspective.  Educational Psychology. 18, 55-64.

Leyden, G. (1999) Time for a change: Reformulating Applied Psychology for LEAs and Schools.  Invited paper for special issue of Educational Psychology in Practice to mark 21 years since publication of Gillham’s (1978) ‘Reconstructing Educational psychology’’, Vol. 14, (4), pp. 222-227.

Gulliford, A (1999) Life as an Educational Psychologist.  Educational Psychology in Practice. 14, 4, 237-40.

Miller, A. (1999) Squaring the triangle: pupil behaviour, teachers and parents – and psychology.  Educational Psychology in Practice. 15, 2, 75-80.

Miller, A. & Leyden, G. (1999) A coherent framework for the application of psychology in schools.  British Educational Research Journal. 25, 3, 389-400.

Miller, A., Ferguson, E. & Byrne, I. (2000) Pupils’ causal attributions for difficult classroom behaviour.  British Journal of Educational Psychology. 70, 85-96.

Freeman, L. & Miller, A. (2001) Norm-Referenced, Curriculum-Based And Dynamic Assessment: What Exactly Is The Point? Educational Psychology in Practice  17, 1, 3-16

Miller, A & Black, L. (2001) Does Support for Home - School Behaviour Plans Exist

within Teacher and Pupil Cultures? Educational Psychology in Practice 17, 3, 245-62

Miller, A., Ferguson, E. & Moore, E. (2002) Parent's and Pupils' Causal Attributions

For Difficult Classroom Behaviour.  British Journal of Educational Psychology  72, 27-40

Miller, A. & Gibbs, S. (2002) (Editors) Educational Psychologists and Evidence.

Special Issue of Educational and Child Psychology 19, 3.

Miller, A. & Todd, Z. (2002) Educational psychology and difficult behaviour in

schools: conceptual and methodological challenges for an evidence-based profession. Educational and Child Psychology 19, 3, 82-95

Hart D., Leadbetter J., Euinton [Atkinson] S., Davies M., Joyce L., Neville N., Woolley G. and Robson D. (2003) Supporting Newly-Qualified Educational Psychologists in their First Year of Practice: Extending University and EPS links DECP Debate No. 108

O’Brien, L. & Miller, A. (2005) Challenging behaviour: analysing teacher language

in a school-based consultation within the Discursive Action Model. Educational

and Child Psychology 22, 1, 61-71

Ryrie, N., Lawrence, C. & Miller, A. (Eds.) (2006) Young Offending and Youth Justice. Special Issue of Educational and Child Psychology  23, 2.

Ryrie, N. (2006) Working with a Youth Offending Team: personal perspectives on challenges   and opportunities for the practice of educational psychology. Educational and Child         Psychology  23, 2, 6-14.

Miller, A., Gulliford, A. & Stringer, P. (2006) Psychological Perspectives in Multi-agency          Working. Special Issue of Educational and Child Psychology 23, 4.

Dearden, J. & Miller, A. (2006) Effective multi-agency working: a grounded theory of ‘high      profile’ casework that resulted in a positive outcome for a young person in public care.             Educational and Child Psychology 23, 4, 91-103

Other Publications

Leyden, G. (1968) Rethinking the role of the educational psychologist working with comprehensive schools in disadvantaged areas.  Paper presented to BPS Division of Educational and Child Psychology, Manchester, June.

Leyden, G. (1969) Educating for Delinquency.  Paper presented to the 23^rd Annual Conference of the National Association of Remand Home Superintendents, Blackpool, October.

Pomerantz, M., Leyden, G., Lunt, I., Osborne, E., & Powell, M. (1987) Fieldwork Supervision: Report of the Joint DECP Training Committee/Course Tutors’ Working Party.  Leicester: The British Psychological Society.

Caldecott, L., Durbin, N.J., & Siner, J. (1993) Co-operative Learning in the Primary School Chester: Cheshire County Council:

Kuk, G., Cox, T. & Leyden, G. (1994) Organisational Healthiness: Nature, Measures and Validity.  Paper presented to the British Psychological Society.  Occupational Psychology Section Conference, Birmingham, January.

Leyden, G. (1998) Ethical Issues: psychological research and children with disabilities.  Roundtable presentation to the BPS Annual Conference, Brighton, April 1998.

Miller, A. (1999) Share the answer to difficult children.  Times Education Supplement. 21^st May 1999, pp. 30.

9. Useful Addresses

NB A good source for the very latest information about national developments in training is the BPS website:

http://www.bps.org.uk/decp/news/updatetraining1.cfm

School of Psychology

Martin Lockey

University of Nottingham

University Park

Nottingham

NG7 2RD

Phone: 0115 846 7238 Fax: 0115 951 5324

E-mail: mel@psychology.nottingham.ac.uk

Internet: http://www.psychology.nottingham.ac.uk/courses

Further information about this course can be obtained from:

http://www.psychology.nottingham.ac.uk/edmsc.html