Doctorate in Applied Educational Psychology (Professional Training)
2. Entry requirements
3. Selection procedure
4. Course structure
10. Staff profiles
11. Selected publications
12. Useful addresses
“I am...impressed with the quality of the Programme and the work produced by students. [Students] presented as strong advocates for the course highlighting its positive, collaborative and responsive ethos as important characteristics...its focus on linking theory and practice along with its wide scope of activities contributes to professional training of the highest quality.”
Recent External Examiner
“ Graduates from the Nottingham Course think, talk and act like psychologists”
Regional Principal Educational Psychologist
The Nottingham Doctorate in Applied Educational Psychology (Professional Training) is a research degree that holds approval from the regulatory body, the Health and Care Professions Council (HCPC). Successful completion of this programme provides eligibility to apply for registration with the HCPC. It is a legal requirement that anyone who wishes to practise using a title protected by the Health and Social Work Professions Order 2001 is on the HCPC register. For more information, please see the HCPC website at www.hcpc-uk.org.
The term 'HCPC approved' applies only to those programmes which have been approved by the HCPC's Education and Training Committee (ETC) and which appear on the HCPC list of approved programmes. Please refer to the website at www.hcpc-uk.org.
The Nottingham programme possesses a number of unique characteristics that combine to provide a distinctive, forward-looking and high quality of professional preparation. It holds at its heart the link between theory and practice, and aims to train professionals who will be able to:
- operate with a strong knowledge base in applied and theoretical psychology
- develop models of practice which are informed by those links
- employ approaches at an individual, group and organisational level
- integrate a range of skills to enable the delivery of the role
- work flexibly and adaptively across a range of settings and situations
The course is located within the School of Psychology at the University of Nottingham which has a reputation for excellence in both teaching and research, as shown in the 2008 RAE Exercise and the most recent national teaching assessment (QAA), where the School scored the maximum 24/24. The University of Nottingham is a Russell Group university, in the top 100 universities internationally. It has recently been ranked within the top four of University psychology degrees in a national league table (Telegraph Newspaper).
The course draws upon strong links with regional and national partners in training educational psychologists, and in the collaborative work to develop and support successful practice placements for students.
National policies pertaining to the education and development of children and young people highlight the need for high quality and insightful support from skilled practitioners. The contribution of applied psychology is an important one in supporting achievement and reducing vulnerability. Located in a School of Psychology, the D App Ed Psy programme is strongly informed by psychological theory and research, and trains applied psychologists who can work in a theoretically informed way, respond to a broad range of situations with adaptability and flexibility, and deploy skills which enable the delivery of psychology to support complex situations.
Children, their families and carers, Children’s Services Professionals and Community partners look to support from psychologists whose training and personal qualities have equipped them for these roles and challenges. In particular, there is a need for applied psychologists who can anticipate and respond to the needs of a diverse society and we strongly welcome, as part of our equal opportunities policy, trainees that reflect this diversity.
Training as an educational psychologist in current times presents many opportunities. Developments in national policies have potentially significant implications for the role of the EP, and we are confident in course developments that keep apace of these, and in thinking strategically to explore ways forward in the practice of educational psychology.
2. Entry Requirements
Applicants for this course should possess a minimum 2:1 honours degree in psychology, or equivalent, which the British Psychological Society has recognised as providing the Graduate Basis for Chartered Membership. Candidates should be able to demonstrate that they have gained relevant experience of working with children and young people in which sustained levels of responsibility have been maintained, normally for a minimum period of two years prior to starting the course. This experience could be in any settings where responsibility for an aspect of children’s development can be taken, for example, working in roles in education or in community settings.
Applicants to this course should possess a good command of spoken and written English. They should meet as a minimum Level 7 IETLS or equivalent, as follows:
Applicants to this programme should be aware that successful candidates will be required to obtain clearance with the Disclosure and Barring Service during their study and if they subsequently seek to register with the HCPC, following completion of the course.
In accordance with the terms of this programme’s approval by the statutory regulator, students are asked to ensure that they monitor their fitness to practise. Guidance on what this means if you are considering applying can be found below at
Mature students with professional experience in educational or other settings are also 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.
The course currently holds 12 centrally funded places, funded through the National College for Teaching & Leadership (NCTL). To be eligible for these candidates must be ordinarily resident in the UK at the time they apply and able to work in the UK for the duration of the course (three years) and for at least an additional two years after completing the course (a five year minimum commitment in total).
There will be an open morning for the Doctorate on Saturday 17 October 2015 to tie in with the application cycle for the Educational Psychology Funded Training Scheme run by the NCTL. Information about the open morning can be found on the event listing.
Applicants from abroad or who are not eligible to apply through the NCTL are welcome to apply directly to the University for a self-funded place. The easiest way to do this is online through the admissions portal at
The deadline for receipt of self-funding applications for entry in September 2016 is 1 April 2016.
3. Selection Procedure
Applications should be submitted through the NCTL's Educational Psychology Funded Training (EPFT) scheme:
The applicant handbook to accompany this process can be found on the website for the Association of Educational Psychologists at:
Please note that the deadline for references to be submitted is 26 November 2015 (5pm) with a final deadline to submit the completed application (including references) of 3 December 2015 (5pm)
Interviews are a one-day event and comprise a welcome session with 12 applicants in which information about the School and the Course is given and questions invited. Candidates undertake a short written task, and a group task. In the afternoon each applicant is interviewed by one course tutor and one fieldwork educational psychologist. Candidates are also asked to make a short presentation on a pre-set topic as part of their interview.
There is a clear recognition at Nottingham that selection is 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
The curriculum of the D App Ed Psy enables students to meet the HCPC’s Standards of Proficiency and become eligible for registration as a Practitioner Psychologist. The course is delivered through seminars, private study as well as incorporating workshops for pupils, simulation activities and experiential learning. We believe that a course of applied training is part of a broader perspective on professional development, which continues when Trainees graduate. Within training we 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, including problem-based learning. Trainee Educational Psychologists (TEPs) are well-supported by regular supervision from a variety of tutorial and placement supervisors. Supervision is an essential part of the training at Nottingham. By this means it is possible for TEPs to integrate the theoretical, practical, experimental and research components of the overall structure.
Each TEP is allocated both a university tutor/research supervisor, and a university placement tutor, and course processes enable students to also draw support from one another. The course embraces the diversity of experience of TEPs, and accommodates their learning needs through the course processes and structures. Finally, our course team work hard on evaluation and quality assurance processes to maintain dynamic review of programme quality, facilitate TEP learning, and respond to the changing contexts for educational psychology practice.
|| Module Name
|| Structures, Systems and Services for Young People
|| Educational Psychology in Practice
|| Principles and Practice in Assessment I
|| Facilitating Learning I
|| The Development of Literacy
|| Interpersonal and Group Skills
|| Developmental Psychology in a School and Family Context
|| Vulnerable Young People I: Troubled and Challenging Behaviour in Schools
|| The Education of Children with Severe and Complex Difficulties
|| Facilitating Learning II
|| Principles and Practice in Assessment II
|| Strategic Psychology in Schools and Other Organisations
|| Educational Psychologists in Local Authorities
|| Vulnerable Young People II: Family and Community Context
Teaching and learning is directed by the core tutor team, with a number of components drawing upon the special expertise of local authority based educational psychologists, and other professionals. The quality of modules is evaluated by means of anonymously completed questionnaires which give TEPs the opportunity to feedback on all aspects of taught modules, together with annual overall review.
Within the Programme team there is a long and continuing record of research, development and publication in areas of professional significance to educational psychologists (please see publications list below). The course therefore draws strongly upon the expertise of its team to deliver a programme heavily informed by up-to-date psychological theory, research and practice
The programme is supported by excellent creative working partnerships with Regional Educational Psychology Services. The course enjoys relationships with local Educational Psychology Services and has established strong contacts with Services nationally and regionally. These links are further fostered by the Course Reference Group, which includes local and national educational psychologists, TEPs, recent graduates, academic staff and tutors.
The course draws on major strengths within the School of Psychology:
Human Development and Learning group
Personality, Social Psychology and Health group
and within the University:
The Learning Sciences Research Institute
The Children and Childhood Network
The pattern of practical fieldwork placements changes in nature and extent between the three training years. In Year 1, TEPs work for one day each week, with some additional blocked weeks, on closely supervised tasks arising from the taught modules. These placements are located within Educational Psychology Services who act as our training partners. In Years 2 and 3 TEPs seek bursaried placements, and spend approximately equivalent to 3 days per week in Year 2 and Year 3 in their LA placement. Placements are assessed through Portfolios recording professional practice and development, in conjunction with Supervisor evaluations.
In all their placements TEPs will have a named supervisor who provides supervision for a period each week through the year. TEP experiences on placement are planned and monitored jointly between the University tutor, fieldwork supervisor and TEP, supported by a TEP Professional Development Log. The D App Ed Psy programme contains requirements of TEPs on placement, which allow for their step-wise learning, and for close links between modular teaching and professional practice.
In year 1 of the programme, TEPs undertake a bespoke training in Applied Research Methods. The thesis is submitted May in year 3. Thesis topics must be chosen from areas of practical relevance to educational psychologists. The thesis is required to be 35,000 – 40,000 words in length and to address a question in settings of relevance for the profession and practice of educational psychology.
Research in doctoral training undertaken at the University of Nottingham has been disseminated through publications: journal articles, book chapters or conference presentations.
TEPs are assessed in three major areas of work:
- Taught modules: Assessment of taught modules require TEPs to investigate and demonstrate theory-practice links using small-scale investigations on placement, by means of either a written assignment, an assessed presentation, or a focused case study
- Fieldwork: Practical portfolio
- Research: Individual studies, and thesis
Students must meet the requirements for all three elements of the programme in order to attain the award of D App Ed Psy. Only full completion of the programme leads to eligibility for registration as a Practitioner Psychologist with the HCPC.
All aspects of the delivery of the programme are in accordance with the University’s regulations and guidance, which can be found at
Please note: Should a student be unable to complete the full programme they may be eligible for an exit award. An exit award does not provide eligibility to apply to the HCPC register.
The Programme undertakes regular evaluation of course content and of the student learning experience to support quality assurance and the meeting of the HCPC’s Standards of Proficiency, and Standards of Education and Training. Evaluation activities are as follows:
• Student evaluation of modular, placement, tutorial and research learning
• Programme Team evaluation of the programme provision
• Assessment of submitted work by Internal and External Examiners
• External Examiner evaluation of the programme provision
There are procedures for students to follow should they need to raise any concerns regarding their experience or training.
The course staff are all HCPC registrants as Practitioner Psychologists, who have Chartered Status with the BPS.
The core tutorial staff and special lecturers have occupied an extensive range of senior management positions within various Educational Psychology Services nationally. This ensures that professional training is firmly grounded within the current and forthcoming work experiences of practitioners.
The majority of teaching, research and practical work supervision is carried out by the Programme team:
Joint DAEP Programme Directors
Dr Nick Durbin, BSc, PGCE, MEd (Ed Psych), EdPsychD, CPsychol, AFBPsS
Anthea Gulliford BA, MSc, PGCE, MEd (Ed Psych), CPsychol, AFBPsS
Academic and Professional Tutors
Dr Sarah Atkinson, BSc, PGCE, MSc, EdPsychD, CPsychol
Dr Nathan Lambert BA, PGCE, MSc, DAppPsy, CPsychol, AFBPSs
Neil Ryrie MA, DipEd, MEd, CPsychol, AFBPsS
Dr Jackie Dearden, BSc, PGCE, D App Psy (Ed), CPsychol.
Dr Victoria Hobley BSc, MSc, DAppPsy, PGCE, CPsychol
Dr Colette Soan BEd (Hons), MEd, MSc, EPsychD, Cpsychol
Dr Andy Miller TCert, BSc, MSc, PhD, CPsychol, FBPsS
10. Staff Profiles
Anthea Gulliford is a Joint Programme Director for the Doctorate in Applied Educational Psychology, and a Senior Educational Psychologist with Nottingham City. She has been editor to, and published in, professional journals educational psychology. Amongst her interests are: research design for applied psychology; personal construct psychology; promoting mental health and well-being; and supporting children and young people excluded from education. http://www.nottingham.ac.uk/psychology/people/anthea.gulliford
Dr Nick Durbin is a Joint Programme Director. Nick has previously worked as Senior and Principal Educational Psychologist, and currently works as Educational Psychologist with Nottinghamshire County Council. Nick also works as a Critical Incident Consultant to two local authorities. His research interests include Educational Psychologists’ contributions to child and adolescent mental health, critical incident support, school improvement and multi-agency teamwork.
Neil Ryrie, Academic and Professional Tutor, is a Senior Practitioner Educational Psychologist with Leicester City Council. He has worked in a number of LAs and in a number of specialist fields including Youth Offending and has developed particular expertise in working with young people with long-term non-attendance difficulties. He has interest in assessment processes, and has been involved in developing web-based training and assessment.
Dr Nathan Lambert works as an Academic and Professional Tutor and as a Senior Practitioner Educational Psychologist with Birmingham City Council’s Educational Psychology Service. His research interests include pupil behaviour, pupils’ school engagement, pupil and teacher attributions, the incorporation of children and young people’s views in educational decision making, the application of instructional psychology in education and inclusive educational practice.
Dr Sarah Atkinson, Academic and Professional Tutor, is an educational psychologist with Derby City Council. She has undertaken research in the area of transition from primary to secondary school, and is particularly interested in the views of pupils and how they can be key participants in research regarding their educational experiences. She is interested in how Activity Theory informs data gathering and analysis within educational contexts.
As a former Programme Director for the DAEP, Dr Andy Miller has made a pivotal contribution to the profession, recognised in his 'Distinguished Contribution to Educational and Child Psychology 2008' award by the BPS. He has undertaken extensive research in professionally relevant domains, in particular publishing a series of studies into difficult behaviour in schools using a range of qualitative and quantitative methods. He has also published ten books on professionally relevant topics, and has worked as an editor to key educational psychology journals.
Dr Jackie Dearden is an occasional tutor to the programme and an Associate Professor in Special Educational Needs in the School of Education. She has worked locally and nationally as an educational psychologist and independent consultant and trainer in the area of special educational needs. She has a strong interest in inclusive education, and in research into the development of engagement and communication in children with additional needs. http://www.nottingham.ac.uk/education/people/jackie.dearden
Dr Victoria Lewis is an occasional tutor to the programme and a Senior Educational Psychologist with Nottinghamshire County Council. She has undertaken research into troubled and challenging behaviour, analysing discourse around this in schools. She is interested in developments in the use of consultative and narrative approaches to working with adults in support of the needs of young people, in how positive psychology can support educational psychology.
Dr Colette Soan is an occasional tutor to the programme and woks as an educational psychologist in the West Midlands. She has expertise in the uses of Activity Theory in psychological research, and in constructivist perspectives in psychology. She has an interest in the use of Person-Centered planning approaches in supporting vulnerable young people.
Further information concerning the School of Psychology at The University of Nottingham can be found at:
The University of Nottingham is a research-led institution which provides the highest quality learning environment and is committed to equal opportunities in practice and employment
As with all University degree outlines, this is provisional and could be subject to change.
11. Selected Publications
Higgins, H. and Gulliford, A. (2014) Understanding teaching assistant self-efﬁcacy in role and in training: its susceptibility to inﬂuence. Educational Psychology in Practice.
Emerson, A., & Dearden, J. (2013). The effect of using ‘full’ language when working with a child with autism: adopting the ‘least dangerous assumption’. Child Language Teaching and Therapy,
Emerson, A., & Dearden, J. (2013). Accommodating to motor difficulties and communication impairments in people with autism: the MORE intervention model. Frontiers in Integrative Neuroscience, 7.
Gibbs, S., & Miller, A. (2013). Teachers’ resilience and well-being: a role for educational psychology. Teachers and Teaching, 20,5, 609-621.
Emerson, A., & Dearden, J. (2012, July). The implications of using restricted language when talking to children with severe communication impairments And Autism. In Journal Of Intellectual Disability Research Vol. 56, No. 7-8, 693-693
Lamb, D. & Gulliford, A. (2011) Physical exercise and children’s self-concept of emotional and behavioural well-being: A randomised controlled trial. Educational and Child Psychology, 28, 4, 66-74
Lewis, V. & Miller, A. (2011) “Institutional talk” in the discourse between an educational psychologist and a parent: A single case study employing mixed research methods. Educational Psychology in Practice, 27, 3, 195-212
Taylor, V. & Gulliford, A. (2011) Parental perspectives on nurture groups: The potential for engagement. British Journal of Special Education, 38, 2, 73–82
Aston H.J. & Lambert, N. (2010) Young people’s views about their involvement in decision-making. Educational Psychology in Practice, 26, 1, 41-51
Lambert, N. and Miller, A. (2010) The temporal stability and predictive validity of pupils' causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 80, 4, 599-622
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
Miller, A., Gulliford, A. & Stringer, P. (Eds) (2006) Psychological Perspectives in Multi-agency Working. Special Issue of Educational and Child Psychology, 23, 4
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
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
Hart, D., Leadbetter, J., Euinton [Atkinson], S., Davies, M., Joyce, L., Neville, N., Woolley, G. & Robson, D. (2003) Supporting newly-qualified educational psychologists in their first year of practice: Extending university and EPS links. DECP Debate No. 108
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) (Eds) 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
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. & Byrne, I. (2000) Pupils’ causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 70, 85-96
Gulliford, A. (1999) Life as an educational psychologist. Invited paper for special issue of Educational Psychology in Practice to mark 21 years since publication of Gillham’s (1978) ‘Reconstructing Educational psychology’, 14, 4, 237-40
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’, 14, 4, 222-227
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
Dean, S. & Reynolds, A. (1998) Helping to develop strategies for learning: thinking about thinking – metacognition. BPS DECP Newsletter, 84, 18-20.
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.
Leyden, G. & Miller, A. (1998) Including all our children in mainstream schools and communities. Educational Psychology in Practice, 14, 3, 188-193
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, 11, 2, 14-15
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
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, 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
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. (1996) Peers and support for children with special needs: ‘Cheap labour’ or ‘forgotten resource’? Educational Psychology in Practice, 11, 4, 49-55
Leyden, G. & Miller, A. (Eds) (1996) Intervening with peer groupings: Research and practice. Special Issue of Educational Psychology in Practice, 11, 4
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
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
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
Miller, A. (1994) Staff culture, boundary maintenance and successful ‘behavioural interventions’ in primary schools. Research Papers in Education, 9, 1, 31-52
Durbin, N.J. (1993) Time to opt out. DECP Newsletter, 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, 51-60
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, 43-50
Durbin, N. J. (1992) Promoting wellbeing at college: Stress management for students. Journal of Higher Education, 16, 1, 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, 227-236
Durbin, N.J. (1991) A National Curriculum for Educational Psychologists. DECP Newsletter
Osborne, E., Leyden, G. & Powell, M. (1990) Supervision of educational psychologists on fieldwork. Educational and Child Psychology, 7, 3, 37-43
Powell, M., Leyden, G. & Osborne, E. (1990) A curriculum for training in supervision. Educational and Child Psychology, 7, 3, 44-51
Frederickson, N., Miller, A. & Watts, P. (1990) Identifying service development needs. Educational Psychology in Practice, 6, 3, 148-58
Durbin, N. J. (1990) Close encounters of a psychological kind. A personal reflection on induction. Educational Psychology in Practice 6, 3, 143-147
Cline, T., Gulliford, A and Birch, S. (Eds.), (2014). Educational Psychology. Hove. Taylor and Francis. (In Press.)
Frederickson, N., Miller, A. & Cline, T. (2008) Educational Psychology. (Topics in Advanced Psychology). London: Hodder Arnold.
Miller, A. (2003) Teachers, Parents and Classroom Behaviour. A Psychosocial Approach. Open University Press.
Galvin, P., Miller, A. & Nash, J. (1999) Developing and Revising a Whole School Behaviour Policy. David Fulton.
Miller, A. (1996) Pupil Behaviour and Teacher Culture. London: Cassell.
Gray, P., Miller, A. & Noakes, J. (1994) Challenging Behaviour in Schools: Teacher Support, Practical Techniques and Policy Development. London: Routledge.
Watts, P., Pickles, T. & Miller, A. (1993) Special Care Professional Development Systems. Harlow: Longman.
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.
Lane, D. & Miller, A. (eds.) (1992) Child and Adolescent Therapy. A Handbook. Milton Keynes: Open University Press.
Lindsay, G. & Miller, A. (eds.) (1991) Psychological Services for Primary Schools. Harlow: Longman.
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.
Gulliford, A., (2015). Evidence Based-Practice In Educational Psychology: The Nature Of Evidence. In: Cline, Tony, Gulliford, Anthea And Birch, S., Eds., Educational Psychology. 2nd Edn. Taylor And Francis. (In Press.)
Gulliford, A., (2015) Raising Educational Achievement: What Can Instructional Psychology Contribute? In: Cline, T., Gulliford, A. And Birch, S., (Eds)., Educational Psychology 2nd Edn. Taylor And Francis. (In Press.)
Gulliford, A. and Miller, A., (2015). Managing Classroom Behaviour: Perspectives From Psychology. In: Cline, T., Gulliford, A. And Birch, S., Eds., Educational Psychology 2nd Edn. Taylor And Francis. (In Press.)
Gulliford, A. and Miller, A., (2015). Coping With Life By Coping With School? School Refusal In Young People. In: Cline, T., Gulliford, A. And Birch, S., Eds., Educational Psychology 2nd Edn. Taylor And Francis. (In Press.)
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.
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. & 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. (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.
Durbin, N.J (1995) An introduction to co-operative group work in schools. In Co-operative 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 Co-operative Learning: The Collection. Loughborough: The Co-operative Union
Leyden, G. (1991) Mind the steps! Working with children in second families. In Lindsay, G. & Miller, A. (eds.) Psychological Services for Primary Schools. Harlow: Longman.
Selected Other Publications
Miller, A. (1999) Share the answer to difficult children. Times Education Supplement, 21st May, p30.
Caldecott, L., Durbin, N.J., & Siner, J. (1993) Co-operative learning in the primary school. Chester: Cheshire County Council.
12. Useful Addresses
Oversight of educational psychology training, and the management of the clearing house for applications is by the NCTL, linked to the Department for Education.
You may contact the NCTL at https://www.gov.uk/educational-psychology-funded-training-scheme#contact with enquiries or for further guidance.
Applications for training are made through the following website:
Potential applicants should ensure that they will be in a position to meet the terms of registration with the Health Professions Council once qualified:
British Psychological Society
British Psychological Society
St Andrews House
48 Princess Road East
Phone: +44 (0)116 254 9568
Fax: +44 (0)116 247 0787
Association of Educational Psychologists
Association of Educational Psychologists
The Riverside Centre
Phone: 0191 384 9512
Fax: 0191 386 5287
School of Psychology
Please contact us using the enquiry form.