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In This Section
  • Completed Research Projects
  • Equity, Diversity and Inclusion Research
  • Recently Published Research

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Completed Research Projects

Below are DECAP's research projects completed since 2020.

  • Cohort 15 - 2021-2024

    Working with children and young people from minority cultural and linguistic communities in Northern Ireland – an explorative study of educational psychologists’ experience by Lena Andrae

    Expectations, attributions and responses to pupil behaviour: does gender play a role? by Michael Carroll

    Exploring the accessibility of Educational Psychology (EP) written feedback for parents/carers by Megan Douglas

    The experiences of female classroom assistants supporting pupils with acquired brain injury: a longitudinal interpretative phenomenological analysis study by Ciara Higgins

    “Some people don’t really believe in it”: the discursive construction of dyslexia among adolescents identified as dyslexic by Aimee Keenan

    “You are all on Motorbikes and I’m on a Bicycle”: exploring the retrospective school experiences of females with ADHD through a systemic lens by Zoe Keys

    Pause for thought: a constructivist grounded theory exploration of parental and carer decision-making regarding school start deferral by Louise McDougall

    Exploring the educational experiences of autistic young people accessing an autism specific classroom in a mainstream secondary school in Northern Ireland by Clare McGeady

    Exploring emotionally based school non-attendance among autistic children and young people in Northern Ireland by Aoife O'Donnell

    An exploration of the lived experiences of classroom assistants who support children with social, behavioural and/or emotional wellbeing needs in primary schools in Northern Ireland by Wendy Robinson

    Exploring parent/carer and child experiences of a home-based reading intervention for struggling readers by Aislinn Whyte

  • Cohort 14 - 2020-2023

    Exploring the coming out experiences of female adolescents who identify as bi+: an interpretative phenomenological analysis by Connie Anderson

    Me, my school and I: a reflexive thematic analysis of the self-perceptions of post primary pupils with moderate learning difficulties in specialist education by Lára Breslin

    A mixed methods exploration of educational psychologists’ practice in the United Kingdom: eliciting the views of children and young people with severe learning difficulties by Emma Catterson

    Supporting children looked after (CLA) in post-primary school: a focus on transition support and staff experiences of the key adult role in the early post-primary years by Megan Draine

    Exploring the school life experiences of secondary school students on the autism spectrum who are dealing with anxiety, using participant-driven photo-elicitation by Laura Hynds

    A mixed-methods exploration of Northern Irish primary school teachers’ experience of stress and burnout within the context of the school environment by Rachel McAllister

    Exploring the lived experiences of adolescent autistic females including how they make meaning and sense of their diagnoses: an interpretative phenomenological analysis by Sarah McConnell

    Academic achievement of adolescents with chronic pain: the mediating role of sleep by Darragh Mullen

    The feasibility of delivering informational sessions to Syrian refugee mothers on the education system in NI, special educational needs, and strategies used for promoting children’s wellbeing in schools by Sarah O'Donnell

  • Cohort 13 - 2019-2022

    Parental knowledge and experience of nurture groups: A mixed methods study by Sarah Cassidy

    Changing interactions, relationships and behaviour: Exploring the use of child-directed play and coaching skills in the primary classroom by Jennifer Chandler

    Syrian refugee pupils’ experiences of education, support systems, and community in Northern Ireland by Jonathan Heaney

    Social media follows you everywhere: The social media use of adolescents accessing counselling support within Post-Primary schools in Northern Ireland by Eavan Hennessy

    The lived experiences and sense making of adolescent males with social, behavioural, emotional and wellbeing needs who have reintegrated back into mainstream education following a placement in alternative education provision: an interpretive phenomenological analysis by Ashleigh Kelly

    Sixth Formers’ views and suggestions for relationships & sexuality education in Northern Ireland by Ellen Parish

    Exploring children's experience of child-practitioner relationships in Nurture Group settings: A multi-method approach by Emma Speers

    An exploration of staff and student perspectives on the use of Compassion Focused Therapy within an Alternative Education Provision in Northern Ireland by Aine Sutton

  • Cohort 12 - 2018-2021

    An investigation into camouflaging behaviour in pupils with Autism Spectrum Disorder and its impact on their education, from the perspective of their parents by Fionuala Boyle

    NI teachers’ views of their roles, knowledge and training in supporting student mental health: a mixed-methods study by Lily Chuah

    Talk and transfer: How parents' discourse about the Northern Ireland transfer tests constructs an ideological dilemma by Clare Kidston

    Using a mosaic-based approach to construct children's understanding of safe space in school by Maria Mearns Macdonald

    Does compassionate mind training reduce test anxiety in adolescents? A school-based pilot study by Dean O’Driscoll

    Exploration of the impact of a school-based mindfulness programme with students who are experiencing social, behavioural and/or emotional and well-being difficulties, alongside literacy difficulties by Laura Thompson

  • Cohort 11 - 2017-2020

    Supporting adolescent mothers using Video Interaction Guidance (VIG) by Carly Elliott

    Exploring the views of adolescent boys in school about how they cope with their worries or concerns by Aine Fitzpatrick

    “I’ve learned more about myself than I thought I would”: Using Video Enhanced Reflective Practice to train school-based mentors by Simon McNally

    Exploring the use of video interaction guidance (VIG) with hearing parents of deaf / hard of hearing children by Susannah Robinson

    Exploring teachers' experiences of working with transgender young people in Northern Ireland by Zara Simmons

    An insight into the experiences of teachers educating children with Foetal Alcohol Spectrum Disorders in Northern Ireland by Charlene Tennyson

DECAP Research
  • DECAP Research
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  • Equity, Diversity and Inclusion Research
  • Recently Published Research
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