A

Ahearn, A. (2024) Prevalence barriers and the effectiveness of domestic abuse perpetrator interventions: an enquiry. Undergraduate thesis, University of Chichester.

B

Baeza, S. (2020) Swimming with sharks: what do Social Workers experience when working with families where sexual abuse is the primary factor? Doctoral thesis, University of Chichester.

Ballantyne, F. (2022) Investigating empathy in individuals with a history of substance use disorders. Undergraduate thesis, University of Chichester.

C

Cairns, E. (2022) How Does Experience Inform Engagement?Exploring Non-Clinical Participant Experience of an Online Self-Help Mindfulness-Based Intervention (SHMBI). Undergraduate thesis, University of Chichester.

Casaletto, A. (2024) “Navigating the shadows of childhood sexual abuse.” The impact of trauma on parenting: How can social workers support parents with a history of childhood sexual abuse? Undergraduate thesis, University of Chichester.

D

Davies, J., Bentham, S. and Duah, F. (2023) The impact of group singing on children's subjective well‐being: Mixed methods research. Children & Society. pp. 1-22. ISSN 1099-0860

Derecki, R. (2022) Committed Momentum Therapy for social anxiety: a randomised three-armed control pilot of an ultra-brief unguided self-help intervention. Undergraduate thesis, University of Chichester.

E

Ellard, J. (2024) Exploring how parents and caregivers of children with disabilities can experience increased psychological stress.How does having a child with a disability affect the psychological stress experienced by parents and caregivers, and how might social support and the challenges posed by COVID-19 influence this? Undergraduate thesis, University of Chichester.

Everley, S. (2023) Displacement, replacement and creative endeavour; English Children’s Experiences of ‘Lockdown’ – a basis for planning? Education 3-13. pp. 1-13. ISSN 0300-4279

F

Fairchild, N., Mikuska, E., Sabine, A. and Sarah, B.et al (2022) The Early Childhood Education and Care sector’s perspective on the Early Childhood Studies graduate and the Early Childhood Graduate Practitioner Competencies. Project Report. University of Chichester, Chichester.

H

Hall, C. (2022) Problematic Smartphone Use and Daily Cognitive Failures Among University Students: The Mediating Roles of Sleep Quality and Academic Stress. Masters thesis, University of Chichester.

Hart, A., Rathbone, A., Stubbs, C., Hinton, M., Buttery, L., Heaver, B., Duncan, S., Maitland, J., Thompson, J., Wigglesworth, P., Walsh, C., Mills, L., Roethling, T., Parker, N., Slater, R. and Smith, N.et al (2020) Supporting children and young people’s mental health: A guide for schools using a resilience based approach. Boingboing, University of Brighton Centre of Resilience for Social Justice, Blackpool Council.

Haynes, P., Hart, A., Eryigit-Madzwamuse, S., Wood, M., Maitland, J. and Cameron, J.et al (2023) The contribution of a complex systems-based approach to progressive social resilience. Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine, 28 (5). pp. 754-774. ISSN 1363-4593

Hazell, C. M., Berry, C., Bogen-Johnston, L. and Banerjee, M.et al (2022) Creating a hierarchy of mental health stigma: testing the effect of psychiatric diagnosis on stigma. BJPsych open, 8 (5). pp. 1-7. ISSN 2056-4724

Hickman, D. (2020) Developing the wider, professional role of the teacher. In: Mentoring English Teachers in the Secondary School A Practical Guide. Mentoring Trainee and Early Career Teachers . Routledge, London, pp. 116-145. ISBN 9781138591363

Hickman, D. and Gooda, T. (2020) What knowledge, skills and understanding do beginning teachers need? In: Mentoring English Teachers in the Secondary School A Practical Guide. Mentoring Trainee and Early Career Teachers, 1 . Routledge, London, pp. 70-79. ISBN 9781138591363

Hopkins, E. (2024) Staff retention in social work : Is emotional resilience the answer to staff retention in children's social work? Undergraduate thesis, University of Chichester.

K

Khan, T. and Mikuska, E. (2023) The relationship between the supervisors and the supervisee: Experiences of PhD completers. Journal of Applied Technical and Educational Sciences, 12 (4). pp. 1-12. ISSN 2560-5429

Khan, T. and Mikuska, E. (2021) The first three weeks of lockdown in England: The challenges of detecting safeguarding issues amid nursery and primary school closures due to COVID-19. Social Sciences and Humanities Open, 3 (1). p. 100099. ISSN 2590-2911

Kurowski, A. A. and Mikuska, E. (2023) Language, self-esteem, and academic achievement: mature students’ emotionally incited stories. Educational Role of Language Journal, 2023-1 (9). pp. 21-32. ISSN 2657-9774

L

Laxton, D. and Horn, A. (2023) An early years model of transformative leadership: Becoming a change agent. Early Years Educator, 23 (21). pp. 20-21. ISSN 2052-4617

M

Maitland, J. (2020) Whole-school approaches to building resilience & promoting mental health: embracing complexity. BERA Bites, 6. p. 14.

Maitland, J. and Glazzard, J. (2022) Finding a way through the fog: school staff experiences of the Covid-19 pandemic. Cambridge Journal of Education, 52 (5). pp. 555-577. ISSN 0305-764X

Marinucci, M., Riva, P., Lenzi, M., Lasagna, C., Waldeck, D., Tyndall, I. and Volpato, C.et al (2023) On the lowest rung of the ladder: How social exclusion, perceived economic inequality and stigma increase homeless people’s resignation. British Journal of Social Psychology, 62 (4). pp. 1817-1838. ISSN 2044-8309

Mcmillan, U. (2024) “When Good Enough Parenting is Not Good Enough” Is Professional Support and Intervention or Permanent Removal Best for the Child Long-Term? Undergraduate thesis, University of Chichester.

Mikuska, E. (2022) Book Review: Social leadership in early childhood education and care: An introduction by J O’Sullivan and M Sakr. Sage, Contemporary Issues in Early Childhood.

Mikuska, E. (2023) Conversation with my Classmates: displacement, war, and survival. Genealogy, 7 (4). pp. 1-11. ISSN 2313-5778

Mikuska, E. (2021) Emotional labour and the democratic ECEC. In: European Circular Economy Research Alliance EECERA online festival, 1-14 September 2021, Zagreb, Croatia.

Mikuska, E. (2021) The Importance of Early Childhood Education and Care for Hungarian Ethnic Minority Groups in Romania, Slovak Republic and Serbia. In: The SAGE Handbook of Global Childhoods. Sage, London, pp. 383-397. ISBN 9781529717815

Mikuska, E. (2023) "Knowledge production in academic spaces. Disturbing conferences and composing events". Journal of Posthumanism, 3 (1). pp. 73-74. ISSN 2634-3576

Mikuska, E. (2022) Narrative approach to investigate experiences of kindergarten pedagogues in Serbia. In: International Conference - Narrative ISSN, 28-30 June 2022, University of Chichester.

Mikuska, E. (2023) Policy and Governmentality of Early Childhood Education and Care in England. Pedagoška stvarnost, 68 (2). pp. 123-138. ISSN 0553-4569

Mikuska, E. (2023) Your emotional, personal life and achievements as an undergraduate. In: The Early Years Handbook for Students and Practitioners: An Essential Guide for the Foundation Degree and Levels 4 and 5. Routledge, London. ISBN 9781003154853

Mikuska, E., Fairchild, N., Sabine, A. and Barton, S.et al (2023) Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences. International Journal of Early Years Education. pp. 1-15. ISSN 0966-9760

Mikuska, E., Raffai, J. and Vukov Raffai, E. (2023) Thinking through the lens of dialogical self, I positions and intersectionality for exploring how Hungarian kindergarten pedagogues experienced the new Curriculum Framework. Global Studies of Childhood, 14 (2). pp. 156-170. ISSN 2043-6106

P

Pope, K. (2022) Asexuals’ Experiences of Discrimination: An Interpretative Phenomenological Analysis. Masters thesis, University of Chichester.

S

Sabine, A., Barton, S., Mikuska, E. and Fairchild, N.et al (2023) Research into trainees: perception of graduate and undergraduate trainees in the early years sector. Early Years Educator, 23 (19). pp. 33-34. ISSN 1465-931X

Seach, D. (2022) What the research tells us about autism and bilingualism. An Evidence-based Guide to Autism and Bilingualism.

Shelton, C. (2024) Supporting lower attaining pupils in early computing education. In: Proceedings of Constructionism / Fablearn 2023. Carnegie Mellon University Press/ETC Press, pp. 103-111. ISBN 9781300969150

Shelton, C. and Lansley, M. (2023) Where is technology in the ‘golden thread’ of teacher professional development? In: Towards a collaborative society through creative learning. IFIP World Conference on Computers in Education. Springer, Hiroshima, Japan, pp. 653-662. ISBN 9783031433924

Solvason, C., Lyndon, S. and Webb, R. (2024) Oh … that Mommy needs a bit of help as well”: why every school needs a health and wellbeing lead. Health Education. ISSN 0965-4283

Spooner, R. (2022) A Mixed Methods Investigation into Internalised Homophobia and Self-Harm in a Lesbian Population. Undergraduate thesis, University of Chichester.

Spooner, R. and Cleveland, M. (2023) Exploring lesbian internalised homophobia and self-harming: A thematic analysis. Psychology of Women and Equalities Review (POWER), 6 (2). pp. 12-23. ISSN 2517-4932

V

Vass, L. (2022) A mixed methods exploration of the persuasive effects of messages designed to encourage physical activity in female university students. Masters thesis, University of Chichester.

W

Watkins, M. (2022) An investigation into the experience(s) of, and mitigation strategies employed by people whose sleep has been impacted during the COVID-19 pandemic. Masters thesis, University of Chichester.