A

  • Alsehaimi, A., Barron, I., & Hodson, A. (2017). Physical child abuse by parents and teachers in Saudi Arabia: a Systematic literature review. Journal of Child & Adolescent Trauma, 1-11. DOI: 10.1007/s40653-017-0167-7
  • Alsehaimi, A., & Alanazi, A. (2017). The extent of negligence of children in Saudi Arabia: a literature review. Journal of Childhood & Developmental Disorders, 3(1).
  • Alsehaimi, A. (2016). A Systematic Review of Literature on Child Sexual Abuse in Saudi Arabia. Journal of Childhood & Developmental Disorders 2(2).
  • Alsehaimi, A., & Alshammari, B. (2016). An investigation into the nature of emotional child abuse in Saudi Arabia: systematic literature review. International Journal of School and Cognitive Psychology, 3(3).
  • Allardyce, S, Wylie, N, Ritchie, B, Sharpe, M & Barron, I. (2017) Preventing Adolescent Harmful Sexual Behaviour: A NOTA Think Piece. 1-12. DOI: 10.20933/10000105
  • Alsuhaibani A., Cox A., Hopfgartner F., Zhao X. (2020) Saudi International Students’ Perceptions of Their Transition to the UK and the Impact of Social Media. In: Sundqvist A., Berget G., Nolin J., Skjerdingstad K. (eds) Sustainable Digital Communities. iConference 2020. Lecture Notes in Computer Science, vol 12051. Springer, Cham.
  • Awang, M.M., Jindal-Snape, D., & Barber, T., 2013. A Documentary Analysis of the Government's Circulars on Positive Behavior Enhancement Strategies. Asian Social Science, 9(5), 203-208.

B

  • Bain, Y., Bruce, J., & Weir, D. (2017). Changing the landscape of school/university partnership in Northern Scotland. Professional Development in Education, 43(4), 537-555.
  • Barron, I. & Mitchell, D. (2018). The Fairy Tale Model: Secure facility therapist perceptions. Journal of Adolescent Trauma. DOI: 10.1007/s40653-018-0203-2
  • Barron, I., & Mitchell, D. (2017). Unit manager perspectives of a trauma-specific programme across Scotland’s secure estate. Journal of Children's Services, 12(4), 271-287. DOI: 10.1007/s10896-017-9921-8
  • Barron, I., & Abdallah, G. (2017). Field trial of a complicated grief psychosocial program for adolescents in Occupied Palestine. Journal of Aggression, Maltreatment & Trauma, 26(4), 372-390. DOI: 10.1080/10926771.2017.1290000
  • Barron, I., Mitchell, D., & Yule, W. (2017). Pilot study of a group-based psychosocial trauma recovery program in secure accommodation in Scotland. Journal of Family Violence, 1-12. DOI: 10.1007/s10896-017-9921-8
  • Barron, I., & Mitchell, D. (2017). Adolescents in secure accommodation in Scotland: Exposure and impact of traumatic events. Journal of Aggression, Maltreatment & Trauma, 1-18. DOI: 10.1080/10926771.2017.1330294
  • Barron, I., & Tracey, J. K. (2017). Quasi-Qualitative evaluation of Progressive Counting in secure accommodation in Scotland: An exploratory cluster case study. Journal of Child & Adolescent Trauma, 1-11. DOI: 10.1007/s40653-017-0184-6
  • Barron, I., Abdallah, G., & Heltne, U. (2017). Case study quasi-qualitative analysis of peer group supervision of a child trauma recovery program in occupied Palestine. Journal of Child and Adolescent Trauma, 1-10. DOI: 10.1007/s40653-016-0127-7
  • Barron, I., Abdallah, G., & Heltne, U. (2016). Randomized control trial of Teaching Recovery Techniques in rural occupied Palestine: Effect on adolescent dissociation. Journal of Aggression, Maltreatment and Trauma, 25(9), 955-973. DOI: 10.1080/10926771.2016.1231149
  • Barron, I., McInnes, J., & Abdallah, G. (2016). Intergenerational trauma framework for programme efficacy studies: child trauma recovery in occupied Palestine. Critical and Radical Social Work, 4(2), 217-230. DOI: 10.1332/204986016X14601003012367
  • Barron, I., & Abdallah, G. (2015). Trauma recovery in interprofessional cross-cultural contexts. Journal of Journal of Aggression, Maltreatment and Trauma, 24(4), 361-380.
  • Barron, I., & Abdallah, G. (2015). Intergenerational trauma in the occupied Palestinian territories: Effect on children and promotion of healing. Journal of Child and Adolescent Trauma, 8(2), 103-110.
  • Barron, I., Miller, D., & Kelly, T. (2015). School based child sexual abuse prevention programs: Moving towards resiliency informed evaluation. Journal of Child Sexual Abuse, 24(1), 77-96.
  • Berman-Rossi, T. & Kelly, T. B. (2014). Older persons in need of long-term care. In A. Gitterman (Ed.), Handbook of Social Work with vulnerable and Resilient Populations, (3rd ed), New York: Columbia University Press.
  • Boyle, C., Topping, K.J., & Jindal-Snape, D., 2013. Teachers’ attitudes towards inclusion in high schools. Teachers and Teaching: Theory and Practice, 19(5), 527-542.
  • Boyle, C., & Jindal-Snape. D., 2012. Visual perceptual difficulties and the impact on children's learning: Are teachers missing the page? Support for Learning, 27(4), 166-171.
  • Boyle, C., Topping, K.J., Jindal-Snape, D., & Norwich, B., 2012. The importance of peer-support for teaching staff when including children with special educational needs School Psychology International. School Psychology International 32(3), 167-184.
  • Britton, U., Issartel, J., Symonds, J., & Belton, S. (2020). What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School. Int. J. Environ. Res. Public Health, 17, 2874. https://www.mdpi.com/1660-4601/17/8/2874
  • Bruce, M. (2104). The Voice of the Child in Child Protection: Whose Voice? Soc. Sci., 3, 514-526.http://www.mdpi.com/2076-0760/3/3/514.

C

  • Cantali, D. (2017). Moving to Secondary School for Children with Profound and Multiple Learning Difficulties: a review of the literature. PMLD Link, 29 (3), pp. 25 – 27.
  • Cantali, D. (2019). Moving to Secondary School for Children with ASN: a systematic review of international literature. British Journal of Special Education, 46(1), 29-52. https://doi.org/10.1111/1467-8578.12258
  • Christie, L. (2019). The Monstrous Voice: M.R.Carey's The Girl with all the Gifts. In D. Kupferman and A. Gibbons (Eds.) Childhood, Science Fiction, and Pedagogy: Children Ex Machina (pp. 41-56). Singapore: Springer.
  • Cranwell, M., Gavine, A., McSwiggan, L. & Kelly, T. B., (2018). What happens for informal caregivers during transition to increased levels of care for the person with dementia? A systematic review protocol. Systematic Reviews, 7, 1-5.
  • Cumming, T., Strnadová, I, & Danker, J. (2020). Transitions of students with autism and intellectual disabilities in inclusive settings: The nexus between recommended and actual practice. Australasian Journal of Special and Inclusive Education. https://doi.org/10.1017/jsi.2020.1
  • Czerniawski, G., Gray, D., MacPhail, A., Bain, Y., Conroy, P., & Guberman, A. (2018). The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching, 44(2).http://www.tandfonline.com/doi/full/10.1080/02607476.2017.1422590

D

  • Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C., & Hay, P., (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-41.
  • Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A., 2012. Creative learning environments in education 'A systematic literature review. Thinking Skills and Creativity.
  • Dennis, A., Gordon, L., Howden, S., & Jindal-Snape, D. (2017). An Evaluation of a Scottish Higher Education ‘Student Transitions’ Enhancement Theme: Stakeholders’ Perceptions and Recommendations for Future Activities. Journal of Perspectives in Applied Academic Practice, 5(2), 22-30. DOI: 10.14297/jpaap.v5i2.270
  • Dennis, A., Gordon, L., Howden, S., & Jindal-Snape, D. (2017). An Evaluation of a Scottish Higher Education ‘Student Transitions’ Enhancement Theme: Stakeholders’ Perceptions and Recommendations for Future Activities. Journal of Perspectives in Applied Academic Practice, 5(2), 22-30. https://doi.org/10.14297/jpaap.v5i2.270
  • Dey, D., Lindsay, A., & Thomson, P. (2017). Supporting Student Transition into Professional Practice, Journal of Perspectives in Applied Academic Practice, 5(2) https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/276
  • Dingwall, L., Fenton, J., Kelly, T. B. & Lee, J (2017) Sliding doors: Did drama-based inter-professional education improve the tensions round person-centred nursing and social care delivery for people with dementia: A mixed method exploratory study. Nurse Education Today. 51: 1-7.
  • Doel, M & Kelly, T. B. (2014). Groupwork A to Z. Basingstoke: Palgrave MacMillan.
  • Dunn, B., McDonald, C., & Johnson, D. (2017). Evidence of Quality Professional Development: A Study in Childhood Practice, Professional Development in Education. Published online: 07 Jun 2017

F

  • Fabian, K., Topping, K., & Barron, I. (2016). Mobile technology and mathematics: effects on students' attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77-104. DOI: 10.1007/s40692-015-0048-
  • Fenton, J. & Kelly, T. B. (2018) ‘Risk is King and Needs to take a Backseat!’ Can Social Workers’ Experiences of Moral Injury Strengthen Practice. In A. Whittaker and B Taylors (eds.), Risk in Social Work Practice: Current Issues. London: Routledge.
  • Furuta, H., Miyauchi, H., Jindal-Snape, D., Lynch, P., Okuhata, S., Noguchi, A., & Okada, E., 2013. Significance and strategies for international dissemination of outputs of early career researchers. Journal of Special Education Research, 1(1), 23-30.

G

  • Gopinath, M , Illsley, B, Kelly, T & Entwistle, V 2015, ' Moving residence to secure valued capabilities:: insights from a qualitative study of relationships between place & wellbeing among older people living in Scotland ' Paper presented at 2015 HDCA Conference: “Capabilities on the Move: Mobility and Aspirations”, Washington DC, United States, 10/09/15 - 13/09/15.
  • Gordon, L., Jindal-Snape, D., Morrison, J., Muldoon, J., Needham, G., Siebert, S., & Rees, C. (2017). Multiple and multi-dimensional transitions from trainee to trained doctor: A qualitative longitudinal study in the UK. BMJ Open7(11), 1-12. [e018583]. DOI: 10.1136/bmjopen-2017-018583
  • Gordon, L., Teunissen, P. W., Jindal-Snape, D., Bates, J., Rees-Sidhu, C., Westerman, M., Sinha, R., & van Dijk, A. (2020). An international study of trainee-trained transitions: Introducing the transition-to-trained-doctor (T3D) model. Medical Teacher, 1-10. https://doi.org/10.1080/0142159X.2020.1733508

H

  • Hannah, E.F.S., Ingram, R., Kerr, C., & Kelly, T.B. (2015). Inquiry-based Learning for Interprofessional Education. In Blessinger, P., & Carfora. J.M. (Eds.), Inquiry-Based learning for the arts, humanities, and social sciences: A conceptual and practical resource for educators (pp.105-125). Bingley, UK: Emerald Group Publishing Ltd.
  • Hannah, E.F.S., & McGarry, F. (2015) MindJump Health and Well-being Programme: Evaluation and Development. Dundee: Report for MindJump.
  • Hannah, E.F.S., & Jindal-Snape, D. (2014). Setting the scene: personal, professional and interprofessional ethics. In D. Jindal-Snape & E.F.S. Hannah (Eds.), Exploring the dynamics of personal, professional and interprofessional ethics (pp. 3-18). Bristol, England: Policy Press.
  • Hannah, E.F.S., & Murray, P. (2014). Review of teaching and learning about ethics on a professional training programme for educational psychologists in Scotland. In D. Jindal-Snape & E.F.S. Hannah (Eds.), Exploring the dynamics of personal, professional and interprofessional ethics (pp. 279-294). Bristol, England: Policy Press.

I

  • Ingram, R. & Barron, I. (2018). Social work and vicarious trauma: risks and opportunities of emotional engagement. Journal of Chinese Social Construction. http://oversea.cnki.net/kns55/default.aspx
  • Ingram, R. (2013). Exploring emotions within formal and informal forums: messages from social work practitioners. British Journal of Social Work.
  • Ingram, R. (2013) Emotions, social work practice and supervision: and uneasy alliance? Journal of Social Work Practice: psychotherapeutic approaches in health, welfare and the community, 27(1), 5-19.
  • Ingram, R., Fenton, J., Hodson, A. & Jindal-Snape, D. (2014). Social work reflective practice. Basingstone: Palgrave.
  • Ingram, R. (2012). L’intelligenza emotiva nel lavoro sociale – Quando gli operatori sanno usare le emozioni. Lavoro Sociale, 12(3).
  • Ingram, R. (2012) Locating emotional intelligence at the heart of social work practice. British Journal of Social Work.

J

  • Jackson, S.,Kelly, L., & Leslie, B. (2016). Parental Participation in Statutory Child Protection Intervention in Scotland. British Journal of Social Work.
  • James, K., & Hannah, E.F.S. (2017). The validity of the Spelling and Grammar Waiver as a reasonable accommodation in Leaving Certificate examinations in IrelandInternational Journal of School & Educational Psychology. Published online 09 Jun 2017.
  • Jindal-Snape, D., & Cantali, D. (2019). A four-stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary-secondary school transitions. British Educational Research Journal. https://doi.org/10.1002/berj.3561
  • Jindal-Snape, D., Cantali, D., MacGillivray, S., & Hannah, E. (2019). Primary-Secondary Transitions: A Systematic Literature Review. (Social Research Series). Edinburgh: Scottish Government.
  • Jindal-Snape, D., Johnston, B., Pringle, J., Kelly, T., Scott, R., Gold, L., & Dempsey, R. (2019). Multiple and Multidimensional life transitions in the context of life-limiting health conditions: Longitudinal study focussing on perspectives of Young Adults, Families and Professionals. BMC Palliative Care, 18, 1-12. [30]. https://doi.org/10.1186/s12904-019-0414-9
  • Jindal-Snape, D., Keiller, A., Kelly, L., Langlands-Scott, J., Murray, C., Snape, A., ... Wilson, L. (2017). Fibromyalgia and us: Living with fibromyalgia . Dundee: University of Dundee. https://doi.org/10.20933/100001114
  • Jindal-Snape, D., & Cantali, D. (2019). A four-stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary-secondary school transitions. British Educational Research Journal, 45(6), 1255-1278. https://doi.org/10.1002/berj.3561
  • Jindal-Snape, D., Johnston, B., Pringle, J., Kelly, T., Scott, R., Gold, L., & Dempsey, R. (2019). Multiple and Multidimensional life transitions in the context of life-limiting health conditions: Longitudinal study focussing on perspectives of Young Adults, Families and Professionals. BMC Palliative Care, 18, 1-12. [30]. https://doi.org/10.1186/s12904-019-0414-9
  • Jindal-Snape, D., Hannah, E. F. S., Cantali, D., Barlow, W., & MacGillivray, S. (2020). Systematic literature review of primary-secondary transitions: International research. Review of Education. https://doi.org/10.1002/rev3.3197
  • Jindal-Snape, D., Johnston, B., Pringle, J., Gold, L., Grant. J., Scott, R., Carragher, P., & Dempsey, R. (2015). Multiple and Multi-dimensional transitions:? Understanding the life transitions of young adults cared for by CHAS and the impact on their parents, siblings and professionals. Dundee: Final Report for Children’s Hospice Association Scotland.
  • Jindal-Snape, D., & Hannah, E.F.S. (2014). Promoting resilience for primary-secondary transitions: Supporting children, parents and professionals. In Liegmann, A., Mammes, I., & Racherbäumer, K. (Eds.), Aspects of Transitions in the Educational System: National and International Findings of Empirical Research (pp. 265-277). Munster, Germany: Waxmann.
  • Jindal-Snape, D., & Rienties, B. (Eds.) (2016). Multidimensional transitions of international students to Higher Education. New York: Routledge.
  • Jindal-Snape, D., & Hannah, E.F.S. (2014). Understanding the dynamics of personal, professional and interprofessional ethics: a possible way forward. In D. Jindal-Snape & E.F.S. Hannah (Eds.), Exploring the dynamics of personal, professional and interprofessional ethics. (pp. 311-329). Bristol, England: Policy Press.     
  • Jindal-Snape, D., Scott, R., & Davies, D. (2014). ‘Arts and smarts’: assessing the impact of arts participation on academic performance during school years. Systematic literature review (Work package 2). Glasgow: Glasgow Centre for Population Health.
  • Jindal-Snape, D. (2014). A narrative synthesis of evidence relating to the impact of arts and community-based arts interventions on health, wellbeing and educational attainment (Systematic literature review, Work Package 4). Glasgow: Glasgow Centre for Population Health.
  • Jindal-Snape, D. & Hannah, E.F.S. (2014). Exploring the dynamics of personal, professional and interprofessional ethics. Bristol: Policy Press.
  • Jindal-Snape, D. (2013). Primary-Secondary Transition. In S. Capel, M. Leask, & T. Turner, Learning to Teach in the Secondary School: A companion to school experience, 6th Edition. New York: Routledge, pp. 186-198.     
  • Jindal-Snape, D. & Hannah, E. (2013). Reconceptualising the inter-relationship between social policy and practice: Scottish parents' perspectives. In K. Margetts and A. Kienig (Eds), International perspectives on transitions to school: Reconceptualising beliefs, policy and practice. Abingdon, UK & New York, USA/Canada: Routledge, pp. 122-132.
  • Jindal-Snape, D. & Ingram, R, 2013. Understanding and Supporting Triple Transitions of International Doctoral Students: ELT and SuReCom Models. Journal of Perspectives in Applied Academic Practice, 1(1), 17-24.
  • Jindal-Snape, D., Davies, D., Collier, C., Howe, A., Digby, R., & Hay, P. , 2013. The impact of creative learning environments on learners: A systematic literature review. Improving Schools, 16(1), 21-31.
  • Jindal-Snape, D., Roberts, G., & Venditozzi, D. (2012). Parental involvement, participation and home-school partnership: Using the Scottish lens to explore parental participation in the context of trandsitions. In M. Soininen & T. Merisuo-Storm (Eds.) Home-School Partnership in a Multicultural Society. Publications of Turku University Faculty of Education B80, 73-101.
  • Jindal-Snape, D., 2012. Portraying children's voices through creative approaches to enhance their transition experience and improve the transition practice, LEARNing Landscapes, 6(1), 223-240.
  • Johnston, B., Jindal-Snape, D., & Pringle, J. (2016). Life transitions of adolescents and young adults with life-limiting conditions. International Journal of Palliative Nursing, 22(12), 608-617. DOI: 10.12968/ijpn.2016.22.12.608
  • Johnston, B., Jindal-Snape, D., Pringle, J., Gold, L., Scott, J., Dempsey, R., ... Carragher, P. (2016). Understanding the relationship transitions and associated end of life clinical needs of young adults with life-limiting illnesses: a triangulated longitudinal qualitative study. Sage Open Medicine4. DOI: 10.1177/2050312116666429

K

  • Kanaki, A. (2018). Book review (Gramling, D. (2016). The invention of monolingualism. New York: Bloomsbury. ISBN 978-1-5013-1804-7. 253 pages). British Association for Applied Linguistics (BAAL) News, No 112:2018, 32-33.
  • Kanaki, A. (2017). ‘Multilingual Mindset’: a New Perspective for Student Transition in Higher Education. Journal of Perspectives in Applied Academic Practice, 5(2), 109-111.
  • Kanaki, A. (2017). Book review (Hulstijn, J.H. (2015). Language proficiency in native and non-native speakers. Theory and research. Amsterdam: John Benjamins, ISBN: 978 90 272 1325 9. 195 pages). British Association for Applied Linguistics (BAAL) News, No 111:2017, 26-27.
  • Kelly, T. B, Bronstein, L. & McPhee, D. (2014). Social Work Ethics Crossing Boundaries - Smooth Passages and Bumpy Rides. In D. Jindal-Snape & B. Hannah (Eds.). Exploring the Dynamics of Ethics in Practice: Personal, Professional and Interprofessional Dilemmas. Bristol: Policy Press.
  • Kelly, T. B., Tolson, D., Day, T., McColgan, G., Kroll, T. & Maclaren, W. (2013). Older people’s views on what they need to successfully adjust to life with a hearing aid.Health and Social Care in the Community, 21(3), 293-302.
  • Kelly, L. (2018) Risk in child protection: assessment challenges and frameworks for practice. Social Work Education, 37(2), 277–278.

L

  • Levy, S. L., Kroll, T., & Jindal-Snape, D. (2014).Community-based music programmes, and health and inequalities: impact on children/adolescents and their families: systematic literature review (Work Package 3). Glasgow: Glasgow Centre for Population Health.
  • Levy, S.L., Robb, A., & Jindal-Snape, D. (2014). Inclusive Music: evaluating the impact of Paragon’s Play On programme on the lives of young people with additional support needs and their families. Dundee.
  • Lumbasi, J., & Barron, I. (2016). Male survivor perceptions of seeking support: hermeneutic analysis of a cluster case study. International Journal of Social Work, 3(1), 91-105. DOI: 10.5296/ijsw.v3i1.8626

M

  • MacEachern, A.D., Miles, E., & Jindal-Snape, D. (2014). Personal, professional and interprofessional ethics in policing in a child protection context, in D. Jindal-Snape and E.F.S. Hannah (eds), Exploring the dynamics of personal, professional and interprofessional ethics. Bristol: Policy Press.
  • Martin, D., Kelly, L. & Jackson (2017). Policing Child Abuse: Challenges and Opportunities for Specialist Units. Journal of Criminological Research, Policy and Practice, 3(2), 132-141.
  • Mathew, L., & Barron, I. (2015). Participatory action research of self-defined ritual abuse survivors seeking help: A brief report. Journal of Child Sexual Abuse, 24(4), 429-443.
  • Mays , D., Franke, S., Metzner, F., Boyle, C., Jindal-Snape, D., Schneider, L., ... Wichmann , M. (2018). School belonging and successful transition practice. In K-A. Allen, & C. Boyle (Eds.), Pathways to School Belonging : Contemporary Research in School Belonging (pp. 167-187). Brill Academic Publishers.
  • McCoy, S., Shevlin, M., & Rose, R. (2020). Secondary school transition for students with special educational needs in Ireland, European Journal of Special Needs Education, 35:2, 154-170, DOI: 10.1080/08856257.2019.1628338
  • Miller, K., Wakefield, J.R.H., & Sani, F. (2015). Identification with social groups is associated with mental health in adolescents: Evidence from a Scottish community sample. Psychiatry Research, 228, 340-346.
  • Metzner, F., Wichmann, M.L., & Mays, D. (2020). Educational transition outcomes of children and adolescents with clinically relevant emotional or behavioural disorders: results of a systematic review. British Journal of Special Education. https://doi.org/10.1111/1467-8578.12310
  • Mittelmeier, J., Jindal-Snape, D., & Rienties, B. (2018). STRIDE: Research into the international student experience in the UK 2017-18. (STRIDE: Social Transition Research into International Doctoral Experiences). London.

O

  • Orr, L, Marston, J, Campbell, M , Kelly, TB& Kroll, T 2015, A qualitative exploration of carers’ experiences of information sharing and knowledge exchange with respite care services for older adults . School of Nursing and Midwifery, University of Dundee.
  • Orr, L., Marston, J., Campbell, M., Kelly, T. B. & Kroll, T. (2017). A qualitative exploration of carers’ experiences of information sharing and knowledge exchange with respite care services for older adults. Health and Social Care in the Community, 25(4), 1404-1415.
  • Oudeh, A., Barron, I., Abdullah, G., Nizam, T., & Willatts, P. (2016). Social and political context of summer camps in occupied Palestine: A brief commentary. Journal of Psychological Abnormalities in Children, 5(1). S1: 003. DOI: 10.4172/2471-9900.S1-003
  • Oudeh, A., Nizam, T., Barron, I., Abdallah G., & Willatts, P. (2015). Emotional and Cognitive Responses of Children Attending Summer Camps in Occupied Palestine: A Pilot Study. Journal of Psychological Abnormalities in Children 4:136. doi: 10.4172/2329-9525.1000136.

  • Ranjha, AN , Kelly, T& Simpson, M 2015, ' Practices of the Community Development Projects towards NGOs in Punjab Province, Pakistan ' vol 35, no. 1, pp. 237-248.
  • Rashid, F. & Barron, I. (2017). Critique of the Vatican’s role in recent child protection practice: A Short Report. Journal of Child Sexual Abuse. In Press.
  • Richardson, T. D., Jindal-Snape, D. and Hannah, E. F. S. (2017). Impact of legislation on post-school transition practice for young people with additional support needs in Scotland. British Journal of Special Education, 44, 239–256. doi:10.1111/1467-8578.12178
  • Richardson, T. D., Jindal-Snape, D., & Hannah, E. F. S. (2017). Impact of Legislation on Post-School Transition Practice for young people with additional support needs in Scotland. British Journal of Special Education, 44(3), 239-256. https://doi.org/10.1111/1467-8578.12178
  • Rienties, B., Alcot, P., & Jindal-Snape, D. (2014). To Let Students Self-Select or Not: That Is the Question for Teachers of Culturally Diverse Groups. Journal of Studies in International Education, first published online on November 27, 2013. http://dx.doi.org/10.1177/1028315313513035
  • Rienties, B., Johan, N. & Jindal-Snape, D. (2014). A dynamic analysis of social capital building of international and UK students. British Journal of Sociology of Education, DOI: 10.1080/01425692.2014.886941
  • Rienties, B., Alcot, P., & Jindal-Snape, D., 2013. To Let Students Self-Select or Not: That Is the Question for Teachers of Culturally Diverse Groups. Journal of Studies in International Education, first published online on November 27, 2013.
  • Rienties, B., Heliot, Y., & Jindal-Snape, D., 2013. Understanding social learning relations of international students in a large classroom using social network analysis. Higher Education.
  • Rienties, B., Hernandez Nanclares, N., Jindal-Snape, D., & Alcott, P., 2013. The role of cultural background and team divisions in developing social learning relations in the classroom. Journal of Studies in International Education, 17(4) 332–353,1028315312463826, first published online on November 1, 2012.
  • Rienties, B., Johan, N., & Jindal-Snape, D. (2015). Bridge building potential in cross-cultural learning: A mixed method study. Asia Pacific Education Review, 16(1), 37-48.
  • Robertson, S. (2017). Personal Learning Networks as a Support for Transitioning MSc Students. Journal of Perspectives in Applied Academic Practice, 5(2), 123-126.

S

  • Sani, F. Madhok, V., Norbury, M., Dugard, P., & Wakefield, J. R. H. (2015). Greater number of group identifications is associated with lower odds of being depressed: Evidence from a Scottish community sample. Social Psychiatry and Psychiatric Epidemiology, 50, 1389-1397.
  • Sani, F., Madhok, V., Norbury, M., Dugard, P., & Wakefield, J. R. H. (2015). Greater number of group identifications is associated with healthier behaviour: Evidence from a Scottish community sample. British Journal of Health Psychology, 20, 466-481.
  • Stones, S., & Glazzard, J. (2020). Supporting Student Mental Health in Higher Education. St Albans: Critical Publishing. https://www.criticalpublishing.com/supporting-student-mental-health-in-higher-education
  • Strand, G. M. (2020). Experiencing the Transition to Lower Secondary School: Parents’ Voices. In Validity and Value of Teacher Education Research, edited by K. Smith,73–90. Bergen: Fagbokforlaget.
  • Strand, G.M. (2020). Supporting the transition to secondary school: The voices of lower secondary leaders and teachers, Educational Research, DOI: 10.1080/00131881.2020.1750305

T

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