Miles Thomas

Dr Miles Thomas

Programme Director

, School of Psychology

Miles is a Senior Specialist Educational and Child Psychologist (Social Emotional and Mental Health). He has a particular interest in Solution Focused Approaches. He is Programme Director (Research and Practice) on the Professional Doctorate in Educational and Child Psychology at UEL.

Areas Of Interest

Miles has particular interest in Social Emotional and Mental Health. Other interests and published work includes the application of Solution Focused approaches, Goal Attainment Scaling, Nurture Groups and Action Research. He examines and supervises Doctoral theses at UEL and is an External Examiner for Queens University Belfast Doctorate in Educational Psychology. He is an invited lecturer, supervisor and examiner for other programmes at UEL including the Doctorate in Clinical Psychology and Masters in Applied Positive Psychology.

Miles is Editor of an open access journal Educational Psychology Research and Practice (EPRaP). He was an Associate Editor and a member of the Psychologist Policy Committee and still writes specific commissions for the Psychologist Magazine. He reviews books and articles for a range of other journals and magazines. He runs a website on psychology and wine,, which has a database of research in the area. He also maintains a blog and is currently writing a book, The psychology of wine: how we think about the wine we drink, for Wiley Blackwell's new "Psychology of…" series. He is published in the UK and abroad and is regularly invited to speak on this topic.

On This Page


Miles Thomas completed his Post Graduate Certificate in Education at the University of Bath and taught in the UK and Spain. He has a Masters in Educational Psychology and a Doctorate in Child and Educational Psychology from UEL. He is an Associate Fellow of the British Psychological Society and a Fellow of the Higher Education Academy. He is employed in Local Government as an HCPC Registered Educational Psychologist (Senior Specialist in Social Emotional and Mental Health).


Doctoral Theses Supervised

  • Alrai, M.S. (2015). #LIKE - What are adolescents' experiences of using social media?
  • Aubby, H. (2011). What are the views of white British working class secondary school boys on achievement in school.
  • Barnes, C. (2010). Exploring teachers' intrinsic motivation towards inclusion: how can the principles of motivational interviewing and the transtheoretical (stages of change) model can be used to inform the work of educational psychologists in mainstream schools?
  • Barton, L. (2015). Action research exploring the development of solution-focused techniques for children with learning difficulties.
  • Browne, L. (2013). Emancipatory research with children in PRUs: a Foucauldian perspective on policy and practice.
  • Cann, N. (2012). The positive educational experiences of  "looked after" children and young people: a comparison of residential and foster care.
  • Chatzinikolaou, R. (2015). Strengths-based interventions in secondary schools: how can they be most useful for pupils at risk and not at risk of exclusion?
  • Garner, J. (2010). Nurture groups in secondary schools: perceptions of children, parents and staff.
  • Hall, S. (2013). An exploration of the current working relationship between the EP and young offender in England.
  • Hull, A. (2010). The utility of educational psychologist's reports within a local authority, according to its major stakeholders.
  • Kimber, L. (2014). Exploring young people's experiences of a placement in specialist educational provision for social, emotional and behavioural difficulties (SEBD).
  • King, S. (2009). Permanent exclusion from school: the views of pupils and parents.
  • Meldrum, L. (2009). Experiences and resilience of school-age mothers: their own perspectives.
  • Mohamed, S. (2012). The mental health and psychological wellbeing of refugee children: an exploration of resilience and protective factors.
  • Penniston, K. (2010). A grounded theory study investigating young people's constructs of happiness.
  • Ritchie, B. (2010). An evaluation of the programme acceptability of FRIENDS, an emotional well-being programme.
  • Robertson, J. (2009). Evaluating the efficacy of the Staff Sharing Scheme (Gill & Monson 1995).
  • Shanahan, D. (2014). Exploring resilience through the stories of young people attending a specialist education provision to support their well being.
  • Yousef, S. (2009). The under-representation of Pakistani children looked after: do the beliefs of parents and social workers play a role?


Miles is Editor of an open access journal Educational Psychology Research and Practice (EPRaP).


Prof Doc Educational and Child Psychology

Gain full-time professional training leading towards registration with the Health and Caring Professions Council (HCPC) as an Educational Psychologist.

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  • PY8104: Consultation and Intervention (Module Leader)
  • PY8109: Developing the Critical and Reflective Practitioner in Complex Systems (Module Leader)