• Mortimer, R., Somerville, M. P., Mechler, J., Lindqvist, K., Leibovich, L., Guerrero-Tates, B., . . . Midgley, N. (2022). Connecting over the internet: Establishing the therapeutic alliance in an internet-based treatment for depressed adolescents. Clinical Child Psychology and Psychiatry. doi:10.1177/13591045221081193

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• Somerville, M. P., Harrison, A., Macintyre, H., & Mauss, I. B. (2022). Emotion controllability beliefs [Digital scholarly resource]. Retrieved from https://www.youtube.com/watch?v=US78BzDUL3s&t=6s.

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• Deplancke, C., Somerville, M. P., Harrison, A., & Vuillier, L. (2022). It’s all about beliefs: Believing emotions are uncontrollable is linked to symptoms of anxiety and depression through cognitive reappraisal and expressive suppression. Current Psychology. doi:10.1007/s12144-022-03252-2

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• Vuillier, L., Joseph, J., Somerville, M. P., & Harrison, A. (2021). Believing emotions are uncontrollable is linked to eating disorder psychopathology via suppression and reappraisal. J Eat Disord, 9 (1), 43. doi:10.1186/s40337-021-00395-8

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• Somerville, M. P., Macintyre, H., Harrison, A., & Mauss, I. B. (2021). Emotion controllability beliefs and young people's anxiety and depression: An insight analysis. London, UK: Wellcome Trust.

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• Somerville, M. P., & Baines, E. (2021). The social world of the classroom. In J. Monsen, L. Marks Woolfson, J. Boyle (Eds.), Why Do Teachers Need to Know About Psychology? Strengthening Professional Identity and Well-Being. London: Bloomsbury Publishing.

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• Annan, J., Mentis, M., Somerville, M. P., & Holley-Boen, W. (2020). The Learning Theories Profile: A metacognitive tool for reflecting on professional practice. Kairaranga: New Zealand Journal of Education Practice, 21 (2), 15-27.

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• Somerville, M.P., & Whitebread, D. (2019). Emotion regulation and well-being in primary classrooms situated in low socioeconomic communities. British Journal of Educational Psychology. Advance online publication. doi :10.1111/bjep.12222

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• Whitebread, D., Grau, V., & Somerville, M.P. (2018). Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts. New Directions for Child and Adolescent Development, 162, 1–14.

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• Somerville, M.P. (2017). Supporting learner diversity in government schools in Pakistan. United Kingdom Forum for International Education and Training. https://www.ukfiet.org/2017/supporting-learner-diversity-in-government-schools-in-pakistan/

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• Wilson, E., Cotton, J., Eberhart, J., Froehlig, C., Somerville, M.P., Sausman, C. (2017). The educated brain policy brief: Late childhood and adolescence. Cambridge Neuroscience, University of Cambridge.

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• Somerville, M.P. (2016). Getting started with metacognition. Education Division of Cambridge International Examinations, Cambridge Assessment. http://cambridge-community.org.uk/professional-development/gswmeta/index.html

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• Somerville, M.P. (2015). Metacognition. Education Research Brief, Cambridge International Examinations, Cambridge Assessment.

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• Somerville, M.P. (2014). An evaluation of the direct resourcing teacher aide system. Report for the Ministry of Education, New Zealand

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• Little, S. G., Akin-Little, A., & Somerville, M.P. (2011). Response to trauma in children: An examination of effective intervention and post-traumatic growth. School Psychology International, 32, 448-463. doi: 10.1177/0143034311402916

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• Annan, J., Bowler, J., Mentis, M., & Somerville, M. P. (2011). Between theory and practice falls the shadow: The Learning Theories Profile. Journal of Cognitive Education and Psychology, 10, 238–252. doi: 10.1891/1945–8959.10.3.238

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• Somerville, M.P. (2010). An evaluation of the Behaviour Crisis Response Service. Report for the Ministry of Education, New Zealand