Zdoupas, P., &; Laubenstein, D. (2023). ‘I Feel Well, Accepted and Competent in School’—Determinants of Self-Perceived Inclusion and Academic Self-Concept in Students with Diagnosed Behavioral, Emotional and Social Difficulties (BESD). Social Sciences, 12(3), 154.https://doi.org/10.3390/socsci12030154 
LibreCat: /record/45324
DOI: 10.3390/socsci12030154

Zdoupas, P., &; Laubenstein, D. (2023). Perceptions of inclusion in students with diagnosed behavioural, emotional and social difficulties (BESD) displaying internalising and externalising behaviour in inclusive and special education. European Journal of Special Needs Education (Latest Articles), 38(5), 717–730.https://doi.org/10.1080/08856257.2022.2159281 
LibreCat: /record/45323
DOI: 10.1080/08856257.2022.2159281

Zdoupas, P., Lara, K., Martin, G., Jaekel, A.-M., &; Jan, E. (2023). Entwicklungszielgespräche in der Sekundarstufe I - Systemisches Coaching mit Schüler:innen nach dem GROW-Modell. LibreCat University.https://doi.org/10.17619/UNIPB/1-1756 
LibreCat: /record/46276
DOI: 10.17619/UNIPB/1-1756

Zdoupas, P. (2022). Selbstkonzept und Klassenlehrkraftverhalten. Befunde vergleichender Analysen zu Schülerinnen und Schülern mit Förderbedarf in der emotionalen und sozialen Entwicklung. Springer VS.https://doi.org/10.1007/978-3-658-38576-7 
LibreCat: /record/45322
DOI: 10.1007/978-3-658-38576-7