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Dr Andy Fugard
26 Bedford Way
  • Lecturer
  • Clinical, Edu & Hlth Psychology
  • Div of Psychology & Lang Sciences
  • Faculty of Brain Sciences

I am a lecturer in the Educational Psychology Group, Research Department of Clinical, Educational and Health Psychology. I have a background in informatics and psychology, holding a PhD (University of Edinburgh, 2009) in how reasoning processes vary along the broader autism spectrum; an MSc (also from Edinburgh, 2005) in Neuroinformatics; and a BEng in Computer Science (Queen’s University Belfast, 2002).

Previously (2011–2013) I was a research fellow at the CAMHS Evidence Based Practice Unit, between UCL and the Anna Freud Centre, and research lead at the CAMHS Outcomes Research Consortium (CORC). I helped develop the evaluation framework for the Children and Young People's Improving Access to Psychological Therapies (CYP IAPT) programme and worked in the CAMHS Payment by Results project data analytic team. Before coming to London, I was a postdoc at the University of Salzburg in Austria (2008–2011), first on the European Science Foundation LogICCC programme, where I investigated how people reason about uncertain conditionals, then on the Aniketos project, where I contributed to work on cognitive and social models of trust in a secure cloud computing domain.

I'm an Ordinary Committee Member of the British Psychological Society Mathematical, Statistical & Computing Section and member NHS England/Monitor Quality and Cost Benchmarking Group.

Research Themes
Research Summary

My research investigates psychological therapies for children and young people: are they effective in routine practice and what moderates effectiveness? I am also involved in work on randomised controlled trials for school counselling. Recent publications have investigated therapy outcomes in NHS Child and Adolescent Mental Health (CAMHS) settings; the goals young people have when coming to therapy; and methodological work using waiting list data from randomised trials to estimated non-intervention outcomes in routine practice when there is no control group. I have also published in the psychology of reasoning, for example, on how people interpret probabilistic "if"s and what it means for a statistical model to be a cognitive model of how people reason. Increasingly I am applying ideas from reasoning to how clinicians and commissioners make decisions from data.

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