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- Clinical, Edu & Hlth Psychology
- Div of Psychology & Lang Sciences
- Faculty of Brain Sciences
I am a social scientist and 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). I am an Associate Fellow of the Higher Education Academy and a member of the Association for Psychosocial Studies.
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.
My research investigates psychosocial interventions 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 humanistic school counselling. Recent publications have investigated intervention 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 analyses from randomised
trials to estimate 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