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Biography

Rachel Maunder studied Psychology at Liverpool John Moores University. After obtaining a first class degree, she went on to study for a Phd whilst working in the Psychology department as a teaching assistant. After obtaining a PG Cert in Learning and Teaching in Higher Education, and completing her Phd research, Rachel then moved to the University of Warwick. She worked initially for the National Academy for Gifted and Talented Youth, and then moved to the Centre for Academic Practice, where she supported staff development for learning and teaching. She joined the University of Northampton in 2008.

Rachel specialises in the psychology of education. Her main research interests are in the field of children’s peer relationships, bullying, and transitions. She also conducts research on students as partners in higher education. She coordinates the institutional URB@N scheme (Undergraduate Research Bursaries at Northampton) and is the Learning and Teaching Lead for Psychology.

Rachel is a chartered member of the British Psychological Society (BPS) (including being a member of the Division of Educational and Child Psychology and the Psychology of Education Section) and is a senior fellow of the Higher Education Academy (SFHEA).

Research Interests

Her research areas focus on the psychology of education, with specific interest in children's peer relationships, bullyimg, transitions, and students as partners. 

Supervision

Current doctoral supervisions:

Michelle Bye-Gannon; Education

Exploring the role of gender and identity in the experiences of male secondary school students

Abbie Deeming; Education

Adolescent Mental Health: the complexities and challenges for school leadership

Scott Parker: Social Work

How social workers deliver social justice in their practice at a time of managerialism and austerity

Emmett Tams; Arts

Trauma, Dissonance and Dissent: A performance led investigation into the lived experience of refugees.

Recent doctoral completions:

Jacqueline Stone, Psychology

Opening dialogues between mindfulness and education: Exploring existing mindfulness-based activities in UK schools and perceptions of mindfulness in education with teachers, teacher trainers and mindfulness-based curricula developers

Andrew Chitty; Psychology

Self Belief factors affecting the resilience and well-being of UK school teachers.

 Chris Jackson; Psychology 

An investigation into the lived experiences of people with drug-related issues; how they understand their lives and identities in relation to wider societal perceptions and a new recover agenda.

Honest Lugube; Psychology 

Ethnicity and Inequality in foster care: To what extent does the current mental health provision address the needs of Black, Asian and Minority Ethnic (BAME) children in foster care? 

 

 

Teaching Interests

Rachel is the programme leader for BSc Psychology (Developmental and Educational)

Rachel coordinates three modules in the Psychology subject area:

  • PSY1008 Investigating Developmental Psychology
  • PSY2017 Independent Research in Developmental and Educational Psychology
  • PSY3023 Educational Psychology

Rachel also teaches on the MSc in Child and Adolescent Mental Health.

She supervises dissertations at undergraduate and postgraduate level.

Expertise related to UN Sustainable Devlopment Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 16 - Peace, Justice and Strong Institutions

Education/Academic qualification

Bachelor, Liverpool John Moores University

PhD, Liverpool John Moores University

External positions

External examiner, The University of Manchester

2019 → …

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