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UOA 44 - Psychology

University of Strathclyde

RA5a: Research environment and esteem

1          Introduction
 
The Department of Psychology aims to (i) conduct and publish high quality research, (ii) provide research findings that inform policy and practice, and (iii) equip new researchers with the theoretical and methodological skills to enable them to contribute to the advancement of the discipline.  The Department focuses strategically on activities in four clusters of excellence:  
 
developmental and educational psychology;
road user behaviour;
brain and cognition;
applied social psychology.
 
The Department has enjoyed a very active and successful period of research since 2001.  This reflects the benefits of the strategic planning undertaken in response to RAE 2001, the natural cycle of larger projects that are now reaching the output stage, and the acquisition of new staff members who have added new research programmes and/or complemented existing ones.  Our work has been supported by increased University investment in laboratory space, in funding for strategic initiatives, external research awards and studentships.  Success is reflected in a wide range of publications in prominent peer-reviewed outlets, in the impact of our work on government policy, and in external recognition of our research training quality.  
 
2          Research management and staffing
 
Research management 
 
The Department’s Research Committee serves as the central coordinating body for research activities. The Committee sets targets, monitors research input and output, and invests strategically.  It facilitates new initiatives and encourages responses to external opportunities. It is chaired by the Director of Research who also sits on the Faculty Research and Postgraduate Studies Committee, ensuring that Departmental planning relates to developments at other levels of the University.  It is staffed by representatives from each of the Department’s research groupings together with the HoD.  It reports to the Department Management Committee and the Staff Meeting. 
 
Individual staff research is reviewed annually by the HoD. Biennial reports are sent to the Faculty with recommendations for action (annually for Early Career Staff).  There is a separate University appraisal scheme in which staff formulate research plans for the forthcoming two years, in association with a trained mentor from the Department’s senior staff.  Agreed plans are submitted to the HoD.
 
Each academic staff member is allocated an annual sum for conference travel.  We distribute additional funds through a research incentive scheme which provides rewards on the basis of publication success and external funding activity.  This enables productive staff to accumulate significant sums in their research accounts.  Staff are provided with the laboratory space and equipment required for their research programme.  Larger equipment needs are funded through the Equipment Committee and Department Research Fund. The University Research and Development Fund provides sums (up to £10k) for seeding projects: the Department secured 10 such awards over the period. 
 
Two key aspects of our research management strategy should be emphasised.  First, we sustain research groupings to foster critical mass in areas of shared interest and defined priorities; staff appointments are made with explicit reference to these.  Second, we strongly encourage staff, where appropriate, to form collaborations outside the Department. The latter is advantageous in a department of our size, providing access to equipment, databases, complementary expertise and opportunities to seek joint funding.  Almost all staff have substantive collaborative links and publish with co-authors via these arrangements.
  
In recent years, we have instituted an annual Departmental Research Conference at which all staff and research students present brief overviews of their current work.  We have developed a Grant Support Group to provide peer advice to staff actively preparing grant applications. Each Group runs for a period of 12 weeks, at the end of which it is expected that applications will have been completed. Twelve external applications have been submitted since October 2006, of which four have been successful so far. 
 
The Department’s research management profits also from substantive support arrangements at University and Faculty level.  At Faculty level, a Business Development Manager and an Interdisciplinary Project Manager support larger scale strategic projects.  At University level, the Research & Knowledge Transfer Strategy Committee provides policy guidance and monitors progress at the institutional level.  The University’s Research Enhancement Group has inaugurated a training programme to hone the talents of early- and mid-career staff identified as potential research leaders of the future. Currently, Elliott and Grealy participate in this programme.
 
Staffing policy and the support of new staff
 
Reflecting the Department’s commitment to high quality research, the major criterion in making appointments is that applicants have an existing research record of international standing or clear evidence of the potential to achieve this within a short time. New staff receive clear guidance that research is a core feature of their work and one of the roles of the research groupings is to facilitate the integration of new staff into the research life of the Department.
 
We regard the development of Early Career Staff as vital to the Department’s research culture and future growth.  To facilitate successful establishment of a research portfolio, such staff are supported in a variety of ways. 
 

  • They are allocated lower teaching loads, structured to build up gradually across their first three years.
  • They are allocated a mentor (usually a senior academic from the relevant grouping) to provide day-to-day support and advice.
  • They are given clear guidance from HoD and their mentor as to what the Department expects of them in terms of performance and how we will support them.
  • They receive priority in relation to the Department’s Research Fund and Equipment Grant.
  • The Centre for Academic Practice and Learning Enhancement also provides support and training to new staff.

 
The success of our strategy with respect to ECRs is well illustrated in our recent appointments of Butler, Elliott, Hunter, and Rajendran, who between them have 52 publications over the period.  The general success of our staff management processes is borne out in the career advancement of eleven colleagues during the assessment period, including five promotions to Senior Lecturer (Baxter, Grealy, Obonsawin, O’Connor, Sanford), four to Reader (Boyle, Tolmie, Warden, Woolfson) and two to external chairs (Howe and Tolmie). Seven of these promoted colleagues joined us as Early Career Researchers and have clearly been able to establish very competitive research portfolios during their time at Strathclyde.
 
3          Significant changes to the research environment since 2001
 
There have been six departures and eight appointments of academic staff during the review period.  Howe was appointed to a Chair at Cambridge and Tolmie to a Chair at the Institute of Education. O’Connor was appointed Senior Lecturer at Stirling.  Gooding was appointed to a lectureship at Manchester.  Foot retired in September 2006 after a distinguished career, and Thompson left to pursue a career outside academia.  Two members of research staff, Cassidy and Heim, were appointed to a lectureship at St Andrews and senior lectureship at Central Lancashire, respectively.  These achievements reflect in a very positive way on the research environment at Strathclyde.  All remain actively involved in research collaborations with teams at Strathclyde.
 
New appointments were made with reference to our research groupings. In Developmental, a Research Chair was established in 2004 (Durkin) together with a linked lectureship (Hunter). Additionally, Thompson and Rajendran’s appointments were designed to enhance this grouping through their respective expertise on infancy and developmental psychopathology (Thompson will be replaced in 2008). Kelly’s and Butler’s interests in visual cognition and implicit learning have enhanced the Brain and Cognition Group; Wiggins brought expertise in discourse analysis and qualitative methods to Applied Social.  Elliott’s interests in the social cognition of road users adds strength to the Road User Behaviour Group. 
 
The University provided an additional 220m2 of laboratory space specifically to accommodate the needs of new appointments in the Developmental & Educational and Brain & Cognition research groups. Substantial funds were also invested in equipping the accommodation. Our previously excellent laboratory provision is now of an even higher standard.   
 
In 2000, the University set up a spin-out company (Human Factor Analysts Ltd) under the directorship of Professor John Davies to develop the industrially-sponsored research previously undertaken directly by the Centre for Applied Social Psychology (CASP).  The company has been highly successful, generating £4M in research income over the assessment period and employing two business managers, eight permanent research staff and two support staff.  One accounting impact of this is that research income won by the company is not attributed directly to the Department in which it was developed because spin-out companies are formally independent.  As a result, the Department’s research income appears to have dropped since 2002 when, in fact, it has simply been redirected.  Importantly, the activities undertaken by HFAL were directed by Departmental staff and the research has led to numerous research publications by Departmental staff. 
 
4          Postgraduate research training
 
The Department serves a prominent role in postgraduate research training among Scottish universities.  We run an ESRC-accredited MRes in Research Methods in Psychology, typically attracting 10– 16 full time students per annum. The MRes is a key component of our postgraduate training strategy.  We encourage students to regard it as the first step on their research pathway, highlighting the importance of initial methodological training in postgraduate career development.  All students are required to prepare doctoral research plans and mock applications for ESRC studentships.  The MRes is a proven successful recruitment vehicle into doctoral research, and a substantial proportion of our current PhD students came through this route.  
 
An ESRC accreditation exercise of our postgraduate training was conducted in 2006.  The outcomes were very favourable.  Specifically, the Department was awarded:

  • continuing recognition for the Research Methods degree
  • continuing recognition for our PhD programmes in full-time, part-time and distance modes
  • CASE recognition
  • three quota studentships over the two year period 2006-08 and a guaranteed allocation up to 2009-10.

The Department is one of two centres for the training of educational psychologists in Scotland, and runs a very successful MSc in Educational Psychology, attracting 27 students on a biennial intake with very high entry standards.  Educational psychologists in Scotland are expected to undertake research as part of their statutory responsibilities.  Our programme has always reflected this commitment but we have built recently on this orientation, and the high calibre of students we attract, by introducing in 2005 a Doctorate in Educational Psychology (DEdPsy).  This new research degree has attracted a very strong group of students (10 in progress).   We see this as an opportunity to foster theoretically-based research with direct application to educational and developmental processes. 
 
PhD students are well supported in the Department.  All of our current students have scholarships (MRC, ESRC, University).  Each has office space (2 – 3 students per room) and a dedicated PC.  Access to specialised equipment or other support is determined according to needs.  Each student has a first and second supervisor; all meet twice per annum with a Departmental Dissertation Panel to review and record progress.  PhD students are part of our research groups and participate extensively in Departmental research activities.  The PhD students run a regular series of seminars.  We have established a Participant Pool to support staff and student research, and PhD students tend to be among the most active users of this scheme. 
 
5          Research groupings 
 
The primary purpose of the groupings is to serve as a supportive backdrop to research activities, involving clusters of peers who are familiar with each other’s work.  The groups operate in different ways at different times: in some cases as forums for discussion of shared interests, in others as specific research teams collaborating on particular projects.  Most staff members and their postgraduate students belong to one or more of the groups. 
 

Developmental and Educational
(Boyle, Durkin, Foot (until September 2006), Howe (until September 2006) Hunter, Rajendran, Tolmie (until January 2007) Warden, Woolfson)
 
Strathclyde has maintained a strong reputation in developmental psychology for decades, as well as being one of Scotland’s principal centres for training and research in educational psychology.  Since RAE 2001, developmental and educational have continued to be areas of major activity and growth.  A new Research Chair was established in 2004 (Durkin) with a new linked lectureship (Hunter).   Durkin moved to Strathclyde from Australia, and maintains strong connections with Australian universities via several recent and ongoing projects (funding since 2001 in excess of $1.2 million). Rajendran joined the group in 2007. 
 
Our central research themes are social development, developmental disorders/ disability and wellbeing in young people.  Boyle (in collaborations with colleagues in Strathclyde, Glasgow, Edinburgh, QMU, Manchester, and UWE) has undertaken a range of projects addressing intervention strategies for children with language impairment, including the recent completion of a major RCT and economic evaluation funded by the NHS (£775k).  The arrival of Durkin has added a key new strand to our work in this field.  He is collaborating (funded by Nuffield) in extensions of the national longitudinal SLI study to investigate social relations by adolescents with a history of language disorders, and in the first studies of new media use by this population.  Among his other ongoing collaborations are studies investigating aspects of social, linguistic and perceptual development in children with autism or ADHD (funded by Australian Research Council).  Rajendran also focuses on communication and new media use in children with developmental disorders. 
 
Woolfson has conducted a number of studies of parents’ and teachers’ beliefs and attributions about children with developmental disabilities.  These studies have illuminated the ways in which social cognitions about children’s problems are formulated and how in turn they affect expectations about the child’s prospects.  This innovative line of enquiry has recently attracted funding from the Spencer Foundation, US.  
 
Members of the group are working on the contexts and amelioration of bullying.   Hunter has been part of a five nation EU-funded study developing strategies aimed at reducing school bullying and social exclusion.  Hunter has collaborated with Memon (Aberdeen) on a project investigating teachers’ techniques when dealing with bullying incidents, with Boyle and Warden on coping strategies in victims of bullying, and with Heim (Central Lancashire), Howe and Durkin on an ESRC–funded investigation of the relationships among ethnic identity, coping and adjustment among minority ethnic pupils.  Also with a focus on bullying, ethnicity and social exclusion, Durkin is collaborating with Nesdale (Griffith), Maass (Padova) and Kiesner (Padova) in a series of experimental studies testing a new theoretical model of the relationship between peer rejection and prejudice in children and adolescents, funded by ARC.  In a separate ARC-funded project, Durkin is working with Nesdale on cognitive developmental aspects of ethnic prejudice in children.  Durkin and colleagues are currently completing two large scale cohort sequential longitudinal studies addressing aspects of health-related development in the transition from late childhood to mid-adolescence (funded by Healthway WA).  Warden is investigating the characteristics and social cognitions of children who demonstrate prosocial tendencies. 
 
The Centre for Research into Interactive Learning (CRIL) has continued to conduct research into interactive learning processes. Key members were Howe, Foot, Tolmie, Warden, and Anderson (returned under another UoA). Since its inception, CRIL has won continuous research funding from the research councils, charitable trusts and government departments.  It has promoted a regular series of open research seminars, and hosted a number of highly successful international and national conferences.  CRIL has also received Funding Council support to partner York University in the running of the LTSN Psychology Subject Centre of the Higher Education Academy.  During 2001-2007, nine research grants to the value of £584k, including five ESRC awards, were awarded to researchers at the centre, one of whom was also a member of a core group in receipt of two ESRC Research Seminar awards. 
 
During the assessment period, work by members of this group has appeared in journals such as Applied Psycholinguistics, British Journal of Developmental Psychology, British Journal of Educational Psychology,  British Journal of Health Psychology, Child Development, Developmental Psychology, Development and Psychopathology, Journal of Applied Developmental Psychology, Journal of Autism and Developmental Disorders, Journal of Child Psychology and Psychiatry,  Journal of Speech and Hearing Research,  Social Development.   
 

Road User Behaviour
(Thomson, Foot (until September 2006), Tolmie (until January 2007), Kelly, Elliott)

This group has sustained a very successful track record for almost 20 years.  The group is recognised as a Centre of Excellence by the Department for Transport (DfT) and enjoys Preferred Partner status for purposes of government research sponsorship. It has received continuous funding since 1988 and, in the current RAE period, held research contracts totalling £590k. It also undertakes extensive interdisciplinary collaborative research including three major projects with the Transport Research Laboratory and several others with Newcastle, Bristol/West of England, Johns Hopkins, Napier and Stirling. In addition to normal academic publishing, it has produced five major government reports and two substantive training resources in the period, all based on funded research contracts.

A key objective has been to examine the factors underlying child and adolescent pedestrian accidents. The group aims to delineate how perceptual and cognitive functions develop in the context of pedestrian behaviour under 'natural' conditions (i.e., in the absence of explicit educational interventions) and to investigate the extent to which interventions can promote development. In relation to interventions, the group’s work has illuminated the critical role of practical experience in realistic contexts and the extent to which children’s roadside decision-making and behaviour change as a result of training in the natural traffic environment, using VR, schematic computer simulations, video and models. Thomson, Tolmie and Foot have collaborated closely on these themes.

The information derived from this group’s research has had a fundamental effect on government policy and practice. Thomson’s Kerbcraft (2002) resource and Crossroads (2004), co-devised by Thomson, Tolmie and Foot, are now national resources forming a “key element” in the government’s strategy to reduce child pedestrian injuries (Tomorrow’s Roads: Safer for Everyone; Child Road Safety: Achieving the 2010 Target; and the Child Road Safety Strategy 2007). Kerbcraft has been the subject of £9M government investment to trial the intervention through 115 schemes in over 70 local authorities across the UK (www.kerbcraft.org). Our pivotal role in the UK has attracted substantial interest overseas and we have been invited to speak at 17 international meetings since 2001, several times as keynote presenters.  

Two recently appointed academics (Kelly and Elliott) are now members of this group.  Kelly’s expertise in implicit cognitive processes has led to a collaboration on emotional learning in drivers and motor cyclists with Thomson and colleagues at Napier, funded by a University Research and Development award. Elliott joined us from the Transport Research Laboratory where he had an impressive track record via many projects on the social cognitive variables underlying the behaviour of drivers, cyclists, motor cyclists and adolescent pedestrians. He is currently collaborating with Thomson on hazard perception in motor cyclists and on the effect on socio-cognitive variables of participating in speed awareness courses (with the MVA Consultancy, funded by DfT). These appointments substantially broaden and enhance the scope of the group. 
 
Publications from this group appear in journals such as Accident Analysis and Prevention, British Journal of Developmental Psychology, British Journal of Psychology, British Journal of Social Psychology, Journal of Applied Psychology, Journal of Experimental Psychology: Applied, Transportation Research: Psychology and Behaviour, as well as in several reports to government bodies, published by the Department for Transport and the Transport Research Laboratory. 
 

Brain and Cognition
(Butler, Gooding (until September 2004), Grealy, Kelly, Obonsawin, Sanford, Thomson):
 
The Brain and Cognition group has now been active for over a decade and plays a key role in the advancement of theoretically-driven experimental work in the Department.  As described in previous submissions, we have invested substantially in the infrastructure support for this dynamic grouping. The group won funds (£77k) from the Science Research Investment Fund in 2004 towards the purchase of a motion capture system and an eye movement recording system. Members of the group have won research grants from EPSRC, ESRC, British Academy, Carnegie Trust, Chief Scientist’s Office, Greater Glasgow NHS and the Royal Society of Edinburgh.
 
This group is focused on topics in perception and action, psycholinguistics, neuropsychology, implicit learning, and affect regulation, with many projects being informed by more than one of these approaches.  Since RAE 2001, we have further strengthened the staffing profile with the recruitment of a cognitive psychologist (Kelly) and a cognitive neuroscientist (Butler).   Our work is carried out in collaboration with investigators at Glasgow, St Andrews, Edinburgh, Napier, Heriot-Watt, Glasgow Caledonian, Queens, Reading, Groningen, Lille, University of the Mediterranean, and the NHS. Internally, we also collaborate with colleagues in bioengineering and sport/ exercise science. 
 
The group has strong interests in biomechanical and psychological parameters of control. Grealy’s recent research (funded by EPSRC) has demonstrated that age-related declines in inhibitory processing result in errors in the planning and regulation of movements.  Butler’s arrival has resulted in new investigations of the control of voluntary and involuntary eye movements by manipulating the facial features that guide eye movements for the perception of faces, and by examining changes in individuals with lesions to the right hemisphere. 
 
A related focus is on the role of mental representations in guiding the perception and executions of movements.  This work includes investigations into the continuous updating of spatial working memory during locomotion (Thomson), and the study of brain mechanisms associated with emotional processing of body language in people with unipolar depression (Grealy, with colleagues at Glasgow; funded by the Carnegie Trust and an ESRC studentship).  The tau model has continued to guide research, resulting most recently in the development of a computational model that links motor and non-motor forms of timing (Grealy). 
 
Sanford (in collaboration with colleagues at Glasgow) works on communication in computer-mediated environments, and on factors that determine depth of processing in natural discourse.  Her findings show that people adapt quickly to the constraints imposed by communication technology, rapidly changing the way in which conversational goals are achieved (varying use of verbal and non-verbal behaviour), and that semantic processing is frequently surprisingly shallow or underspecified.
  
Our neuropsychological research has advanced considerably during the period. Obonsawin has used neuropsychological techniques to achieve a much clearer mapping of commonalities and differences in performance on tests of executive function and performance on tests of intellectual ability. In separate studies, he has proposed a new theoretical framework of personality change after traumatic brain injury that can contribute more generally to our understanding of the functional neuroanatomy of personality.  Butler has demonstrated that individuals with posterior right hemisphere damage can present with impairments of ocular inhibition, and is currently investigating such individuals’ ability to employ probability in inhibition. Sanford’s current work has demonstrated the application of EEGs and ERPs to investigate detection of anomalies in spoken language.
 
Since RAE 2001, research in the Brain and Cognition group has expanded into investigations of implicit learning.  Ongoing work by Kelly, funded by ESRC, is examining the parameters of invariance learning (with colleagues at Glasgow) and the relationship between implicit skill learning and imitation systems (Kelly and Grealy).  
 
Work from the Brain and Cognition group appears regularly in journals such as Applied Cognitive Psychology, Brain Research, Cognition and Emotion, Cognitive Neuropsychology, Discourse Processes, Experimental Brain Research, Journal of Cognitive Neuroscience, Journal of Memory and Language, Neuropsychologia, Psychological Science, Quarterly Journal of Experimental Psychology.   
 

Applied Social Psychology
(Baxter, Davies, Fisher, O’Connor (until October 2003), Wiggins)
 
Applied social psychology continues to flourish at Strathclyde, with current work focussed on issues in substance use, industrial performance and safety, and witness suggestibility.  Several members of this grouping are also members of the Centre for Applied Social Psychology (CASP), which fosters research drawing on the theoretical and methodological strengths of social psychology to advance our understanding of pressing social and industrial issues. CASP, located in its own premises within the Department, supports daily interaction among academic/research staff and postgraduate students, providing a vibrant research environment. 
 
During the assessment period, research led by Davies has encompassed models of drug and alcohol use, smoking behaviour (including the effect of the smoking ban on attitudes and smoking behaviour), human factor errors in the rail and nuclear industries, risk perception and the social/constructive nature of risk. The research has been undertaken in collaboration with colleagues both within the University (Management Science, Naval Architecture) and externally (Stirling, Central Lancashire).
 
The research on risk behaviour and human error has had a major impact on both government and industry and led to the formation (in 2000) of a University spin-off company, Human Factors Analysts Ltd (HFAL) which, under Davies’ directorship, has been extremely active during the assessment period. Initially, its work involved implementation of the Confidential Incident Reporting and Analysis System developed within CASP and mandated by the government across the rail industry, but has since broadened to include contracts with many national organisations and blue-chip companies for work on risk management. These include recurrent contracts under the Official Secrets Act with MOD/Rolls Royce and BAe for work on building and operating nuclear submarines, as well as continuing contracts with Unilever and a variety of NHS Trusts and Community Health Partnerships. 
 
The impact of CASP research is also reflected in Davies’ election to a Fellowship of the Royal Society of Medicine for his work on addictions and his appointment to a number of key NHS bodies. In these capacities he has made recommendations to NHSS QIS about data collection, management and off-site back-up systems which have been implemented, and in developing (with QIS) the strategic direction of the new Scottish Patient Safety Research initiative. Finally, with his colleagues in HFAL, he has developed a test for racism that has accepted for implementation throughout Scotland (by ACPOS) for assessing all new police recruits. 
 
O’Connor, Howe, Tolmie and Warden have produced a major report on the psychological and psychosocial effects of racial discrimination on young people from ethnic minorities (funded by the Scottish Executive, Glasgow Anti-Racist Alliance and Joseph Rowntree Foundation). 
 
Baxter and his students, in collaborations with colleagues at Glasgow Caledonian and Leicester, have extended his research on interrogative pressure and suggestibility to police interrogation strategies and witness suggestibility. Ten papers on this theme have been published during the assessment period.
 
Fisher has continued his work testing the Belbin model of team processes.
 
Since 2004, CASP research has broadened through the appointment of Wiggins to include work on discursive approaches within social psychology. Current topics include weight management issues (collaborating with colleagues within the NHS and local hospitals), the use of humour in nurse-patient interaction, and everyday drinking strategies and alcohol usage. Staff and postgraduates in this area have excellent links with discursive researchers both nationally (Loughborough, Edinburgh, the OU) and internationally (Wageningen, Linköpping, Guelph and Adelaide).
 
6          Main objectives and activities in research over the next 5 years
 
We aim to foster a research-intensive and pluralistic culture in which staff are encouraged to advance their programmes in cooperative and independent ventures, as appropriate.  Much of our work will build upon the already productive lines of enquiry summarised above and the respective staff members all have clear plans for development. 
 
Teams within the Developmental and Educational group will be extending their work on the social contexts of bullying and its amelioration, on intervention techniques for children with language impairments, on social cognition and parenting, on the uses of media by children with developmental disorders, and on social cognitive factors in health-related behaviour in young people.   
 
The Road User Behaviour group has identified important user groups about which we have relatively little behavioural and cognitive information.  The group plans to extend its work to address these gaps.  The appointment of Elliott and the enlistment of Kelly are also intended to supplement the group’s work on child and adolescent behaviour with investigations of the social cognitive processes and emotional dimensions of adult road behaviour in driving and motorcycling.   
 
Teams within the Brain and Cognition group will be focussed topics related to age-related changes in brain function using fMRI, personality and brain injury, applications of current theory in emotional learning, hemispheric specialization and eye movements, on perceptual biases in face perception, and mood regulation and pharmacological interventions.  
 
A key goal of the Centre for Applied Social Psychology will be the recruitment of a dynamic research leader to succeed the current Director (Davies), who retires in 2009.  Under Davies, the Centre has been a vigorous and high income earning component of the Department’s research structure.  We are keen to build on these significant achievements and the energy that the Centre continues to contribute.  The research agenda for the Centre will be developed in collaboration with the new Director, to be appointed, and with current staff.
 
7          Esteem indicators 
 
a.         Research-related service on or for national or international bodies or committees. 
 
Baxter              Consultant, Edinburgh Crown Office, forensic interviewing
 
Boyle:              Chair, BPS Steering Committee on Test Standards Educational Test Competences Implementation Sub-Group
 
Boyle:              Member of European Federation of Psychological Associations Task Force on Test Standards
 
Boyle:              Member, Nuffield Foundation Speech and Language Review Group
 
Davies:           Chair, NHS QIS Committee on Reporting Medical Incidents
 
Durkin:            Member, Executive Committee, International Association for the Study of Child Language
 
Warden           Member, ESRC Virtual Research College
 
Woolfson         Member, BPS Research Board
 
b.         Journal editorship and editorial activity.
 
Boyle                Editorial Board, British Journal of Educational Psychology
 
Davies:            Editor-in-Chief, Addiction Research and Theory
 
Durkin:            Editor, First Language
 
Thomson:        Editorial Boards, Injury Prevention, Journal of Motor Behavior
 
Warden:          Associate Editor, Social Development
 
ECR peer reviewing 
 
Butler               Reviewer for Neuropsychologia, Perception and Psychophysics
 
Elliott               Reviewer for British Journal of Psychology, British Journal of Social Psychology, Ergonomics, Transportation Research Part F: Psychology and Behaviour
 
Hunter             Reviewer for 10 journals, including Journal of Child Psychology and Psychiatry, BJEP, Journal of Experimental Child Psychology, Social Development. 
 
Rajendran       Reviewer for 10 journals, including Journal of Autism and Developmental Disorders, BJDP, Developmental Review. 
 
c.         Awards and distinctions. 
 
Durkin: C S Myers Lecturer, British Psychological Society, 2006
 
Grealy:             Visiting Professorship, UMR Mouvement et Perception, Université de la Méditerranée, Marseilles, 2003
 
Thomson:        Distinguished Service Award, Royal Society for the Prevention of Accidents, for services to research and development in road safety
 
d.         Invited talks at conferences / keynote addresses / plenaries.
 
Butler               Invited speaker at symposium, 38th European Brain and Behaviour Society, Dublin, 2006.
 
Davies:            Invited Keynote, conference on ‘Dangerous Consumptions’, University of Auckland, 2004
 
Durkin: Invited Keynote speaker, BPS Developmental Section, Annual Conference, Edinburgh, 2005
 
Elliott               Invited presentation at International Congress of Applied Psychology, Athens, 2006
 
Elliott               Annual invited presentations at UK Department for Transport’s Behavioural Research in Road Safety Seminars, 2002 – 2007.
 
Grealy:             Invited presentation, 8th European Workshop on /Ecological Psychology, Lake Garda, Italy, 2004
 
Grealy:             Invited Keynote presentation, British Psychological Society Scottish Branch, Perth, 2002
 
Hunter             Invited presentation, 27th International Conference of Stress and Anxiety Research Society, Crete, 2006.
 
Kelly                Invited speaker, Department for Transport Behavioural Studies seminar, 2007
 
Obonsawin:     Guest speaker, Meeting of the Traumatic Brain Injury Group, EPVR, Vienna, 2001
Obonsawin:     Guest speaker, Special Workshop on the Brain Injury Personality Scales, Brussels, 2002
 
Rajendran       Visiting Scholar invitation from the School of Psychology, the University of Queensland, 2008.
 
Sanford:          Invited speaker, Workshop on Coordination and Action, ESSLI, Finland, 2001
 
Sanford:          Invited speaker, Language Symposium on Syntactic and Referential Load Effects in Change Detection, Massachusetts, 2004.
 
Thomson:        Keynote speaker, Department for Transport Conference on Good Practice in Road Safety Education, Bristol, 2001.
 
Woolfson:        Invited Plenary speaker, Fourth World Congress on Conductive Education, London, September, 2001
 
e.         Research related activities including:
            conference organisation 
 
Davies:            Organiser, International Conference on Post-Cognitivist Psychology, University of Strathclyde, 2005
 
Rajendran       Co-organiser, BPS Annual Developmental Section Conference, University of Edinburgh, 2005.
 
Rajendran       Events organiser, Child and Youth Studies Network. ESRC Knowledge Transfer grant for a series of knowledge exchange events (funded by awards of £25km 2006/07, and £24k, 2007/08)
 
Sanford:          Organiser, Annual Conference for Society of Text and Discourse, 2007, Glasgow. 
 
Sanford:          Co-organiser, Workshop of European Summer School in Logic (ESSLI), Finland, 2001
 
Warden:          Co-organiser, International Conference on Communication, Problem-solving and Learning,  University of Strathclyde, 2001
Warden:          Member, organising committee, PLAT-2004.
 
Wiggins           Honorary Secretary, BPS Social Psychology Section
 
Woolfson         Honorary Secretary, BPS Scotland
Woolfson         Member, BPS Scottish Division Educational Psychologists Executive Committee
 
            public engagement with science activities
 
Grealy:             Invited presentation, UK Network meeting of EQUAL (Extending Quality of Life of Older People and Disabled People), University of Strathclyde, 2002.
 
Obonsawin      Invited speaker, European Platform for Vocational Rehabilitation, Birmingham, 2001
Obonsawin      Invited speaker, Royal Rehabilitation Centre, Sydney, Australia
 
Thomson:        Expert Advisor to the U.S. National Highway Traffic Safety Administration on pedestrian injury prevention.
 
            participation in the development of national and international policy and practice.
 
Fisher              Member, BPS Graduate Qualifications and Accreditation Committee
 
Fisher              Member, BPS Division of Occupational Psychology Training Committee
 
Hunter:            Consultant to Scottish Executive’s Anti-Bullying Network, including responsibility for review of anti-bullying pack to be distributed to all schools in Scotland