Steve Minton

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Dr Steve Minton

 https://orcid.org/0000-0003-2309-6757

    Overview

    Profile summary

    • Associate Professor in Applied and Clinical Psychology / Director of Research for the Doctorate in Clinical Psychology programme 
    • As well as these roles, I am a member of the Faculty of Health's Equality, Diversity & Inclusion Committee (FEDIC)
    • I was the Faculty of Health winner of the ‘Inspirational Teacher of the Year Award’ at the UPSU SSTAR Awards in 2021, and was a highly commended runner-up in the 'Equality, Diversity and Inclusion' category of the Vice-Chancellor's Awards for 2021. 

    Professional memberships

    • Chartered Psychologist with, and Associate Fellow of, the British Psychological Society 
    • Senior Fellow of the Higher Education Authority (Advance HE)

    Roles on external bodies

    Supervised research degrees

    I have supervised the following students to successful completion of their doctoral research degrees:
    At the University of Plymouth (2019 to date)
    As Director of Studies:
    • Nikki Grice (D.Clin.Psy., 2021) - ‘Coping as you drown: An IPA study on the impact of financial hardship on the mental health of mothers’
    • Laurie Grandi (D.Clin.Psy., 2021) - ‘U.K. Men’s experience of the Gender-Role Journey: Risk and Protective Factors for Mental Health’
    • Rhianne Lewis (D.Clin.Psy., 2021) - ‘“Yes, it’s hard, but I wouldn’t change it for the world”: Male Family Carers of an Adult with an Intellectual Disability and Their Experiences of Professionals’
    • Dominika Kominkova (D.Clin.Psy., 2022) - 'Life Stories and Journeys through Addiction and Recovery'
    • Katie Langer-Shapland (D.Clin.Psy., 2022) - '"It Should Be More Outspoken And Not Hushed Away, Not Like Put In A Dark Box": An Interpretative Phenomenological Analysis of Experiences of Menopause voiced by Women with Learning Disabilities'
    • Sarah Moloney (D.Clin.Psy., 2022) - 'Developing Partnership between Clinical Psychology and the Third Sector: A Community Based Participatory Action Research Approach'
    • Luke Alexander (D.Clin.Psy., 2023). ‘“I don’t think we’re scum, I know.” An Interpretative Phenomenological Analysis of men’s experiences of accessing help from the United Kingdom benefits system when they have a mental health problem’
    • Ben Annear (D.Clin.Psy., 2023). ‘An Evaluation of Novel Online Visuospatial and Visuoperceptual Tasks for the Screening of Parkinson’s Disease: A Pilot Study'
    • Sophie Lee (D.Clin.Psy., 2023). ‘Exploring the experiences of bicultural British Chinese clinical psychologists’ journey through training and beyond: Interpretative phenomenological analysis’
    • Becca Parkden (D.Clin.Psy., 2023). ‘Evaluating anti-racism training: A community based participatory action research project’
    • Pip Wood (D.Clin.Psy., 2023). ‘Through Our Eyes: Understanding how Autistic Children Co-author a Sense of Self and Relate to the World. An Interpretative, Observational, Thematic Analysis’
    As secondary supervisor:
    • Christopher Blackwell (D.Clin.Psy., 2022) - 'An Exploration of the Supervisory Experiences of Trainee Clinical Psychologists during the Covid-19 Pandemic' (DOS was Dr Pete Keohane)
    • Rhiannon Phillips (D.Clin.Psy., 2022) - 'How are Secure Attachment Relationships Fostered through Talk between Teachers and Students who have been Adopted? A Conversation Analysis' (DOS was Dr Pete Keohane) 
    At Trinity College, Dublin (2012 - 2018):
    As Director of Studies: 
    • Seline Keating (Ph.D., 2012) - ‘Call of Duty: Modern Warfare on Childhood - A study on Electronic Media and their Effects on a Child Formulating a Sense of Self in “Digital Age” Ireland’
    • Mary McGrath (D.Ed., 2015) - ‘A Theoretical Analysis of Pre-Registration Nursing Students’ Reported Experiences of Support in the Classroom and Clinical Practice Setting’
    • Genevieve Murray (Ph.D., 2015) - ‘Teacher-on-Teacher Workplace Bullying in the Post-Primary Sector of the Irish Education System’
    • Jolanta Burke (Ph.D., 2016) - ‘Positive side to bullying: Measuring well-being, optimism and character strengths of participants of bullying and cyberbullying in Irish schools’
    • Martin Kelly (D.Ed., 2017) - ‘Pedagogy and Emotion: Teaching Emotional Competence through the Medium of the Social, Personal and Health Education Curriculum; a Critical Exploration and Analysis’
    • Mary Kent (Ph.D., 2017) - ‘An Examination of Factors Affecting Student Bystanders’ Decisions Whether to Report Concerns about Bullying In Secondary Schools to Staff’
    • Ashley Alexander Furrow (Ph.D., 2017) - ‘Understanding the Lived Experiences of Preadolescent Montessori Students in Relation to Academic Self-Efficacy’
    • Dean McDonnell (Ph.D., 2018) - ‘An Exploration in the Psychology of Education: The Development of a Contextualised Framework of Environmental Research and a Study on the Importance of Interpersonal Behaviour, Pedagogical Skill, and Perception of Psychological Support’
    • Jeremiah Lynch (Ph.D., 2018) - ‘Hell in Connaught: Surviving St. Joseph’s Industrial School, Letterfrack, Co. Galway’
    As secondary supervisor:
    • Lucie Corcoran (Ph.D., 2013) - ‘Coping with Bullying and Cyberbullying at Post-Primary Level: Combating the Aggression and Buffering its Negative Psychological Effects’ (DOS was Dr Conor Mc Guckin)

    Teaching interests

    Module lead for the following:
    • CPSY628 (Research Year Three, D.Clin.Psy. programme): teaching contributions on 'Working with Reflective Statements'; 'Research Presentation Day for First and Third Year Trainees'; 'Progressing Research - Writing Up'; 'Developing Research Skills / Analysis'; 'Mock Viva Sessions'; and 'Research into the Future - Dissemination and Publication'
    • PSYC516 (Applied Psychology): teaching contributions on ‘Introduction to Applied Psychology’; ‘Researching, Preventing and Dealing with School Bullying’; ‘The Bullying of Minoritised Populations and Implications for Anti-Bullying Intervention’; and ‘Cyber-Bullying and Cyber-Aggression’
    Other teaching contributions to:
    • CPSY621 (Academic Competence Year One, D.Clin.Psy. programme): teaching contribution on 'Overview of Theoretical Developments in Psychodynamic Psychology'
    • CPSY622 (Research Year One, D.Clin.Psy. programme): teaching contributions on 'Introduction to Research for Clinical Psychology'; 'Public and Service-User Involvement'; 'Power, Rigour and Quality in Qualitative Research'; 'Introduction to Content and Thematic Analysis'; 'Research Presentation Day for First and Third Year Trainees'; and 'Introduction to Indigenous Research'
    • CPSY624 (Academic Competence Year Two, D.Clin.Psy. programme): teaching contribution on 'Critical Psychology' 
    • CPSY625 (Research Year Two, D.Clin.Psy. programme): teaching contribution on 'Some Further Considerations in Writing Systematic Literature Reviews in Clinical Psychology Research'
    • PSYC304 (Career Directions in Psychology): teaching contribution on 'Psychology in Education'
    • PSYC7994 (Advanced Professional Practice: Leadership, Consultation and Service Improvement): teaching contribution on 'Critical Psychology'
    Internal examining of Ph.D. theses at the University of Plymouth: 
    • Movita Chapman-Moyle (Ph.D., 2021) – ‘The moderating effect of attachment on the development of pain behaviour in the children of mothers with chronic pain’
    Chair of Ph.D. viva voce examinations at the University of Plymouth: 
    • Sarah Green (2024) - The Design and Implementation of Group Based Functional Imagery Training for Weight Loss (DOS - Professor Jackie Andrade)
    • Tara Vassallo (2024) – Exploring parents’ and teachers’ experience of a novel programme: SAFE with Schools [SwiS] – a systemic attachment-based approach for caregivers of autistic children (DOS - Dr Becky Stancer)

    Expertise related to UN Sustainable Development 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 1 - No Poverty
    • SDG 3 - Good Health and Well-being
    • SDG 4 - Quality Education
    • SDG 5 - Gender Equality
    • SDG 10 - Reduced Inequalities
    • SDG 16 - Peace, Justice and Strong Institutions
    • SDG 17 - Partnerships for the Goals

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