Research Papers (Published)


Anxiety in young children with autism: Systematic literature review

Choy, S. W. W., Mc Guckin, C., Twomey, M., Lynam, A., & Fitzgerald, G. (2024). To fill the gap: A systematic literature review of group play-based intervention to address anxiety in young children with autism. Education Thinking, 4(1), 5-34. ISSN 2778-777X Available at: https://pub.analytrics.org/article/15/

Available here.


The sound of silence: Career guidance and deaf people

Quirke, M., & Mc Guckin, C. (2024). The sound of silence: deconstructing notions of inclusion in career guidance on exploring the experience of deaf people. British Journal of Guidance & Counselling, 52(1) (Praxis in guidance and counselling: New frontiers), 133-152. DOI: 10.1080/03069885.2023.2298315 (ISSN: 0306-9885 [Print], 1469-3534 [Online]).

Available here.


China’s two-track education system: A bioecological perspective

Wang, X., Mc Guckin, C., & Zhang, C. (2023). Reviewing China’s unequal education system based on ecological system theory. Jurnal Ilmu Pendidikan (JIP), 29(2), December 2023, 58-68. DOI: https://doi.org/10.17977/jip Available at: http://journal2.um.ac.id/index.php/jip/article/view/44535/12166

Available here.


Supports to promote inclusion in early childhood education and care settings in Ireland

Moran S., Twomey, M., Mc Guckin, C., & Lynam, A. M. (2023). The effectiveness of the supports available for promoting inclusion in three early childhood education and care settings in Ireland. An Leanbh Og – The OMEP Irish Journal of Early Childhood Studies, 16(1), 117-137.

Available here.


Mastering the writing game!

Prestridge, S., Mc Guckin, C., Hunter, A., & Hall, T. (2023). Mastering the writing game: Practical insights for early career researchers and supervisors. Irish Educational Studies (Special Issue for Early Career Research [ECR]: “New Voices: Emerging Change Makers in Education”), 42(4), 475-486.  DOI: https://doi.org/10.1080/03323315.2023.2265342

Available here.


Anxiety and Autism: A new school-based approach

Choy, W.-w., S., & Mc Guckin, C. (2023). A new school-based play approach for young children’s wellbeing: Evidence from a 14-week study. Irish Educational Studies (Special Issue for Early Career Research [ECR]: “New Voices: Emerging Change Makers in Education”), 42(4), 635-657. DOI: https://doi.org/10.1080/03323315.2023.2261440

Available here.


Extended reality in rural education

Wang, X., Young, G., MZ, Iqbal., & Mc Guckin, C. (2023). The potential of extended reality in rural education’s future – Perspectives from rural educators. Education and Information Technologies https://doi.org/10.1007/s10639-023-12169-7

Available here.


VR & social competence

Wang, X., Young, G. W., Plechatá, A., Mc Guckin, C., & Makransky, G. (2023). Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds. Computers & Education, 201, 104815. https://doi.org/10.1016/j.compedu.2023.104815

Available here.


Social media as a teaching and learning tool in higher education

Perez, E., Manca, S., Fernández-Pascual, R., & Mc Guckin, C. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies DOI: 10.1007/s10639-023-11647-2

Available here.


Dual diagnosis: Parental and child ADHD

Carr-Fanning, K., & Mc Guckin, C. (2022). “I find it really difficult to control myself too”: A qualitative study of the effects on the family dynamic when parent and child have ADHD. Education Sciences, 12, 758 (pp. 10) DOI: https://doi.org/10.3390/educsci12110758 (ISSN: 2227-7102 [Online]). In C. Mc Guckin, M. Twomey, & W.-w., S. Choy (Eds), “Contemporary approaches of intervention for Autism: Where are we now – A cross-national perspective”. A special issue of Education Sciences (Section: Special and Inclusive Education).

Available here.


Block play and ASD

Wai-Wan Choy, S., Mc Guckin, C., & Twomey, M. (2022). When a flower does not bloom: Design a school group play programme for reducing anxiety in children aged 4 to 6 years with and without Autism Spectrum Disorder – A scoping review. International Journal of Childhood Education, 3(1), 37-57. DOI: https://doi.org/10.33422/ijce.v3i1.38 (ISSN: 2669-2325 [Online]).

Available here.


Bullying and character development

Burke, J., & Mc Guckin, C. (2022). Bullying and character development: An examination of character strengths associated with bullying and cyberbullying in post-primary schools in Ireland. Journal of Character Education, 18(1), 51-67.

Available here.


The role and involvement of dads in the lives and education of their children with SEN/D

Ren, K., & Mc Guckin, C. (2022). The role and involvement of dads in the lives and education of their children with special educational needs and/or disabilities within an early intervention context. Education Thinking, 2(1), 3-18. ISSN 2778-777X

Available here.


Using creative arts to engage young children with autism

Twomey, M., O’Síoráin, C. A., Shevlin, M., & Mc Guckin, C. (2021). Dinosaurs in the classroom: Using the creative arts to engage young children with autism. REACH, 34(1), 42-56.

Available here.


Reflections on children’s play in European preschool education

Ren, K., & Mc Guckin, C. (2021). From “play-based learning” to “guided play”: Reflection on children’s play in European preschool education history. Chinese Journal of Studies in Early Childhood Education, 10(322), 72-82. DOI: 10.13861/j.cnki.sece.2021.10.008

Available here.


Guidance counselling  –  Time to think more about Universal Design (UD) and Universal Design for Learning (UDL)

Quirke, M., & Mc Guckin, C. (2021). A big question – Is it time to redesign how we design the future for our learners? Guidance Matters, Summer 2021 / Issue 6, 46-49.

Available here.


Creating communicative opportunities for autistic children

O’Síoráin, C. A., Twomey, M., Mc Guckin, C., & Shevlin, M. (2021). Creating communicative opportunities for autistic children. REACH, 34(1), 29-40.

Available here.


Content validity of the Cyber Aggression Questionnaire

Best, S., Ré, N., Corcoran, L., & Mc Guckin, C. (2021). Validez de contenido del Cuestionario de Ciberagresión (Content validity of the Cyber Aggression Questionnaire). Revista Evaluar, 21(2), 1-16. DOI: https://doi.org/10.35670/1667-4545.v21.n2.34389

Available here.


After-school education in Ireland

Wang, X., Mc Guckin, C., & Deng, J. (2020). 爱尔兰课后教育特点、政策、对当地社区和家庭的影响 (Ireland’s after-school educational characteristics, policies, and its impact on families and local communities). Educational Study, 2(1), 94-97.

Available here.


BeSAD: Bereavement, Separation, and Divorce  –  Experiences of pre-service teachers

Lynam, A., McConnell, B., & Mc Guckin, C. (2020). BeSAD . . . “it was truly an awful experience”: an exploration of pre-service teachers’ experiences and training needs to support pupils experiencing issues of bereavement, separation and divorce. Pastoral Care in Education, 38(1), 64-82. DOI: 10.1080/02643944.2019.1700547

Available here.


Universal Design for Learning (UDL) – Implications for guidance

Quirke, M., & Mc Guckin, C. (2019). Universal design for learning (UDL) – Implications for guidance. Guidance Matters, 3, 6-10.

Available here.


Tomorrow’s disability officer – A cornerstone on the universal design campus

Quirke, M., McCarthy, P., Treanor, D., & Mc Guckin, C. (2019). Tomorrow’s disability officer – A cornerstone on the universal design campus. Journal of Inclusive Practice in Further and Higher Education (JIPFHE), 11.1, June 2019, 29-42.

Available here.


The Trinity Centre for People with Intellectual Disability

Aston, D., Shevlin, M., & Mc Guckin, C. (2019). Trinity Centre for People with Intellectual Disabilities. Guidance Matters, 2, 39-42.

Available here.


Ethical implications of social media surveillance

Byrne, J., Kirwan, G., & Mc Guckin, C. (2019). Social media surveillance in social work: Practice realities and ethical implications. Journal of Technology in Human Services, 37(2-3), 142-158. DOI: 10.1080/15228835.2019.1584598 (ISSN: 1522-8835 [Print], 1522-89911471-3802 [Online]).

Available here.


Social outcomes of activation labour market programmes in higher education

Long-Hogarty, V. P., & Mc Guckin, C. (2018). Measuring social and psychological outcomes from activation labour market programmes in higher education: A pilot study. DBS Business Review, 2, 33-44. DOI: 10.22375 (ISSN: 2565-5272).

Available here.


Stakeholders’ experiences of diagnosis and treatment for ADHD in Ireland

Carr-Fanning, K., & Mc Guckin, C. (2018). The powerless or the empowered? Stakeholders’ experiences of diagnosis and treatment for attention-deficit hyperactivity disorder in Ireland. Irish Journal of Psychological Medicine, 35(3), 203-212. DOI:10.1017/ipm.2018.13 (ISSN: 0790-9667; EISSN: 2051-6967).

Available here.


Encouraging educators to reflect on their practices regarding blind and visually impaired learners

Quirke, M., Mc Carthy, P., & Mc Guckin, C. (2018). “I can see what you mean”: Encouraging higher education educators to reflect upon their teaching and learning practice when engaging with blind / vision impaired learners. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 10(1), 3371-33712.

Available here.


Challenges of the cross-cultural adaptation of the cyber aggression questionnaire

Best, S., Ré, N., Mc Guckin, C., Corcoran, L., & Casasnovas, A. (2017). Retos y desafíos de la adaptación transcultural del Cuestionario de Ciberagresión en una muestra de estudiantes argentinos [Challenges of the cross-cultural adaptation of the Cyber Aggression Questionnaire in a sample of Argentine students]. Subjetividad y Procesos Cognitivos [Subjectivity and Cognitive Processes], 21(2), 17-41.

Available here.


Parental perspectives on transition planning

Doyle, A., Mc Guckin, C., & Shevlin, M. (2017). ‘Close the door on your way out’: Parent perspectives on supported transition planning for young people with Special Educational Needs and Disabilities in Ireland. Journal of Research in Special Educational Needs, 17(4), 274-281. DOI: 10.1111/1471-3802.12385 (ISSN: 1471-3802 [Online]).

Available here.


Students with ASD making the transition from school

Bell, S., Devecchi, C., Mc Guckin, C., & Shevlin, M. (2017). Making the transition to post-secondary education: opportunities and challenges experienced by students with ASD in the Republic of Ireland. European Journal of Special Needs Education, 32(1), 54-70. DOI: 10.1080/08856257.2016.1254972 (ISSN: 0885-6257 [Print]; ISSN: 1469-591X [Online]).

Available here.


Cyberbullying, schools and the law: Northern Ireland and the Republic of Ireland

Purdy, N., & Mc Guckin, C. (2015). Cyberbullying, schools and the law: A comparative study in Northern Ireland and the Republic of Ireland. Educational Research, 57(4), 420-436. DOI: 10.1080/00131881.2015.1091203 (ISSN: 0013-1881 [print], 1469-5847 [Online]).

Available here.


Disablist bullying in schools: Giving a voice to student teachers

Purdy, N., & Mc Guckin, C. (2015). Disablist bullying in schools: giving a voice to student teachers. Journal of Research in Special Educational Needs, 15(3), 202-210. DOI: 10.1111/1471-3802.12110 (ISSN: 1471-3802 [Online]).

Available here.


Screening assessment of Specific Learning Disability in high education institutes in the Republic of Ireland

Harkin, E., Doyle, A., & Mc Guckin, C. (2015). Screening and assessment of Specific Learning Disabilities in higher education institutes in the Republic of Ireland. Journal of Psychologists and Counsellors in Schools, 25(Special Issue 01), 13-23. DOI:10.1017/jgc.2014.15 (ISSN: 1037-2911).

Available here.


The Coping With Cyberbullying Questionnaire (CWCBQ)

Sticca, F., Machmutow, K., Stauber, A., Perren, S., Palladino, B. E., Nocentini, A. L., Menesini, E., Corcoran, L., & Mc Guckin, C. (2015). The Coping With Cyberbullying Questionnaire (CWCBQ): Development of a new measure. Societies, 5(2), 515-536. DOI: 10.3390/soc5020515 (ISSN: 2075-4698).

Available here.


Cyberbullying or cyber aggression?: Reviewing existing definitions of cyber-based peer-to-peer aggression

Corcoran, L., Mc Guckin, C., & Prentice, G. (2015). Cyberbullying or cyber aggression?: A review of existing definitions of cyber-based peer-to-peer aggression. Societies, 5(2), 245-255. DOI: 10.3390/soc5020245 (ISSN: 2075-4698).

Available here.


Disablist bullying: What student teachers in Northern Ireland and the Republic of Ireland don’t know and the implications for teacher education

Purdy, N., & Mc Guckin, C. (2014). Disablist bullying: What student teachers in Northern Ireland and the Republic of Ireland don’t know and the implications for teacher education. European Journal of Special Needs Education, 29(4), 446-456. DOI: 10.1080/08856257.2014.952914 (ISSN: 0885-6257 [Print], 1469-591X [Online]).

Available here.


Experiences of workplace bullying among ‘non-traditional’ students: Cause for concern for both business and education?

Mc Guckin, C., Lewis, C. A., Shevlin, M., & Prentice, G. R. (2014). Experiences of workplace bullying among ‘non-traditional’ students: Cause for concern for both business and education? Psychology, Society, & Education, 5(2), 103-124. DOI: http://dx.doi.org/10.25115/psye.v5i2.499 (ISSN: 2171-2085 [print], 1989-709X [online]).

Available here.


Grieving students: The response and support of Irish schools

O’Brien, A. M., & Mc Guckin, C. (2014). Grieving students: The response and support of Irish schools. Trinity College Dublin Journal of Postgraduate Research, 13, 159-176. (ISSN: 2009-4787).

Available here.


Digital natives or digitally naïve? E-professionalism and ethical dilemmas among newly graduated teachers and social workers in Ireland

Kirwan, G., & Mc Guckin, C. (2014). Digital natives or digitally naïve? E-professionalism and ethical dilemmas among newly graduated teachers and social workers in Ireland. Journal of Technology in Human Services, 32, 119-132. DOI: 10.1080/15228835.2013.858096 (ISSN: 1522-8835 [Print], 1522-8991 [Online]).

Available here.


From theory to practice: Two eco-systematic approaches and their applications to understanding school bullying

Mc Guckin, C., & Minton, S. (2014). From theory to practice: Two ecosystemic approaches and their applications to understanding school bullying. Australian Journal of Guidance and Counselling, 24(1), 36-48. DOI: 10.1017/jgc.2013.10 (ISSN: 1037-2911, EISSN: 1839-2520).

Available here.


Addressing bullying problems in Irish schools and in cyberspace: A challenge for school management

Corcoran, L., & Mc Guckin, C. (2014). Addressing bullying problems in Irish schools and in cyberspace: A challenge for school management. Educational Research, 56(1), 48-64. DOI:10.1080/00131881.2013.874150 (ISSN: 0013-1881 [print], 1469-5847 [online]).

Available here.


Disablist bullying and getting the chance to progress to higher education: Educators as barriers to inclusion

Mc Guckin, C. (2014). Disablist bullying and getting the chance to progress to higher education: Educators as barriers to inclusion. The Association for Higher Education Access and Disability (AHEAD) Conference 2014 Summary Publication, pp. 5-7. (ISSN: 1-899951-37-7 978-1-899951-37-6).

Available here.


Moving to further and higher education: An exploration of the experiences of students with special education needs

Mc Guckin, C., Shevlin, M., Bell, S., & Devecchi, C. (2013). Moving to further and higher education: An exploration of the experiences of students with special educational needs. Research Report Number 14. A Study Commissioned by the National Council for Special Education (NCSE), Trim, County Meath, Ireland.

Available here


A cross-national perspective on cyberbullying among school pupils in Northern Ireland: A supplement to Mora-Merchan and Jäger

Mc Guckin, C., Crowley, N., & Lewis, C. A. (2013). A cross-national perspective on cyberbullying among school pupils in Northern Ireland: A supplement to Mora-Merchan and Jäger (2011). Current Research Journal of Social Sciences, 5(5), 168-176. (ISSN: 2041-3238 [Print], 2041-3246 [Online]).

Available here.


“So how was it for you?”  Students with disabilities transitioning to higher education: a mixed methods study

Doyle, A., Mc Guckin, C., & Shevlin, M. (2013). ‘So how was it for you?’ Students with disabilities transitioning to higher education: a mixed methods study. In M. Shevlin (Ed.), Trinity Education Papers (Special issue: Examining theory and practice in inclusive education), 2(2), 92-111. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here. 


A cross-border Irish study of student teachers’ knowledge, experience, and confidence in dealing with disablist bullying

Purdy, N., & Mc Guckin, C. (2013). A cross-border Irish study of student teachers’ knowledge, experience, and confidence in dealing with disablist bullying. In M. Shevlin (Ed.), Trinity Education Papers (Special issue: Examining theory and practice in inclusive education), 2(2), 36-51. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here. 


Lest we forget: Lessons learned from Ireland following Budget 2012

Mc Guckin, C., & O’Brien, A. M. (2013). Lest we forget: Lessons learned from Ireland following Budget 2012. Australian Journal of Guidance and Counselling (Applied Practices: Perspectives from the Field), 23(2), 273-279. DOI: 10.1017/jgc.2013.22 (ISSN: 1037-2911, EISSN: 1839-2520).

Available here.


Professional reputation and identity in the online world

Kirwan, G., & Mc Guckin. (2013). Professional reputation and identity in the online world. International Review of Information Ethics: Reputation in the Cyberworld, 19(07/2013), 47-51. (ISSN: 1354-8506).

Available here.


A mixed methods approach to understanding cyberbullying: A role for both quantitative and qualitative research

Espey, K., Duffy, J., & Mc Guckin, C. (2013). A mixed methods approach to understanding cyberbullying: A role for both quantitative and qualitative research. Trinity Education Papers, 2, 112-126. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here.


Using student voice to escape the spider’s web: A methodological approach to de-victimizing students with ADHD

Carr-Fanning, K., Mc Guckin, C., & Shevlin, M. (2013). Using student voice to escape the spider’s web: A methodological approach to de-victimizing students with ADHD. Trinity Education Papers, 2, 85-111. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here.


Bereavement and grief support for students: The response of Irish schools

O’Brien, A. M., & Mc Guckin, C. (2013). Bereavement and grief support for students: The response of Irish schools. Trinity Education Papers, 2, 2-21. Dublin, Ireland: School of Education, Trinity College Dublin. (ISSN: 2009-6003 [Print], 2009-6496 [Online]).

Available here.