Projects Areas for Masters and PhD Projects
Research proposals in relation to the M.Ed. (Aggression Studies) and M.Ed. (Educational Guidance and Counselling) programmes should ordinarily be aligned to my expressed areas of research interest (see above). This policy extends to research proposals for postgraduate degrees by research only. This is to ensure that:
• Candidates have access to expert supervision by someone who is an active researcher in that field of study; and,
• Coherent research and publication strategies within the School of Education and its research groupings and centres can be developed.
Presented below are indicative project areas and topics that I would be happy to supervise. Please note that this is just an indicative list and is not exhaustive. It should provide for some further understanding of my research interests.
• Nature, incidence, correlates intervention, prevention, policy, practice, experience, and outcomes (children and adults);
• Bronfenbrenner / Bildung Psychology: ecological perspective of bully/victim problems;
• Whole School Approach to bully/victim problems;
• Types’ of bully/victim problems (e.g., Cyberbullying, Disablist Bullying) -enhancing knowledge and prevention capacity in these areas;
• Cyber-bullying: making the learning and social environment of ‘digital natives’ safe and educationally stimulating;
• Should involvement in bully/victim problems be considered as having a special educational need (SEN);
• Psychology of aggressive behaviour;
• ‘By-standing’ or ‘Standing-by’: the role of the bystander in preventing and countering school bullying;
• The role of drama in the intervention and prevention of school bullying and violence;
• SPHE and the curriculum: fit for purpose?
• Behaviour and discipline: links to attainment and health.
Educational Guidance and Counselling:
• Bronfenbrenner / Bildung Psychology: ecological perspective of Guidance and Counselling;
• Psychometrics and testing: professional and ethical issues in psycho-educational assessment;
• Psychometrics: application of psychometric principles, measurement, development, and evaluation;
• Whole School Approach to Guidance and Counselling;
• Creating and fostering psychologically healthy school and classroom environments;
• Mind the Gap: how much difference is there between the professional areas of psychology and guidance and counselling?
• Careers Service: TCD. The Careers Service will propose a number of projects in this area that would afford students the students the opportunity to explore research topics that have an applied interest;
• Disability Service: TCD. The Disability Service will propose a number of projects in this area that would afford students the students the opportunity to explore research topics that have an applied interest.
Special Educational Needs:
• Bronfenbrenner / Bildung Psychology: ecological perspective of the provision made for SEN;
• ‘Transition’ issues: (i) making the transition from primary school to post-primary level, (ii) from post-primary to FE/HE, (iii) from FE/HE to the ‘World of [meaningful] Work’ and/or Life-Long Learning/Life-Wide Learning, (iv) the ‘scenic route’, and (v) identification of the barriers and facilitators to successful transition from primary to post-primary, post-primary to FE/HE etc.?;
• Do students with SEN take a ‘scenic route’ through their education? If so, how does this look and how does this differ from the de facto/de jure route?
• Psycho-educational issues regarding students with SEN;
• Psychometrics issues regarding assessment for SEN, HEAR, DARE etc.;
• Bully/victim experiences of children with SEN (as per the NCSE categories): inter- and intra-group explorations;
• Bully/victim problems: the notion of ‘Disablist Bullying’ – knowledge and management of such issues;
• Knowledge and attitudes of teachers, educational psychologists etc. regarding SEN (policy, practice, outcomes etc.);
• Children and Young People (CYP) with SEN: is it a case of fitting the system to the child or fitting the child to the system (e.g., ergonomics, Universal Design principles)?
• ‘Labels are for jam jars’: exploring categories/labels/taxonomies regarding the ‘labels’ applied to CYP with SEN/disabilities in education. From a medical model to a social model to a psycho-educational model (%iles etc.);
• ADHD: is there an attention deficit disorder among educational professionals regarding ADHD?
Projects Interfacing the 3 Research Areas Above:
• Any project that explores a combination of the 3 defined research areas above;
• The role and application of psychology to education and educators.