Profile

Biography

After completing my first degree in Education/Psychology (Cardiff), I trained as a Speech and Language Therapist (City University, London).  I later completed a PhD thesis on the psychosocial implications of being born with a cleft palate (Southampton).

Before joining the Department as a Lecturer in 2011, I was a postdoctoral researcher in the Department of Psychology.  From 1982, I worked in the Stress Research Unit within the Department of Psychology, developing psychometric scales and stress management interventions.  In 2000, I moved to the Centre for Reading and Language again within the Department of Psychology.  My research projects have largely focused on the development, implementation, evaluation and dissemination of intervention programmes for promoting psychological resilience in vulnerable learners, in both primary and secondary schools.  Most recently, I undertook a randomised controlled trial with Professor Charles Hulme, on supporting vulnerable learners in their transition to secondary school.  The 18-month project was funded by the Esmée Fairbairn Foundation and ran from May 2009.

As a Lecturer in Education, I am programme leader for the BA in Educational Studies, and a member of the Centre for Research in Education and Social Justice.  I am currently working collaboratively with colleagues in the fields of Forensic and Clinical Psychology, on two projects looking at school responses to disruptive behaviour in the classroom, and interventions for those at risk of exclusion from secondary school.

Research

Overview

My current research interests focus on the psychological aspects of education e.g. school-based interventions, coping with disadvantage and promoting emotional well-being in schools.

Research group(s)

• Psychology in Education Research Centre (PERC)

Publications

Selected publications

NASH, P., Henderson, L. & Hulme, C. (in preparation). Supporting vulnerable learners in their transition to secondary school: A randomised controlled trial.

NASH, P. and Henderson, L. (2010) Work in progress: Facilitating transition for vulnerable learners moving to secondary school. Psychology of Education Review, Vol.34, No.2, 39-42.

Lown, J., Dunderdale, S. and NASH, P. (2010) Social and emotional learning in Circle Time. A comprehensive curriculum for primary schools. Optimus Education: London.

NASH, P. (2008) Supporting vulnerable learners in their transition to secondary school. Dyslexia Review, Vol.20, No.1, 26-30.

NASH, P. (2006) The assessment and management of psychosocial aspects of reading and language impairments.  In: Snowling, M. & Stackhouse, J. (Eds) Dyslexia, speech and language. A practitioner’s handbook.  2nd ed., Chapter 13, 278-301.  Whurr: London.

Ellison, T. & NASH, P. (2006 – unpublished) Guidelines distributed to all York primary and secondary schools, Social and emotional aspects of gifted, talented and able children. City of York Council.

External activities

Editorial duties

Reviewed articles for:

• Journal of Child Psychology & Psychiatry
• Child and Adolescent Mental Health
• Developmental Medicine and Child Neurology.

Reviewed grant applications for:

• Economic and Social Research Council (ESRC)
• Health Technology Assessment programme (HTA)