Postgraduate Psychology Research
2:1 or higher in an undergraduate degree in Psychology conferring Graduate Basis for Chartership (GBC) from the British Psychological Society.
The School of Psychology at the University of Buckingham is highly research active, and during 2016 we have consolidated our research projects and interests into four main school research hubs. See our Psychology Postgraduate page for more information about our areas of specialism in research, and research opportunities which are currently open for applications.
In addition, details of individual academic research interests and collaborations can be found by visiting our School of Psychology Staff pages.
Our current Postgraduate students are working across the full range of our research interests: details are given below.
- Centre for Health and Relationship Research (CHR)
- CREATE (Centre for Research into Expertise Acquisition, Training and Excellence)
- Psychology of Educational Development (PED)
- Cyber and Interpersonal Behaviour Research (CIBR)
Name: Kate Rocheteau
Area of Research: HIV Status Disclosure
Supervised by: Dr Emily Mattacola and Dr Katherine Finlay
Overview: Disclosure of HIV status is related to increased emotional and social support, as well as improved access to HIV prevention and treatment services. However, disclosure of HIV status is a complex process that carries important positive outcomes alongside challenges and risks. It is an important first step in gaining HIV-specific social support and can help prevent the spread of HIV to HIV-negative individuals and facilitate adherence to antiretroviral medications. However, sharing such information may also render the individual susceptible to stigmatizing reactions such as social ostracism, physical harm, and workplace discrimination. Kate is investigating reasons why people do and do not disclose their HIV status, with the ultimate aim of developing an intervention to facilitate disclosure.
Name: Emma Foster
Area of research: Characteristics and motivations of those who take part in quizzing
Supervised by: Dr Kathryn Friedlander and Dr Philip Fine
Overview: Emma is looking at the motivational drives, practice routines and expertise development of those who take part in quizzes. She is using mixed methods techniques and is following the Grounded Expertise Components Approach to expertise research (Friedlander & Fine, 2016).
Name: Kirsty Lowe-Brown (Technician and Demonstrator)
Area of research: Cognitive / Developmental / Educational Psychology
Supervised by: Dr Alan Martin, Dr Philip Fine and Dr Gill Hill
Overview: Kirsty is investigating children’s understanding of how they regulate and hide their emotions. She has assessed primary school-aged children using one-to-one interviews and is using a combination of quantitative and qualitative techniques to explore children’s understanding.
Name: Hannah Murphy
Supervised by: Dr Alan Martin, Dr Gill Hill and Dr Philip Fine
Area of Research: Emotion comprehension and working memory
Overview: Investigating emotion detection and working memory in relation to a variety of measured factors in specific adult populations. Hannah is using both questionnaire and face to face assessment.
Name: Nicole Gwynne
Area of research: Online and offline impression management in a niche expertise group
Supervised by: Dr Maša Popovac and Dr Kathryn Friedlander
Overview: Nicole is studying online and offline impression management in a niche expertise group, looking at the stresses and time demands involved in self-presentation.
Name: Megan Hogg
Area of research: Health Psychology / Cyberpsychology
Supervised by: Dr Emily Mattacola and Dr Maša Popovac
Overview: Megan is investigating the difference between actively sought and passively viewed sexually explicit material on the behaviour of young adults. She is examining the methods through which sexually explicit material is accessed and shared, and explore how this impacts on the views and behaviour of young people aged 11-18. She is also seeking to explore how parents and teachers tackle these issues in both the home and school environments, with the eventual aim of designing and implementing an intervention targeting the sexual behaviour of adolescents both on and offline.