As head of research ethics my role is to protect research participants and the University's reputation by ensuring through regular review that the university's research ethics policies and procedures meet UK legal requirements and European Commission directives and the requirements of external bodies who fund and/or support university research. I manage the implementation of university research ethics policy across the university to ensure that research undertaken by undergraduate students, postgraduate students and staff complies with national and international ethical standards. I oversee the development of systems to help ensure the integrity of research at Sheffield Hallam University. I chair the University ethics committee, oversee policy implementation across the 4 faculties and represent research ethics across the university on a range of committees. I provide quality assurance of the ethics and independent scientific review systems. I chair the faculty research ethics committee and I also teach, undertake research and supervise doctoral students.
I began my career in psychology at the University of Aberdeen, followed by the University of Edinburgh where I undertook postdoctoral research, before returning to Aberdeen, and then on to the Applied Psychology Unit at the University of Sheffield. I came to SHU on a temporary contract in 1989 before there was a psychology degree and suggested that the time was opportune to develop one which we did, getting BPS approval in 1992. I was subject leader in psychology from 1991-2000, building up the department. I then became the Divisional Quality Co-ordinator. I became a Reader in Psychology in March 2001 and was awarded a Personal Chair in Health Psychology in February 2005. I have always been interested in research ethics, setting up the first research ethics committee at Sheffield Hallam University as this was required by the British Psychological Society for the new psychology degree. I became deputy chair of the University Research Ethics Committee in 2000 and became chair in 2002. My role was re-graded to Head of Research Ethics in 2008.
I am trained as a CBT therapist as well as being a British Psychological Society Chartered Psychologist and a registered practitioner health psychologist with the Health Professions Council. I have worked closely with colleagues in the NHS, social care and the voluntary sector over a number of years. These contacts enable me to apply my psychological knowledge and I am keen to encourage students to see beyond their textbooks to real world applications of psychology.
I teach personality and individual differences on the MSc Health Psychology and positive psychology on the MSc Developmental Psychology.
I supervise a number of doctoral research students and some MSc health psychology students' research projects.
I lead workshops and do presentations on research ethics and research integrity across the university for staff and research students.
Department of Psychology, Sociology and Politics
Social Sciences and Humanities
- positive psychology, a relatively new area within psychology that aims to create more positive institutions, promote well-being and life satisfaction in the general population and create more of a 'can do' culture. I am currently undertaking some of this work with university students, aiming to explore how we help students cope better with the stresses associated with transition to university and maximise their learning experiences
- forgiveness, grudge holding and vengeance seeking, conflict resolution and the facilitation of forgiveness (within positive psychology remit)
- psychological determinants of health and illness
- evaluation of therapeutic interventions
Ann's early research was on stress, depression and psychotherapy trial evaluations. Recently she has focussed on positive psychology particularly wellbeing and mental health, examining student and staff wellbeing and its effects on learning and achievement.
She is currently working on a project funded by a British Academy Newton Fellowship and the Royal Thai Research fund (£111,000) assessing and Improving Health Literacy and Wellbeing in Thai families at risk of Non-Communicable Disease using positive psychology interventions. This is with Dr Ungsinun Intarakamhang, Behavioral Science Research Institute, Srinakharinwirot University, Bangkok. 2017-2019.
Chiangkhong, A., Intarakamhang, U., Duangchan, P., & Macaskill, A. (2019). Effectiveness of health literacy through transformative learning on glycemic control behavior in adult diabetes patients: a mixed methods approach. The Journal of Behavioral Science, 14 (3), 49-61. https://www.tci-thaijo.org/index.php/IJBS/article/view/172168
Macaskill, A., Denovan, A., Dagnall, N., & Papageorgiou, K. (2019). Future time perspective, positive emotions and student engagement: a longitudinal study. Studies in Higher Education. http://doi.org/10.1080/03075079.2019.1616168
Macaskill, A. (2018). Undergraduate mental health issues: the challenge of the second year of study. Journal of Mental Health, 27 (3), 214-221. http://doi.org/10.1080/09638237.2018.1437611
Macaskill, A., & Intarakamhang, U. (2018). Multi-group Causal Model of Health Literacy and Behaviors on Family Well-being among Thai Adults at Risk of Non-Communicable Diseases. Journal of Research in Health Sciences, 18(4): e00429.
Sutipan, P., Intarakamhang, U., Kittipichai, W., & Macaskill, A. (2018). Effects of self-management program on healthy lifestyle behaviors among elderly with hypertension. International Journal of Behavioral Science, 13 (2), 38-50. https://www.tci-thaijo.org/index.php/IJBS/article/view/98167
Denovan, A., & Macaskill, A. (2017). Building resilience to stress through leisure activities : a qualitative analysis. Annals of Leisure Research, 20 (4), 446-466. http://doi.org/10.1080/11745398.2016.1211943
Darabi, M., Macaskill, A., & Reidy, L. (2017). A qualitative study of UK academic role: positive features, negative aspects and associated stressors in a mainly teaching-focused university. Journal of Further and Higher Education, 41 (4), 566-580. http://doi.org/10.1080/0309877X.2016.1159287
Denovan, A., & Macaskill, A. (2017). Stress, resilience, and leisure coping among university students : applying the broaden-and-build theory. Leisure Studies, 36 (6), 852-865. http://doi.org/10.1080/02614367.2016.1240220
Denovan, A., & Macaskill, A. (2017). Stress and subjective well-being among first year UK undergraduate students. Journal of Happiness Studies, 18 (2), 505-525. http://doi.org/10.1007/s10902-016-9736-y
Macaskill, A. (2016). Review of Positive Psychology Applications in Clinical Medical Populations. HealthCare, 4 (3), 66. http://doi.org/10.3390/healthcare4030066
Kirkby-Geddes, E., & Macaskill, A. (2016). Voices of the well-elderly : a qualitative study of psychological strengths and well-being. International Journal of Behavioral Science, 11 (2). http://www.tci-thaijo.org/index.php/IJBS/article/view/63275
Kirkby-Geddes, E., & Macaskill, A. (2016). Voices of the Well-Elderly: A Qualitative Study of Psychological Strengths and Well-Being. JOURNAL OF BEHAVIORAL SCIENCE, 11 (2), 21-30.
Darabi, M., Macaskill, A., & Reidy, L. (2016). Stress among UK academics : identifying who copes best? Journal of Further and Higher Education, 41 (3), 393-412. http://doi.org/10.1080/0309877X.2015.1117598
Sutipan, P., Intarakamhang, U., & Macaskill, A. (2016). The impact of positive psychological interventions on well-being in healthy elderly people. Journal of Happiness Studies. http://doi.org/10.1007/s10902-015-9711-z
Killen, A., & Macaskill, A. (2015). Using a gratitude intervention to enhance wellbeing in older adults. Journal of Happiness Studies, 16 (4), 947-964. http://doi.org/10.1007/s10902-014-9542-3
Macaskill, A., & Denovan, A. (2014). Assessing psychological health : the contribution of psychological strengths. British Journal of Guidance and Counselling, 42 (3), 320-337. http://doi.org/10.1080/03069885.2014.898739
Macaskill, A., & Denovan, A. (2013). Developing autonomous learning in first year university students using perspectives from positive psychology. Studies in Higher Education, 38 (1), 124-142. http://doi.org/10.1080/03075079.2011.566325
Denovan, A., & Macaskill, A. (2013). An interpretative phenomenological analysis of stress andcoping in first year undergraduates. British Educational Research Journal, 39 (6), 1002-1024. http://doi.org/10.1002/berj.3019
Boonyarit, I., Chuawanlee, W., Macaskill, A., & Supparerkchaisakul, N. (2013). A psychometric analysis of the workplace forgiveness scale. Europe's Journal of Psychology, 9 (2), 319-338. http://doi.org/10.5964/ejop.v9i2.551
Macaskill, A. (2012). A feasibility study of psychological strengths and well-being assessment in individuals living with recurrent depression. The Journal of Positive Psychology, 7 (5), 372-386. http://doi.org/10.1080/17439760.2012.702783
Macaskill, A. (2012). Differentiating dispositional self-forgiveness from other-forgiveness : associations with mental health and life satisfaction. Journal of Social and Clinical Psychology, 31 (1), 28-50. http://doi.org/10.1521/jscp.2012.31.1.28
Boonyarit, I., Chuawanlee, W., Macaskill, A., & Supparerkchaisaku, N. (2012). Thai conceptualizations of forgiveness within a work context : comparison with Western models. International Journal of Behavioral Science, 7 (1), 1-30. http://bsris.swu.ac.th/journal/i7/7-1_Itsara%20B.pdf
Macaskill, A. (2012). The mental health of university students in the United Kingdom. British Journal of Guidance and Counselling, 41 (4), 426-441. http://doi.org/10.1080/03069885.2012.743110
Mobach, T., & Macaskill, A. (2011). Motivation to drink alcohol in first year university students : having a good time or simply coping? Health Psychology Update, 20 (2). http://www.bpsshop.org.uk/Health-Psychology-Update-Vol-20-No-2-2011-P1480.aspx
Heywood, R., Macaskill, A., & Williams, K. (2010). Informed consent in hospital practice: health professionals' perspectives and legal reflections. Medical Law Review, 18 (2), 152. http://doi.org/10.1093/medlaw/fwq008
Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education, 35 (3), 351-359. http://doi.org/10.1080/03075070903502703
Duangchan, P., Yoelao, D., Macaskill, A., Intarakamhang, U., & Suprasonsin, C. (2010). Interventions for healthy eating and physical activity among obese elementary schoolchildren : observing changes of the combined effects of behavioral models. International Journal of Behavioral Science, 5 (1). http://ejournals.swu.ac.th/index.php/jbse/article/view/1312
Heywood, R., Williams, K., & Macaskill, A. (2008). Patient perceptions of the consent process : qualitative inquiry and legal reflection. Journal of professional negligence, 24 (2), 104-121. http://www.bloomsburyprofessional.com/715/Bloomsbury-Professional-Journal-of-Professional-Negligence.html
Heywood, R., Macaskill, A., & Williams, K. (2007). Medical students' perceptions of informed consent : legal reflections on clinical education. Journal of professional negligence, 23 (3), 151-164.
Maltby, J., Macaskill, A., & Gillett, R. (2007). The cognitive nature of forgiveness: using cognitive strategies of primary appraisal and coping to understand the process of forgiveness. Journal of clinical psychology, 63 (6), 555-566. http://doi.org/10.1002/jclp.20367
Macaskill, A.M. (2007). Work-related stress in psychiatry . Psychiatric Bulletin, 31 (5), 192. http://doi.org/10.1192/pb.31.5.192
Macaskill, A. (2007). Exploring religious involvement, forgiveness, trust, and cynicism. Mental health, religion, and culture, 10 (3), 203-218. http://doi.org/10.1080/13694670600616092
Macaskill, A. (2005). Defining forgiveness: Christian clergy and general population perspectives. Journal of personality, 73 (5), 1237-1267. http://doi.org/10.1111/j.1467-6494.2005.00348.x
Barber, L., Maltby, J., & Macaskill, A. (2005). Angry memories and thoughts of revenge: The relationship between forgiveness and anger rumination. Personality and Individual Differences, 39 (2), 253-262. http://doi.org/10.1016/j.paid.2005.01.006
Macaskill, A. (2005). The treatment of forgiveness in counselling and therapy. Counselling Psychology Review, 20 (1), 26-33. http://www.bps.org.uk/downloadfile.cfm?file_uuid=4326407D-1143-DFD0-7EE4-8015378EA9A3&ext=pdf
Ricketts, T., & Macaskill, A. (2004). Differentiating normal and problem gambling: a grounded theory approach. Addiction Research and Theory, 12 (1), 77-87. http://doi.org/10.1080/1606635031000112546
Ricketts, T., & Macaskill, A. (2003). Gambling as emotion management: Developing a grounded theory of problem gambling. Addiction Research and Theory, 11 (6), 383-400. http://doi.org/10.1080/1606635031000062074
Macaskill, A., Maltby, J., & Day, L. (2002). Forgiveness of self and others and emotional empathy. Journal of Social Psychology, 142 (5), 663-665. http://doi.org/10.1080/00224540209603925
Maltby, J., MacAskill, A., & Day, L. (2001). Failure to forgive self and others: A replication and extension of the relationship between forgiveness, personality, social desirability and general health. Personality and Individual Differences, 30 (5), 881-885. http://doi.org/10.1016/S0191-8869(00)00080-5
Tabassum, A., Macaskill, A., & Ahmad, I. (2000). Attitudes towards mental health in an urban Pakistani community in the United Kingdom (vol 46, pg 170, 2000). INTERNATIONAL JOURNAL OF SOCIAL PSYCHIATRY, 46 (4), 313.
Tabassum, R., & Macaskill, A. (2000). Attitudes towards mental health in an urban Pakistani community in the United Kingdom. International Journal of Social Psychiatry, 46 (3), 170-181. http://doi.org/10.1177/002076400004600303
Day, L., Maltby, J., & Macaskill, A. (1999). Relationship between belief in good luck and general health. PSYCHOLOGICAL REPORTS, 85 (3), 971-972. http://doi.org/10.2466/PR0.85.7.971-972
Day, L., Maltby, J., & Macaskill, A. (1999). Relationship between belief in good luck and general health. Psychological Reports, 85 (3 PART 1), 971-972.
Maltby, J., Macaskill, A., Day, L., & Garner, I. (1999). Social interests and eysenck's personality dimensions. PSYCHOLOGICAL REPORTS, 85 (1), 197-200. http://doi.org/10.2466/PR0.85.5.197-200
Macaskill, N.D., & Macaskill, A. (1999). Failure to diagnose depression in patients referred for psychotherapy. International Journal of Social Psychiatry, 45 (2), 140-147. http://doi.org/10.1177/002076409904500206
Maltby, J., Macaskill, A., Day, L., & Garner, I. (1999). Social interests and Eysenck's personality dimensions. Psychological Reports, 85 (1), 197-200. http://doi.org/10.2466/pr0.19184.108.40.206
Macaskill, A., Macaskill, N., & Nicol, A. (1997). The Defeat Depression Campaign. A mid-point evaluation of its impact on general practitioners. Psychiatric Bulletin, 21 (3), 148-150. http://doi.org/10.1192/pb.21.3.148
Macaskill, N.D., & Macaskill, A. (1996). Rational-emotive therapy plus pharmacotherapy versus pharmacotherapy alone in the treatment of high cognitive dysfunction depression. Cognitive Therapy and Research, 20 (6), 575-592. http://doi.org/10.1007/BF02227962
Macaskill, A., & Ashworth, P. (1995). Parental participation in child protection case conferences: The social worker's view. British Journal of Social Work, 25 (5), 581-597.
Macaskill, N., Geddes, J., & Macaskill, A. (1991). DSM-III in the training of british psychiatrists: A national survey. International Journal of Social Psychiatry, 37 (3), 182-186. http://doi.org/10.1177/002076409103700304
Macaskill, A., & Monach, J.H. (1990). Coping with Childhood Cancer: The Case for Long-Term Counselling Help for Patients and their Families. British Journal of Guidance & Counselling, 18 (1), 13-27. http://doi.org/10.1080/03069889008259689
Macaskill, N.D., & Macaskill, A. (1985). The use of the term ‘Borderline patient’ by scottish psychiatrists: II conceptual and descriptive analysis. International Journal of Social Psychiatry, 31 (1), 47-53. http://doi.org/10.1177/002076408503100106
MACASKILL, A. (1982). EGOCENTRICITY IN THE CHILD AND ITS EFFECT ON THE CHILDS COMPREHENSION OF KIN TERMS. BRITISH JOURNAL OF PSYCHOLOGY, 73 (MAY), 305-311. http://doi.org/10.1111/j.2044-8295.1982.tb01813.x
MACASKILL, A. (1981). LANGUAGE-ACQUISITION AND COGNITIVE-DEVELOPMENT IN THE ACQUISITION OF KINSHIP TERMS. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 51 (NOV), 283-290. http://doi.org/10.1111/j.2044-8279.1981.tb02486.x
Macaskill, N.D., & Macaskill, A. (1981). The use of the term 'borderline patient' by Scottish psychiatrists: A preliminary survey. British Journal of Psychiatry, 139 (5), 397-399. http://doi.org/10.1192/bjp.139.5.397
Nakopoulou, E., Papaharitou, S., Macaskill, A., Wylie, K., Florou, H., & Hatzichristou, D. (2011). SEXUAL MOTIVATION: AN EXPLORATORY STUDY IN A GREEK SAMPLE. JOURNAL OF SEXUAL MEDICINE, 8, 465.
Nakopoulou, E., Macaskill, A., Wylie, K., & Hatzichristou, D. (2010). Men use different sexual response models during their lifespan: The role of erectile dysfunction and sexual motives. JOURNAL OF SEXUAL MEDICINE, 7, 377.
Macaskill, A., & Denovan, A. (2009). Using positive psychology to promote the health and well-being of new student transition to university. PSYCHOLOGY & HEALTH, 24, 252-253.
Macaskill, A. (2008). Forgiveness of self and others and mental health: The search for causal explanations. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 43 (3-4), 599.
Macaskill, A. (2015). Personality. In Segal, R.A., & Von Stuckrad, K. (Eds.) Vocabulary for the Study of Religion. Brill: http://www.brill.com/products/online-resources/vocabulary-study-religion
Macaskill, A. (2007). Just-world beliefs and forgiveness in men and women. In Women's Reflections on the Complexities of Forgiveness. (pp. 39-60). http://doi.org/10.4324/9780203933640
Theses / Dissertations
Renger, S. (2018). Can person-centred learning facilitation be integrated into counselling? (Doctoral thesis). Supervised by Macaskill, A. http://doi.org/10.7190/shu-thesis-00088
Darabi, M. (2013). Character strength and stress management in academic staff : A positive psychology perspective. (Doctoral thesis). Supervised by Macaskill, A., & Reidy, L.
Hills, S.R. (2011). Exploring conflict: the justification of violence. (Doctoral thesis). Supervised by Bryant, J., & Macaskill, A.
Haigh, J. (2005). Women's retirement : The self in process of transition. (Doctoral thesis). Supervised by Macaskill, A., & Empson, J.
Barber, L., Ellis, S., & Maltby, J. (2004). Exploring forgiveness of self and others using integrative methodologies. (Doctoral thesis). Supervised by Macaskill, A., Ellis, S., & Maltby, J.
Day, L. (2002). A theory of commitment to belief and its positive effects on well being. (Doctoral thesis). Supervised by Maltby, J., & Macaskill, A.
Ricketts, T.N. (2001). Problem gambling : From practice research to grounded theory. (Doctoral thesis). Supervised by Macaskill, A., Maltby, J., & Jenner, A.
Ambrose, A. (n.d.). Using qualitative methods to understand non-technological aspects of domestic energy efficiency. (Doctoral thesis). Supervised by Hickman, P., Goodchild, B., & Macaskill, A.
Kerr, L.M. (n.d.). Advanced nurse practitioners'(emergency) perceptions of their role, positionality and professional identity. (Doctoral thesis). Supervised by Macaskill, A., & Garland, I.
Wilson, J.L. (n.d.). The emotional impact of nursing : identifying issues andsupporting staff. (Doctoral thesis). Supervised by Macaskill, A. http://doi.org/10.7190/shu-thesis-00043
Turner, J.B. (n.d.). Development and evaluation of a pictorial metaphor technique in cognitive analytic therapy. (Doctoral thesis). Supervised by Macaskill, A. http://doi.org/10.7190/shu-thesis-00016
I undertake a range of consultancy projects.
Recent examples include
- Improving Outpatient Services for Older People, Royal Hallamshire Hospital Sheffield, CLARC funding.
- Developing Ethical thinking for Police Internal Ethics Committees, South Yorkshire Police.
I have supervised 23 PhD students to completion. I am currently supervising six doctoral students.
Professor Ann Macaskill is a chartered health psychologist and is trained as a cognitive behaviour therapist.