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Lisa Reidy

Dr Lisa Reidy PhD

Principal Lecturer


Summary

I am a Senior Lecturer in Psychology. I teach and research mainly in the area of Developmental Psychology.

About

I joined Sheffield Hallam University in 2004 and have since undertaken various academic and leadership roles. These include establishing the MSc Developmental Psychology - a specialist award also accredited by the British Psychological Society as a conversion course. Faculty/College leadership roles have related to student experience, international recruitment and academic partnership working (UK and overseas). In my current role, I teach on all aspects of psychological development, together with more general teaching in research methods, academic skills and support. I also have a teaching interest in the Holocaust.
My doctoral research focused on the calendar calculation abilities of autistic individuals (Goldsmiths College, University of London). Postdoctoral research projects included investigating the cognitive profiles of autistic individuals and their relatives (Institute of Psychiatry) and a case-control study of autism and the MMR vaccination (London School of Hygiene and Tropical Medicine). I continue to research autism, although my focus has shifted away from a medicalised approach and with an increased emphasis on participatory research. I also have a strong research interest in developmental psychology, particularly through my work with doctoral students, which includes the study of social cognition and emotion recognition in teenagers and older age adults.

Principal Lecturer

Teaching

Department of Psychology, Sociology and Politics

College of Social Sciences and Arts

Psychology, Sociology and Politics

BSc Psychology
BA Education with Psychology and Counselling
MSc Psychology
MSc Developmental Psychology

Research

I conducted my PhD research on the special abilities of individuals with Autism Spectrum Conditions (Goldsmiths, University of London). My postdoctoral research was on the cognitive profiles of individuals with autism and their relatives, as part of a larger molecular genetic study of autism (Institute of Psychiatry). I was also a researcher on a case-control study of autism and the MMR vaccination (London School of Hygiene and Tropical Medicine). I continue to research autism, particularly with colleagues at Sheffield Hallam's Autism Centre, although my focus has shifted onto autism within an Educational context.  I am also conducting research with international students (which links to my business role), including an exploration of the psychological predictors of adjustment and achievement for overseas students in the UK. I retain a strong interest in developmental psychology, particularly through my work with doctoral  students, which includes the study of cognition and emotion recognition in teenagers and older age adults.

Publications

Journal articles

Hodge, N., Rice, E.J., & Reidy, L. (2019). 'They're told all the time they're different': how educators understand development of sense of self for autistic pupils. Disability and Society. http://doi.org/10.1080/09687599.2019.1594700

Verrier, D., Johnson, S., & Reidy, L. (2018). The Teacher Academic Buoyancy Scale: Is it possible to keep TABS on students' academic buoyancy? International Journal of Assessment Tools in Education, 5 (4), 659-667. http://doi.org/10.21449/ijate.463871

Lethbridge, E., Richardson, P., Reidy, L., & Taroyan, N. (2017). Exploring the Relationship between Callous-Unemotional Traits, Empathy Processing and Affective Valence in a General Population. Europe's Journal of Psychology, 13 (1), 162-172. http://doi.org/10.5964/ejop.v13i1.1179

Darabi, M., Macaskill, A., & Reidy, L. (2016). 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

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

Moore, D., Reidy, J., & Heavey, L. (2016). Attentional allocation of autism spectrum disorder individuals : searching for a Face-in-the-Crowd. Autism, 20 (2), 163-171. http://doi.org/10.1177/1362361315573637

Taylor, S., Barker, L., Reidy, L., & Mchale, S. (2015). The longitudinal development of social and executive functions in late adolescence and early adulthood. Frontiers in Behavioral Neuroscience, 9. http://doi.org/10.3389/fnbeh.2015.00252

Yafai, A.-.F., Verrier, D., & Reidy, L. (2014). Social conformity and autism spectrum disorder : a child-friendly take on a classic study. Autism, 18 (8), 1007-1013. http://doi.org/10.1177/1362361313508023

Taylor, S., Barker, L., Reidy, L., & Mchale, S. (2012). The typical developmental trajectory of social and executive functions in late adolescence and early adulthood. Developmental Psychology, 49 (7), 1253-1265. http://doi.org/10.1037/a0029871

Moore, D.J., Heavey, L., & Reidy, J. (2012). Attentional processing of faces in ASD: a dot-probe study. Journal of Autism and Developmental Disorders, 42 (10), 2038-2045. http://doi.org/10.1007/s10803-012-1449-4

Checkley, R., Reidy, L., Chantler, S., Hodge, N., & Holmes, K. (2012). “Black white zebra orange orange”: How children with autism make use of computer-based voice output communication aids in their language and communication at school. Journal of Assistive Technologies, 6 (4), 245-258. http://doi.org/10.1108/17549451211285744

Heavey, L., Hermelin, B., Crane, L., & Pring, L. (2012). The structure of savant calendrical knowledge. Developmental Medicine and Child Neurology, 54 (6), 507-513. http://doi.org/10.1111/j.1469-8749.2012.04250.x

Checkley, R., Hodge, N., Chantler, S., Reidy, L., & Holmes, K. (2010). What children on the autism spectrum have to ‘say’ about using high-tech voice output communication aids (VOCAs) in an educational setting. Journal of Assistive Technologies, 4 (1), 25-37. http://doi.org/10.5042/jat.2010.0042

Smeeth, L., Cook, C., Fombonne, E., Heavey, L., Rodrigues, L.C., Smith, P.G., & Hall, A.J. (2004). Rate of first recorded diagnosis of autism and other pervasive developmental disorders in United Kingdom general practice, 1998 to 2001. BMC Medline, 2. http://doi.org/10.1186/1741-7015-2-39

Smeeth, L., Cook, C., Fombonne, E., Heavey, L., Rodrigues, L.C., Smith, P.G., & Hall, A.J. (2004). MMR vaccination and pervasive developmental disorders: a case-control study. The lancet, 364 (9438), 963-969. http://doi.org/10.1016/S0140-6736(04)17020-7

Fombonne, E., Heavey, L., Smeeth, L., Rodrigues, L.C., Cook, C., Smith, P.G., ... Hall, A.J. (2004). Validation of the diagnosis of autism in general practitioner records. BMC public health, 4. http://doi.org/10.1186/1471-2458-4-5

Theses / Dissertations

Rice, E.J. (2021). Negotiating self, autism, adolescence and school: a participatory inquiry. (Doctoral thesis). Supervised by Reidy, L. http://doi.org/10.7190/shu-thesis-00444

Hancock, R. (2016). The development of real-world and counterfactual-world inference generation abilities during adolescence. (Doctoral thesis). Supervised by Reidy, L., Morgan, J., & Reynolds, D.

Lethbridge, E.M. (2015). Callous-unemotional trait modulation of the neurological processing of empathy and emotion. (Doctoral thesis). Supervised by Richardson, P., Reidy, L., & Taroyan, N.

Reynolds, J.P. (2015). The age of onset of cannabis use and executive function. (Doctoral thesis). Supervised by Mchale, S., Barker, L., & Reidy, L.

Darabi, M. (2013). Character strength and stress management in academic staff : A positive psychology perspective. (Doctoral thesis). Supervised by Macaskill, A., & Reidy, L.

Moore, D.J. (2010). The social cognition and attentional preferences of autistic adults. (Doctoral thesis). Supervised by Reidy, L., Francis, J., & Garner, I.

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