Profiles
Dr Helen Lloyd
Marker
School of Psychology (Faculty of Health: Medicine, Dentistry and Human Sciences)
Role
Occasional marker
Visiting Specialist to Dental School - Communication & Psychology
Qualifications
Doctorate in Clinical Psychology . (Upgrade of MSc. by 2 years research) Exeter University 2004
M.Sc. Clinical Psychology Plymouth Polytechnic. 1988
B.A. (Hons) 1st Psychology University of Wales, University College Cardiff.
Stuart Dimond Memorial Prize for Research.
Research: learning disability, quality of life measures, the evaluation of the closure of institutional models of care and the development of community based small homes using quantitative small n designs and observational data collection. (maiden name Saxby). Children with learning disability, behaviour problems, solution -focused brief therapy as a model for creating collaborative working relationships with parents caring for a child with learning disabilities. Using qualitative methods IPA. Recent research with PUPSMED on innovations in clinical education; PBL, threshold concepts and collaborative assessment with patients.
Clinical: Clinical Psychologist in NHS (1988-2013) with children and adults with severe and profound learning disabilities, also cleft lip and palate clinic. Particular expertise in autism, behavioural distress, eating and swallowing, sleep, working with carers, collaborative therapeutic alliance. Interventions were informed by learning theory, attachment and solution focused brief therapy. School governor at Mill Ford school. Research & Evaluation Consultant CLEAR Cornwall a charity offering therapy to children who have experienced abusive relationships.
Research: learning disability, quality of life measures, the evaluation of the closure of institutional models of care and the development of community based small homes using quantitative small n designs and observational data collection. (maiden name Saxby). Children with learning disability, behaviour problems, solution -focused brief therapy as a model for creating collaborative working relationships with parents caring for a child with learning disabilities. Using qualitative methods IPA. Recent research with PUPSMED on innovations in clinical education; PBL, threshold concepts and collaborative assessment with patients.
Clinical: Clinical Psychologist in NHS (1988-2013) with children and adults with severe and profound learning disabilities, also cleft lip and palate clinic. Particular expertise in autism, behavioural distress, eating and swallowing, sleep, working with carers, collaborative therapeutic alliance. Interventions were informed by learning theory, attachment and solution focused brief therapy. School governor at Mill Ford school. Research & Evaluation Consultant CLEAR Cornwall a charity offering therapy to children who have experienced abusive relationships.
Professional membership
Chartered Clinical Psychologist
HPC registered
Member of British Psychological Society
Member of Division of Clinical Psychology
Member of Faculty for Intellectual Disabilities.
Senior Fellow Higher Education Academy
Teaching interests
Learning Disability
Clinical Psychology
Collaborative therapeutic alliance
Learning Theory
Solution-Focused Brief Therapy
Communication & psychology in dental environments
Research interests
Learning Disability
Solution-Focused Brief Therapy
Problem Based Learning & Threshold Concepts in Medical Education
Communication & Psychology in Dental Environments
Research degrees awarded to supervised students
Clinical supervisor for Doctorate in Clinical Psychology (1989-2013)
Marker for Doctorate in Clinical Psychology (1989-present)
Key publications are highlighted
Journals
Articles
2018
'Can practitioners use patient reported measures to enhance person centred coordinated care in practice? A qualitative study'
Health and Quality of Life Outcomes
16,
(1)
Publisher Site
, DOI
PEARL
2018
'A spotlight on safeguarding in trainee selection: The Plymouth programmes experience of safer recruitment'
Clinical Psychology Forum
(306)
25-29
PEARL
2018
'“I carry her in my heart”: An exploration of the experience of bereavement for people with learning disability'
British Journal of Learning Disabilities
, DOI
PEARL
2017
'Using patients as educators for communication skills: Exploring dental students' and patients' views'
European Journal of Dental Education
, DOI
PEARL
2016
'Understanding students’ experiences of professionalism learning: a ‘threshold’ approach'
Teaching in Higher Education
22,
(1)
1-17
, DOI
PEARL
2010
'Community and family contact: an evaluation of small community homes for adults with severe and profound mental handicaps'
Mental Handicap Research
1,
(2)
127-140
, DOI
2009
'Individual planning for adults with severe or profound mental handicaps in a community-based service'
Journal of the British Institute of Mental Handicap (APEX)
16,
(4)
152-155
, DOI
2009
'Staff turnover in a small home service: a study* of facilities for adults with severe and profound mental handicaps'
Journal of the British Institute of Mental Handicap (APEX)
15,
(3)
97-101
, DOI
2008
'First session solution-focused brief therapy with families who have a child with severe intellectual disabilities: mothers' experiences and views'
JOURNAL OF FAMILY THERAPY
30,
(1)
5-28
, DOI
2008
'More Than Miracles: The State of the Art of Solution-focused Brief Therapy by Steve de Shazer and Yvonne Dolan with Harry Korman, Terry Trepper, Eric McCollum and Insoo Kim Berg'
Journal of Family Therapy
30,
(1)
115-116
, DOI
2006
'Solution-focused Brief Therapy with Families Who Have a Child with Intellectual Disabilities: A Description of the Content of Initial Sessions and the Processes'
Clinical Child Psychology and Psychiatry
11 (3),
367-386
, DOI
1993
'Behaviour problems in children with learning disabilities: to what extent do they exist and are they a problem?'
Child Care Health Dev
19,
(3)
149-157
, DOI
1988
'THE MAINTENANCE OF CLIENT ACTIVITY AND STAFF CLIENT INTERACTION IN SMALL COMMUNITY HOUSES FOR SEVERELY AND PROFOUNDLY MENTALLY-HANDICAPPED ADULTS - A 2-YEAR FOLLOW-UP'
BEHAVIOURAL PSYCHOTHERAPY
16,
(3)
189-206
, DOI
1988
'The Maintenance of Client Activity and Staff–Client Interaction in Small Community Houses for Severely and Profoundly Mentally Handicapped Adults: A Two-Year Follow-Up'
Behavioural and Cognitive Psychotherapy
16,
(3)
189-206
, DOI
1987
'To what behaviors do attending adults respond? A replication'
Am J Ment Defic
91,
(5)
496-504
1986
'Change in adaptive behaviour of severely and profoundly mentally handicapped adults in different residential settings'
Br J Psychol
77 ( Pt 4),
489-501
, DOI
1986
'Change in adaptive behaviour of severely and profoundly mentally handicapped adults in different residential settings'
The British journal of psychology
77,
1986
'THE ACTIVITY OF STAFF AND OF SEVERELY AND PROFOUNDLY MENTALLY HANDICAPPED ADULTS IN RESIDENTIAL SETTINGS OF DIFFERENT SIZES'
The British Journal of Mental Subnormality
32,
(63)
82-92
, DOI
1986
'THE USE OF SHOPS, CAFES AND PUBLIC HOUSES BY SEVERELY AND PROFOUNDLY MENTALLY HANDICAPPED ADULTS'
The British Journal of Mental Subnormality
32,
(63)
69-81
, DOI
1985
'An ecological comparison of small community-based houses and traditional institutions--II. Physical setting and the use of opportunities'
Behav Res Ther
23,
(3)
337-348
, DOI
0
'Spotlight on safeguarding in trainee selection: The Plymouth programme'
Clinical Psychology Forum
PEARL
Chapters
2016
'Solution-focused brief therapy'
in Beail N
Psychological therapies and people who have intellectual disabilities
The British Psychological Society
61-73
PEARL
Conference Papers
2014
'Aargh Public Health! Problem-based learning as a vehicle for promoting public and population health learning: successes barriers and opportunities'
ASME 2014
Brighton
2014
'Promoting Integration and transfer of concepts in learning: Practical approaches for problem-based and other learning activities'
ASME 2014
Brighton
PEARL
2014
'The Challenges of applying theory and evidence to PBL: findings from an in-depth mixed-methods research study'
ASME 2014
Brighton
PEARL
Posters
0
'Aargh Public Health! Problem-based learning as a vehicle for promoting public and population health learning: successes barriers and opportunities'
0
0
PEARL
Additional information
Governor at Mill Ford School for children with learning disabilities.