Dr Stephen James Minton
Associate Professor in Applied Psychology
School of Psychology (Faculty of Health)
Associate Professor in Applied and Clinical Psychology
Director of Research for the Doctorate in Clinical Psychology programme
As well as these roles, I am a member of:
- the Faculty of Health's Equality, Diversity & Inclusion Committee (FEDIC), where I lead its Decolonisation of the Curriculum Working Group
- the D.Clin.Psy. programme's Inclusion, Power and Diversity Working Group
- the D.Clin.Psy. programme's Psychology Consultative Group
- the University of Plymouth's Indigenous Peoples Respect Group
B.Sc. (Hons) in Psychology, University of Glasgow (awarded 1995)
M.Sc. in Counselling Psychology, Trinity College Dublin (awarded 1997)
Ph.D. in Education, Trinity College Dublin (awarded 2007)
M.A. (jure officii), Trinity College Dublin (awarded 2019)
I joined the School of Psychology at the University of Plymouth as an Associate Professor in Applied Psychology in September, 2019. Prior to this, I had been a member of the full-time academic staff at the School of Education at Trinity College Dublin since 2005; had held a postgraduate teaching studentship at the School of Education, Trinity College Dublin (2002 - 2005); was a schools psychologist with Dublin Institute of Technology (2000 - 2002); and was a counselling psychologist in private practice, as well as holding various fixed-term and part-time university teaching positions (1997 - 2000).
Chartered Psychologist with, and Associate Fellow of, the British Psychological Society
Roles on external bodies
- Member of the Editorial Board of the Journal of Aggression, Conflict and Peace Research (https://www.emeraldgrouppublishing.com/journal/jacpr)
- Member of the Centre for Decolonising Knowledge in Teaching, Research and Practice (DECkNO), University of Bath (https://www.bath.ac.uk/research-centres/centre-for-decolonising-knowledge-in-teaching-research-and-practice-deckno/)
- Member of the Indigenous Inquiries Circle at the International Congress of Qualitative Inquiry, University of Illinois Urbana-Champaign, USA (https://icqi.org/indigenous-inquiries/)
- Affiliate (non-Indigenous) member of the National Native American Boarding School Healing Coalition (https://boardingschoolhealing.org)
- I am also a member of the following British Psychological Society Divisions and Sections: the British Psychological Society's Group of Trainers in Clinical Psychology (GTiCP); Psychology of Education Section (PES) (https://www.bps.org.uk/member-microsites/psychology-education-section) (I served as this Sections Honorary Secretary for four years (2017 - 2021)); Division of Educational and Child Psychology (DECP) (https://www.bps.org.uk/member-microsites/division-educational-child-psychology); and the Division of Teachers and Researchers (DARTP) (https://www.bps.org.uk/member-microsites/division-academics-researchers-teachers)
Module lead for the following:
- PSYC516 (Applied Psychology): teaching contributions on the Psychology of Education, Bullying and Anti-Bullying Intervention
- CPSY612 (Research Methods Year One, D.Clin.Psy. programme): teaching contributions on Research for Clinical Psychology, Research Presentations, Public and Service User Involvement, Service Evaluations, Practical Research Design and Process, Power, Rigour and Quality in Qualitative Research, Content and Thematic Analysis, Introduction to Indigenous Research
- CPSY615 (Research Methods Year Two, D.Clin.Psy. programme): teaching contributions on Service Evaluations, Supervision of Clinical Psychology Research, Psychotherapy Process, Systematic Literature Reviews
- CPSY618 (Research Methods Year Three, D.Clin.Psy. programme): teaching contributions on Literature Reviews, Reflective Statements, Research Presentations, Writing Up Research, Research into the Future
Other teaching contributions to:
- PSYC304 (Career Directions in Psychology): teaching contribution on 'Psychology in Education'
- PSYC751 (Asking Psychological Questions): teaching contribution on 'What are the Aims of Qualitative Research?'
- PSYC793 (Core Competencies for Clinical Practice in Psychology): teaching contributions on 'Multi-Disciplinary Team Work' and 'Practical Record Keeping'
- PSYC7994 (Advanced Professional Practice: Leadership, Consultation and Service Improvement): teaching contribution on 'Critical Psychology'
- CPSY614 (Academic Competence 2): teaching contribution on 'Critical Psychology'
I was the Faculty of Health winner of the ‘Inspirational Teacher of the Year Award’ at the UPSU SSTAR Awards in 2021.
Staff serving as external examiners
External examiner for the University of Edinburgh's D.Clin.Psy. programme (2021 to date)
External examiner for the University of Hertfordshire's D.Clin.Psy. programme (2021 to date)
External examiner for Liverpool John Moore's University B.A. (Hons). Business with Psychology programme (2012 - 2015)
External examiner for Dublin Business School's psychology programmes (B.A. (Hons). in Psychology, and H.Dipl. in Psychology) (2011 - 2014)
External examiner for the doctoral theses of:
- Hildegunn Fandrem (Ph.D., University of Stavanger, Norway, 2009) - ‘Psychological and sociocultural adaptation among adolescents in Norway with immigrant backgrounds: A study of depressive symptoms and bullying’
- Johanna Lindemann (D.Couns.Psych., University of Middlesex, UK, 2016) - ‘Surviving the “Other”: A phenomenological study of being bullied in the workplace’
- Suzanne Clarkson (Ph.D., University of Bangor, UK, 2018) - ‘Lessons learned from implementing the KiVa anti-bullying programme in UK primary schools’
- Miriam Cohen (D.Clin.Psy., University of Edinburgh, UK, 2021) - 'Reconciling selves after sexual offending: Exploring processes of desistance and impact on family members'
- Christine McMahon (D.Clin.Psy., University of Edinburgh, UK, 2021) - 'An exploration of empathy-enhancing interventions and the prevalence of mentalisation within the field of nursing'
Currently, I am interested in the following research areas:
(i) processes of exclusion and marginalisation in education and society, especially regarding the experiences of Indigenous peoples, members of alternative sub-cultures, and LGBTQ+ people
(ii) addressing abuse, aggression, bullying, prejudice and violence in institutional, educational, community and on-line settings.
I have experience in, and enthusiasm for, working in multi-disciplinary and multi-national research contexts, and in working with a wide range of research approaches and methodologies.
Current research projects, groups and networks:
- 'Experiences of ill-treatment amongst Indigenous female academics in Aotearoa': A collaborative project led by Professor Tania Ka‘ai (Te Ipukarea [The National Māori Language Institute], Auckland University of Technology, Aotearoa/New Zealand) and myself (University of Plymouth).
- ‘TRALAYA (Transitions in Mid-Youth and Early Adulthood Research Group': An inter-disciplinary research group that I lead at the University of South-East Norway, whose core members are Professor Willy Aagre, Pål Isdahl Solberg, Dr Camilla Wiig, Torill Sommerro Lonvastøl, Arnbjørg Engenes and myself. In May 2021, this group, along with partners in Iceland and Lithuania, will make a medium-scale funding proposal to Comenius Norway (ca. EUR 350, 000) for a three-year project provisionally entitled, ‘Young People’s Experiences of Educational and Life Transitions’. https://www.usn.no/forskning/hva-forsker-vi-pa/barnehage-skole-og-hoyere-utdanning/tralaya/
- 'SHARK Research Network': This research network uses Indigenous and Western methodologies in research that promotes social justice and well-being for all - it's social research with a bite! We envision utilising a variety of approaches to practically address issues in order to improve well-being. Promoting well-being and social justice is fundamentally different than a deficit based approach that is looking at overcoming a gap or deficit in one group in society. We believe that if we work from a principles based approach to research, that Indigenous and Western methodologies can be combined to fit the best method to each situation. Societal change is inevitable – we take it upon ourselves to guide change toward social justice and well-being for all. This network includes representatives based in Australia (Dr Shawn Wilson, Southern Cross University; Dr Kate Senior, University of Newcastle; Dr Richard Chenhall, University of Melbourne), Canada (Dr Andrea Breen, University of Guelph), Norway (Dr Hadi Strømmen Lile and Professor Anna Lydia Svalastog, University College of Østfold; Dr Ketil Lenert Hansen, University of Tromsø), Sweden (Dr Krister Stoor, University of Umeå) and the United Kingdom (me, University of Plymouth. See https://sharkresearchnetwork.
List of Selected Past Research Projects, with Own Roles:
- 'Residential Schools and Indigenous Peoples': This network co-wrote a book entitled, ‘Residential Schools and Indigenous Peoples: From Genocide via Education to the Possibilities for Truth, Restitution, Reconciliation and Reclamation’, which was published (by Routledge) in October 2019. The contributors were Professor Tania Ka‘ai (Te Ipukarea [The National Māori Language Institute], Auckland University of Technology, Aotearoa/New Zealand), Dr Jeremiah J. Lynch (Trinity College Dublin), Daniel Milton HorseChief (Cherokee-Pawnee artist), Professor Jens-Ivar Nergård (Department of Education, University of Tromsø, Norway), Rosemary Norman-Hill (Southern Cross University, Australia); Helene Thiessen (Greenlandic author); Dr Natahnee Nuay Winder (Simon Fraser University, Canada), and Dr Julie Vane (Highly Specialised Clinical Psychologist, NHS Wales); and me (who also served as the editor).
- 'UNICEF: Identifying, assessing and making recommendations for state response mechanisms in the prevention, identification, reporting, referral and protection of cases of violence against children in the child protection system in the Republic of Macedonia' (2016 - 2018; Individual International Consultant)
- 'Countering prejudice in schools on the island of Ireland' (2012 - 2013; project leader)
- 'USAID: Supporting school psychologists to work with vulnerable children through school-based assessments in the Republic of Macedonia' (2010 - 2011; consultant / service provider)
- 'Investigation of Homophobic Bullying and the Relationship between Bullying Behaviour and Sexual Orientation in Irish Secondary School Students' (2010 – 2011; project leader)
- 'VISTOP (Violence in Schools Training On-Line Programme)' (2006 – 2009; project researcher)
- 'Exploratory Survey of the Experiences of Homophobic and Transphobic Bullying amongst Young Lesbian, Gay, Bisexual and Transgender People in the Republic of Ireland' (2006; project leader)
- 'EC: Project JAI/B/1/2003/04: A review of scientifically evaluated good practices of preventing and reducing bullying at school in the EU member states' (2003 – 2004; project leader)
- 'VISTA (Violence in Schools Training and Action)' (2003 – 2006; project researcher)
- 'Nationwide Intervention Programme Against Bullying Behaviour in Irish Schools' (2003 – 2006; Director of Training / programme coordinator / evaluator)
Research degrees awarded to supervised students
- Nikki Grice (D.Clin.Psy., 2021) - ‘Coping as you drown: An IPA study on the impact of financial hardship on the mental health of mothers’
- Laurie Grandi (D.Clin.Psy., 2021) - ‘U.K. Men’s experience of the Gender-Role Journey: Risk and Protective Factors for Mental Health’
- Rhianne Lewis (D.Clin.Psy., 2021) - ‘“Yes, it’s hard, but I wouldn’t change it for the world”: Male Family Carers of an Adult with an Intellectual Disability and Their Experiences of Professionals’
- Seline Keating (Ph.D., 2012) - ‘Call of Duty: Modern Warfare on Childhood - A study on Electronic Media and their Effects on a Child Formulating a Sense of Self in “Digital Age” Ireland’
- Lucie Corcoran (Ph.D., 2013) - ‘Coping with Bullying and Cyberbullying at Post-Primary Level: Combating the Aggression and Buffering its Negative Psychological Effects’
- Mary McGrath (D.Ed., 2015) - ‘A Theoretical Analysis of Pre-Registration Nursing Students’ Reported Experiences of Support in the Classroom and Clinical Practice Setting’
- Genevieve Murray (Ph.D., 2015) - ‘Teacher-on-Teacher Workplace Bullying in the Post-Primary Sector of the Irish Education System’
- Jolanta Burke (Ph.D., 2016) - ‘Positive side to bullying: Measuring well-being, optimism and character strengths of participants of bullying and cyberbullying in Irish schools’
- Martin Kelly (D.Ed., 2017) - ‘Pedagogy and Emotion: Teaching Emotional Competence through the Medium of the Social, Personal and Health Education Curriculum; a Critical Exploration and Analysis’
- Mary Kent (Ph.D., 2017) - ‘An Examination of Factors Affecting Student Bystanders’ Decisions Whether to Report Concerns about Bullying In Secondary Schools to Staff’
- Ashley Alexander Furrow (Ph.D., 2017) - ‘Understanding the Lived Experiences of Preadolescent Montessori Students in Relation to Academic Self-Efficacy’
- Dean McDonnell (Ph.D., 2018) - ‘An Exploration in the Psychology of Education: The Development of a Contextualised Framework of Environmental Research and a Study on the Importance of Interpersonal Behaviour, Pedagogical Skill, and Perception of Psychological Support’
- Jeremiah Lynch (Ph.D., 2018) - ‘Hell in Connaught: Surviving St. Joseph’s Industrial School, Letterfrack, Co. Galway’
Grants & contracts
UNICEF Macedonia, 2016 - 2018: Commissioned, and funded in its entirety, 'Identifying, assessing and making recommendations for state response mechanisms in the prevention, identification, reporting, referral and protection of cases of violence against children in the child protection system in the Republic of Macedonia' for which I was the Individual International Consultant
North Mayo Partnership, Ireland, 2012 - 2013: €7,000 for 'Countering prejudice in schools on the island of Ireland'
USAID (2011): €3,800 for 'Supporting school psychologists to work with vulnerable children through school-based assessments in the Republic of Macedonia'
Vodafone (2010): €10,000 for 'Erris Anti-Bullying Initiative'
Irish Youth Council (2006): €3,000 for 'Exploratory Survey of the Experiences of Homophobic Bullying amongst Young Lesbian, Gay, Bisexual and Transgendered People in the Republic of Ireland'
EC (2003): €22,000 for 'Project JAI/B/1/2003/04: A review of scientifically evaluated good practices of preventing and reducing bullying at school in the EU member states'
Irish Research Council for the Humanities and Social Sciences (2003): €120,000 (co-PI with Professor Mona O’ Moore) for Nationwide Intervention Programme Against Bullying Behaviour in Irish Schools
Key publications are highlightedJournals
Minton, S.J. & Lile, H.S. (2020). The Sámi people in Norway: Historical marginalisation and assimilation, contemporary experiences of prejudice, and a new truth commission. In N.K. Denzin & J. Salvo (eds), New Directions in Theorizing Qualitative Research: Indigenous Research. Gorham, ME: Myers Educational Press.
Deboutte, G.; Deklerck, J.; O' Moore, A.M. & Minton, S.J. (2007). ‘Verbondenheid’: Creating a Positive School Ethos of Non-Violence and Respect through ‘Linkedness’. vista-europe.org/unit_b3.php, VISTA Project.
Chankova, D.; Poshtova, T.; Deboutte, G. & Minton, S.J. (2007). Ethical Issues and Children’s Rights. vista-europe.org/unit_c1.php, VISTA Project.
O' Moore, A.M. & Minton, S.J. (2007). Working with Parents. vista-europe.org/unit_b4.php, VISTA Project.
O' Moore, A.M. & Minton, S.J. (2007). Working with Teachers., vista-europe.org/unit_b5.php, VISTA Project.Cowie, H.; Jennifer, D.; Chankova, D.; Poshtova, T.; Deklerck, J.; Deboutte, G.; Ertesvåg, S. K.; Samuelsen, A. S.; O'Moore, M.; Minton, S. J.; Ortega, R. & Sanchez, V. (2006). School Bullying and Violence: Taking Action. Available at http://www.vistop.org/ebook.
Minton, S.J. (2019). Mobbing og godt psykososialt miljø. [Bullying and good psychosocial environment]. Invited lecture at Høgskolen i Østfold [Østfold University College], Norway, 17th September.
Minton, S.J. & Berg, K. (2019). An open letter to stakeholders concerning members of alternative subcultures and Sweden’s hate crime legislature. In Rights! Om rätten till subkulturell identitet [On the Right to Subcultural Identity], pp. 48 - 50.
Minton, S.J. (2019). Residential schools and Indigenous peoples: From genocide via education to the possibilities for truth, restitution, reconciliation and reclamation. Presented as part of the School of Education Research Seminar Series 2018 – 2019, School of Education, Trinity College Dublin, May 30th.
Minton, S.J. (2018). Truth and reconciliation processes and Indigenous peoples - genocide via education. Presented at the TRiSS (Trinity Research in Social Sciences) Seminar on Ethnic Segregation, Trinity College Dublin, November 29th.
Minton, S.J. (2018). Residential schools and Indigenous peoples - genocide via education. Presented at the Crises of Democracy and Cultural Trauma: Trinity College Dublin / Columbia University Joint Symposium, Trinity College Dublin, November 5th.
Minton, S.J. (2018). Thoughts on some Indigenous experiences of education and higher education. Presented at the Racism in Higher Education Seminar, Marino Institute of Education, Dublin, June 21st.
Minton, S.J. (2018). Cyber-aggression: How can parents keep their children / teenagers safe? Invited talk at Compass Parents (Parents from Minority Schools) Event, Dublin, March 10th.
Minton, S.J. (2018). Alterophobia and alterophobic bullying and violence. Presented as part of the Critical Perspectives on Youth, Community and Urban Regeneration Seminar Series, Department of Sociology, University of Limerick, February 21st.
Minton, S.J. (2017). The systematic protection of children in child protection systems: An invitation to think, question and act. Presented as part of the School of Education Research Seminar Series 2017 – 2018, School of Education, Trinity College Dublin, November 30th.
Minton, S.J. (2017). Cyber-aggression: How can parents support their children / teenagers? National Parents’ Council (Post-Primary) Spring Seminar, Dublin, April 8th.
Minton, S.J. (2017). ‘The West’s Awake!’ A Community Development approach to preventing and dealing with school bullying and violence. Presented as part of School of Education Research Seminar Series 2016 – 2017, School of Education, Trinity College Dublin, 23rd February.
Minton, S.J. (2016). Politikk, programmer og forskning på mobbing i Norge. [Politics, programmes and research on bullying in Norway]. Invited paper at Forskersemininaret i psykososialt arbeid, Høgskolen i Østfold [Research Seminar on Psychosocial Work, Østfold University College], Norway, 24th October.
Minton, S.J. (2015). Education and Marginalisation: ‘Norwegianisation’ and the Sami people. Presented as part of School of Education Research Seminar Series 2015 – 2016, School of Education, Trinity College Dublin, 24th September.
Engenes, A.; Minton, S.J. & Aagre, W. (2013). A cross-national psychosocial study of two youth sub-cultures: body suspension and ‘old school’ goths. Presented at Psychology, Youth and Education: A One-Day Seminar, Trinity College Dublin, 16th April.
Minton, S.J. (2012). Bullying behaviour in schools: what we know, and what we can do. Presented at the meeting of the Oireachtas All-Party Committee on Health and Children, Leinster House, Dublin, 17th October.
Minton, S.J. (2012). Psychological health perspectives on the bullying of minorities: Research from Ireland, Konferanse om retten til psykososial helse i skolen [Conference on the Right to Psychosocial Health in School]. University of Tromsø, Norway, October 12th.
Minton, S.J. (2012). Conceptualising school bullying behaviour: Moving beyond an atheoretical approach. Trinity Education Papers, 1(1): 22 – 35.
Minton, S.J. (2012). Bullying behaviour in schools: what we know, and what we can do. Invited presentation to the Oireachtas All-Party Committee on Health and Children, Leinster House, Dublin, 17th October.
Minton, S.J. (2012). Social cognition, genocide and the Sioux-Cheyenne campaign (1864 – 1890). Presented as part of School of Education Research Seminar Series 2012 – 2013, School of Education, Trinity College Dublin, 27th September.
Minton, S.J. (2011). Alterophobia and alterophobic bullying. Presented as part of the School of Education Research Seminar Series 2010 – 2011, School of Education, Trinity College Dublin, 24th February.
Minton, S.J. (2008). Effective strategies for dealing with bullying amongst students at post-primary schools. National Association of Principals and Deputy Principals Annual In-Service, Great Northern Hotel, Bundoran, Co. Donegal, 18th April.
Minton, S.J. (2005). Working together to prevent children from school bullying and suicide, Education Show Ireland, RDS, Apr 21st – 23rd.
Minton, S.J. (2005). Preventing and countering bullying behaviour amongst young people in schools: What classroom staff need to know, Education Show Ireland, RDS, Apr 21st – 23rd.
Minton, S.J. (2005). A brief guide on how parents can help bullied children, New Parent and Kids Expo Official Show Guide.
Minton, S.J. (2005). Preventing and countering bullying behaviour in schools, Education Show Ireland Official Show Guide.
Minton, S.J. (2003). Investigating, countering and preventing bullying behaviour in primary schools in Ireland, Education Show Ireland, RDS, April 3rd – 5th.
Minton, S.J. (2001). Kierkegaard and radical choice in psychotherapy. Society for Existential Analysis' Forum. Tavistock Clinic, London, March 23rd.
Minton, S.J. (2001). Review of Momma and the Meaning of Life, by Yalom, I.D. , Existential Analysis, 12(2).
Reports & invited lectures
I am an Associate Professor (0.2 FTE) in Education at the Institute for Pedagogy at the University of South-East Norway, and a visiting lecturer at the University College of Østfold, Norway (Faculty of Health and Welfare). I have also been a visiting lecturer at Marino Institute of Education, Ireland; the University of Limerick, Ireland (Department of Sociology); and Cardiff Metropolitan University, Wales (School of Education and Social Policy).
I have provided training (to management and teaching staff) and presentations / workshops (to students and parents) on anti-bullying, anti-cyber-aggression, and Internet safety) at more than 300 primary and secondary schools, and community groups, all over the Republic of Ireland.