Profiles
Dr Steve Minton
Associate Professor in Applied Psychology
School of Psychology (Faculty of Health)
Dr Steve Minton can be contacted through arrangement with our Press Office, to speak to the media on these areas of expertise.
- Psychology
- Mental health
- Bullying
- Marginalisation
- Aggression / fighting
- Field work
- Mixed-methods
- Participatory action research
- Qualitative research
- Systems research
Email publicrelations@plymouth.ac.uk to enquire.
Biography
Biography
- 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)
- I was the Faculty of Health winner of the ‘Inspirational Teacher of the Year Award’ at the UPSU SSTAR Awards in 2021, and was a highly commended runner-up in the 'Equality, Diversity and Inclusion' category of the Vice-Chancellor's Awards for 2021.
Qualifications
Qualifications
- 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)
Occupational Background
- 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 a counselling psychologist in private practice (1997 - 2000).
Professional membership
- Chartered Psychologist with, and Associate Fellow of, the British Psychological Society
- Senior Fellow of the Higher Education Authority (Advance HE)
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/)
- Co-Chair of the Indigenous Inquiries Circle at the International Congress of Qualitative Inquiry, University of Illinois Urbana-Champaign, USA (https://icqi.org/indigenous-inquiries/)
- Member of the following British Psychological Society's Group of Trainers in Clinical Psychology (GTiCP)
- Affiliate (non-Indigenous) member of the National Native American Boarding School Healing Coalition (https://boardingschoolhealing.org)
Teaching
Teaching
Teaching interests
Module lead for the following:
- CPSY628 (Research Year Three, D.Clin.Psy. programme): teaching contributions on 'Working with Reflective Statements'; 'Research Presentation Day for First and Third Year Trainees'; 'Progressing Research - Writing Up'; 'Developing Research Skills / Analysis'; 'Mock Viva Sessions'; and 'Research into the Future - Dissemination and Publication'
- PSYC516 (Applied Psychology): teaching contributions on ‘Introduction to Applied Psychology’; ‘Researching, Preventing and Dealing with School Bullying’; ‘The Bullying of Minoritised Populations and Implications for Anti-Bullying Intervention’; and ‘Cyber-Bullying and Cyber-Aggression’
Other teaching contributions to:
- CPSY621 (Academic Competence Year One, D.Clin.Psy. programme): teaching contribution on 'Overview of Theoretical Developments in Psychodynamic Psychology'
- CPSY622 (Research Year One, D.Clin.Psy. programme): teaching contributions on 'Introduction to Research for Clinical Psychology'; 'Public and Service-User Involvement'; 'Power, Rigour and Quality in Qualitative Research'; 'Introduction to Content and Thematic Analysis'; 'Research Presentation Day for First and Third Year Trainees'; and 'Introduction to Indigenous Research'
- CPSY624 (Academic Competence Year Two, D.Clin.Psy. programme): teaching contribution on 'Critical Psychology'
- CPSY625 (Research Year Two, D.Clin.Psy. programme): teaching contribution on 'Some Further Considerations in Writing Systematic Literature Reviews in Clinical Psychology Research'
- PSYC304 (Career Directions in Psychology): teaching contribution on 'Psychology in Education'
- PSYC7994 (Advanced Professional Practice: Leadership, Consultation and Service Improvement): teaching contribution on 'Critical Psychology'
Internal examining of Ph.D. theses at the University of Plymouth:
- Movita Chapman-Moyle (Ph.D., 2021) – ‘The moderating effect of attachment on the development of pain behaviour in the children of mothers with chronic pain’
Chair of Ph.D. viva voce examinations at the University of Plymouth:
- Sarah Green (2024) - The Design and Implementation of Group Based Functional Imagery Training for Weight Loss (DOS - Professor Jackie Andrade)
- Tara Vassallo (2024) – Exploring parents’ and teachers’ experience of a novel programme: SAFE with Schools [SwiS] – a systemic attachment-based approach for caregivers of autistic children (DOS - Dr Becky Stancer)
Staff serving as external examiners
- External examiner for the University of Hull's D.Clin.Psy. programme (Jun 2024 to Aug 2028)
- External examiner for the University of Hertfordshire's D.Clin.Psy. programme (Sep 2021 to Aug 2024)
- External examiner for the University of Edinburgh's D.Clin.Psy. programme (Mar 2021 to Nov 2024)
- 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:
Ph.D. (3)
Ph.D. (3)
- 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’
- Suzanne Clarkson (Ph.D., University of Bangor, UK, 2018) - ‘Lessons learned from implementing the KiVa anti-bullying programme in UK primary schools’
- Rebecca Ozanne (Ph.D., University of Central Lancashire, UK, 2022) – ‘Factors promoting negative symptoms and strength factors following institutional child abuse’
D.Couns.Psy. (1)
- Johanna Lindemann (D.Couns.Psych., University of Middlesex, UK, 2016) - ‘Surviving the “Other”: A phenomenological study of being bullied in the workplace’
D.Clin.Psy. (26)
- 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'
- David Berry (D.Clin.Psy., University of Edinburgh, UK, 2022) - 'Navigating Neurodiversity: The experiences of neurodiverse people and the people who support them'
- Stuart Farley (D.Clin.Psy., University of Hertfordshire, UK, 2022) - Mental Health Nurses' Experiences of Non-Disclosure within Individual Clinical Supervision
- Adele Mackintosh (D.Clin.Psy., University of Edinburgh, UK, 2022) - ‘Insecure Attachment, Emotion Dysregulation and Reflective Functioning in Adolescent Substance Use Involvement’ and ‘An Initial Meta-Analysis of the Effectiveness of Third Wave Cognitive-Behavioural Therapies in the Treatment of Substance Use Outcomes’
- Megan Spruce (D.Clin.Psy., University of Edinburgh, UK, 2022) - 'Risk and protective factors for disordered eating in LGBTQ+ youth: A systematic review' and '"He doesn't understand but I know he'll always support me": Young people's experiences of coming out to their parents'
- Caitlin Turner (D.Clin.Psy., University of Edinburgh, UK, 2022) - 'Exploration of sexuality and the sexual lives of adults with intellectual disabilities using Interpretative Phenomenological Analysis and Thematic Synthesis'
- Tamara Wallace (D.Clin.Psy., University of Hertfordshire, UK, 2022) - 'The impact of Flash Glucose Monitoring on Adults with Type 1 Diabetes with Respect to Their Eating Behaviour and Their Relationship with Food'
- Caleb Wong (D.Clin.Psy., University of Hertfordshire, UK, 2022) - 'Decolonizing Clinical Psychology Training in Singapore: Trainee and Recently Qualified Psychologist views about diversifying therapeutic models
- Bethan Woodward (D.Clin.Psy., University of Edinburgh, UK, 2022) - 'The role of social cognition in the journey from childhood adversity to aggression and serious harmful behaviour: A systematic review and empirical study'
- Nancy Sneddon (D.Clin.Psy., University of Edinburgh, UK, 2023) - 'A systematic review of the impact of psychological interventions for co-occurring borderline personality disorder (BPD) and drug and alcohol problems and a qualitative exploration of protective factors in recovery from addiction; systemic perspectives'
- Andreas Paphiti (D.Clin.Psy., University of Edinburgh, UK, 2023) – ‘10‐session Cognitive Behavioural Therapy (CBT-T) for Eating Disorders: A Systematic Review and Narrative Synthesis’ & ‘“It’s a lot deeper than the way it looks”: An Interpretative Phenomenological Analysis of Body Image for Men with Eating Disorders
- Zoe Poysden (D.Clin.Psy., University of Edinburgh, UK, 2023) – ‘Exploring Epilepsy and Romantic Relationships using MetaEthnography and Epilepsy Surgery Romantic Relationship Adjustment with Interpretative Phenomenological Analysis: A Portfolio Thesis’
- Sarah Atayero (D.Clin.Psy., Royal Holloway, UK, 2023) – ‘Exploring How Aspiring Clinical Psychologists from Different Racial Groups Experience and Make Sense of Their NHS Career Trajectory’
- Natalia Kassiani Kouzoupi (D.Clin.Psy., Royal Holloway, UK, 2023) – ‘How does trauma influence the use of restrictive practice in acute adult inpatient settings?’
- Megan Leverington (D.Clin.Psy., Royal Holloway, UK, 2023) – ‘“What has happened to you?”: Re-humanising Services for People with Learning Disabilities’
- Jackie Hamilton (D.Clin.Psy., University of Leicester, UK, 2023) - Adversity, Alexithymia, and Empathy Among Ex-Boarding Students: A Comparison with Ex-Day Students and General Population Samples’
- Ronald Dodzro (D.Clin.Psy., University of Hertfordshire, UK, 2023) – ‘The Life of a Top Boy: A qualitative exploration of young, Black men and their stories of experiencing violent activity in the context of gang affiliation’
- Molly Parrish (D.Clin.Psy., University of Hertfordshire, UK, 2023) – ‘Bereaved Parents’ Narratives of their Journeys Through Grief’
- David Day (D.Clin.Psy., University of Hertfordshire, UK, 2023) – ‘Young people's experiences of leaving homelessness: A South Wales study’
- Thomas Misselbrook (D.Clin.Psy., University of Hertfordshire, UK, 2023) - 'Experiences of well-being and spirituality in Ayahuasca use'
- Kate Englefield (D.Clin.Psy., University of Surrey, UK, 2023) - ‘What are the perceived barriers to accessing the Clinical Psychology doctorate in the United Kingdom for people from minoritised racial groups? A Q-methodology study’
- Katie Lamacraft (D.Clin.Psy., University of Edinburgh, UK, 2023) – ‘Exploring the Experience of Reflective Practice and Team Formulation: A Systematic Review and Constructivist Grounded Theory Study’
- Jordan Bibby (D.Clin.Psy., University of Edinburgh, UK, 2023) – ‘Attachment Theory - Clinical Applications and Daily-Well-Being in Adolescents: A Systematic Review and Experience Sampling Methodology Study’
- Sharon Sandhu (D.Clin.Psy., University of Lancaster, UK, 2023) – ‘The Experiences of Staff Working with Vulnerable Populations: Racism, Power, and Psychological Impact: A Qualitative Analysis’
- Jamie Ferrie (D.Clin.Psy., University of Edinburgh, UK, 2024) – ‘Understanding Autism and its Intersections: A Thesis Portfolio - Exploring Autism in Middle-to-Later Life: A Systematic Review and Thematic Synthesis, and The Intersection of Autism, Gender Incongruence, and Psychological Trauma in an Adult Population: An Interpretative Phenomenological Analysis of Clinician Perspectives’
Research
Research
Research interests
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; and,
(ii) addressing abuse, aggression, bullying, prejudice and violence in institutional, educational and community settings.
As a critical psychologist informed by decolonisation (‘….the process in which we rethink, reframe and reconstruct the curricula and research that preserve the Europe-centred, colonial lens’ (Akel, 2020)), much of the research that I undertake and supervise has been broadly centred on issues of equality, diversion and inclusion, and social justice; and methodologically, those involving meaningful co-creation, and utilising community psychology approaches. I have experience in working with a wide range of research methodologies – quantitative (esp. broad-scale surveys), qualitative (especially content analysis, thematic analysis, interpretative phenomenological analysis), mixed-methods designs, and (especially community-based participatory) action research.
(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; and,
(ii) addressing abuse, aggression, bullying, prejudice and violence in institutional, educational and community settings.
As a critical psychologist informed by decolonisation (‘….the process in which we rethink, reframe and reconstruct the curricula and research that preserve the Europe-centred, colonial lens’ (Akel, 2020)), much of the research that I undertake and supervise has been broadly centred on issues of equality, diversion and inclusion, and social justice; and methodologically, those involving meaningful co-creation, and utilising community psychology approaches. I have experience in working with a wide range of research methodologies – quantitative (esp. broad-scale surveys), qualitative (especially content analysis, thematic analysis, interpretative phenomenological analysis), mixed-methods designs, and (especially community-based participatory) action research.
Research groups
Other research
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 Late Adolescence and Young Adulthood Research Group': An interdisciplinary research group affiliated with the Department of Education at the Faculty of Humanities, Sports and Educational Sciences at the University of Southeastern Norway. Its members have diverse academic backgrounds, in subject areas such as career guidance, cultural studies, psychology, social pedagogy, social work and sociology. We want to understand the contrasts – both experiences of continuity, and experiences of discontinuity and marginalisation – in the transitions that young people make. Our research is directed towards both how young people themselves experience, reflect upon and negotiate transitions, and how different professions and professionals act, organise and interpret these transitions.
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
I have supervised the following students to successful completion of their doctoral research degrees:
At the University of Plymouth (2019 to date)
As Director of Studies:
At the University of Plymouth (2019 to date)
As Director of Studies:
- 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’
- Dominika Kominkova (D.Clin.Psy., 2022) - 'Life Stories and Journeys through Addiction and Recovery'
- Katie Langer-Shapland (D.Clin.Psy., 2022) - '"It Should Be More Outspoken And Not Hushed Away, Not Like Put In A Dark Box": An Interpretative Phenomenological Analysis of Experiences of Menopause voiced by Women with Learning Disabilities'
- Sarah Moloney (D.Clin.Psy., 2022) - 'Developing Partnership between Clinical Psychology and the Third Sector: A Community Based Participatory Action Research Approach'
- Luke Alexander (D.Clin.Psy., 2023). ‘“I don’t think we’re scum, I know.” An Interpretative Phenomenological Analysis of men’s experiences of accessing help from the United Kingdom benefits system when they have a mental health problem’
- Ben Annear (D.Clin.Psy., 2023). ‘An Evaluation of Novel Online Visuospatial and Visuoperceptual Tasks for the Screening of Parkinson’s Disease: A Pilot Study'
- Sophie Lee (D.Clin.Psy., 2023). ‘Exploring the experiences of bicultural British Chinese clinical psychologists’ journey through training and beyond: Interpretative phenomenological analysis’
- Becca Parkden (D.Clin.Psy., 2023). ‘Evaluating anti-racism training: A community based participatory action research project’
- Pip Wood (D.Clin.Psy., 2023). ‘Through Our Eyes: Understanding how Autistic Children Co-author a Sense of Self and Relate to the World. An Interpretative, Observational, Thematic Analysis’
As secondary supervisor:
- Christopher Blackwell (D.Clin.Psy., 2022) - 'An Exploration of the Supervisory Experiences of Trainee Clinical Psychologists during the Covid-19 Pandemic' (DOS was Dr Pete Keohane)
- Rhiannon Phillips (D.Clin.Psy., 2022) - 'How are Secure Attachment Relationships Fostered through Talk between Teachers and Students who have been Adopted? A Conversation Analysis' (DOS was Dr Pete Keohane)
At Trinity College, Dublin (2012 - 2018):
As Director of Studies:
As Director of Studies:
- 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’
- 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’
As secondary supervisor:
- Lucie Corcoran (Ph.D., 2013) - ‘Coping with Bullying and Cyberbullying at Post-Primary Level: Combating the Aggression and Buffering its Negative Psychological Effects’ (DOS was Dr Conor Mc Guckin)
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
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
Publications
Publications
Key publications
Key publications are highlighted
Journals
Articles
(2023) '‘It should be more outspoken and not hushed away, not like put in a dark box’: An interpretative phenomenological analysis of experiences of menopause voiced by women with learning disabilities' British Journal of Learning Disabilities , DOI Open access
(2023) 'How are secure attachment relationships fostered through talk between teachers and students who have been adopted? A conversation analysis' Human Systems: Therapy, Culture and Attachments 263440412311618-263440412311618 , DOI Open access
(2023) 'UK Men’s experience of the Gender-Role Journey and Implications for Clinicians and Mental Health Services' Psychology of Men & Masculinities , DOI Open access
(2021) 'A response to Dr Louise Taylor’s ‘Seeking equality of educational outcomes for Black students’: A personal account' The Psychology of Education Review 45, (2) 30-33 , DOI Open access
(2021) 'A meaning-centred, whole-school approach for responsible decision-making: The Logotherapeutic Framework' Irish Educational Studies 1-18 , DOI Open access
(2019) 'Well-being in post-primary schools in Ireland: the assessment and contribution of character strengths' Irish Educational Studies 38, (2) 177-192 , DOI Open access
(2018) '‘Our Lives’ and ‘Life Happens’, from stigma to empathy in young people’s depictions of sexual health and relationships' Journal of Applied Arts & Health 9, (1) 9-23 , DOI Open access
(2017) 'Discrimination amongst Arctic Indigenous Sami and Non-Sami Populations in Norway: The SAMINOR 2 Questionnaire Study' Journal of Northern Studies 10, (2) 45-84 , DOI
(2016) 'Discrimination amongst Arctic Indigenous Sámi and non-Sámi Populations in Norway' Journal of Northern Studies 10, (2) 45-84 Open access
(2016) 'Peer abuse and its contexts in industrial schools in Ireland' Journal of Aggression, Conflict and Peace Research 8, (2) 76-85 , DOI Open access
(2014) 'Homophobic bullying: evidence-based suggestions for intervention programmes' Journal of Aggression, Conflict and Peace Research 6, (3) 164-173 , DOI Open access
(2014) 'Prejudice and effective anti-bullying intervention: Evidence from the bullying of “minorities”' Nordic Psychology 66, (2) 108-120 , DOI Open access
(2013) 'From Theory to Practice: Two Ecosystemic Approaches and Their Applications to Understanding School Bullying' Australian Journal of Guidance and Counselling 24, (1) 36-48 , DOI Open access
(2013) 'A ‘whole-school/community development’ approach to preventing and countering bullying: the Erris Anti-Bullying Initiative (2009–2011)' Irish Educational Studies 32, (2) 233-249 , DOI Open access
(2012) 'Alterophobic bullying and pro‐conformist aggression in a survey of upper secondary school students in Ireland' Journal of Aggression, Conflict and Peace Research 4, (2) 86-95 , DOI Open access
(2011) 'Space makers or space cadets exploring children's perceptions of space and place in the context of a dublin primary school' Educational and Child Psychology 28, (1) 46-63 Open access
(2010) 'Students' experiences of aggressive behaviour and bully/victim problems in Irish schools' Irish Educational Studies 29, (2) 131-152 , DOI Open access
(2009) 'Conditions for the implementation of anti‐bullying programmes in Norway and Ireland: a comparison of contexts and strategies' Compare: A Journal of Comparative and International Education 39, (6) 737-750 , DOI Open access
(2008) 'An exploratory survey of the experiences of homophobic bullying among lesbian, gay, bisexual and transgendered young people in Ireland' Irish Educational Studies 27, (2) 177-191 , DOI Open access
(2008) 'The effectiveness of a nationwide intervention programme to prevent and counter school bullying in Ireland' International Journal of Psychology and Psychological Therapy 8, (1) 1-12 Open access
(2005) 'Evaluation of the effectiveness of an anti‐bullying programme in primary schools' Aggressive Behavior 31, (6) 609-622 , DOI Open access
Books
(2022) Greenland's Stolen Indigenous Children A Personal Testimony. Routledge
(2019) Residential Schools and Indigenous Peoples From Genocide Via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation. Routledge
(2011) Cyber-Bullying: The Irish Experience.
(2004) Dealing with Bullying in Schools A Training Manual for Teachers, Parents and Other Professionals. SAGE
Chapters
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.
(2022) 'Forebygging og tiltak mot mobbing blant barn og unge' in Aagre W; Wiig C Ungdomskunnskap: hverdagslivets kulturelle former. 3. utgave. Bergen Fagbokforlaget 123-138
(2020) 'The Sámi people in Norway: Historical marginalisation and assimilation, contemporary experiences of prejudice, and a new truth commission' in Denzin NK; Salvo J New Directions in Theorizing Qualitative Research: Indigenous Research Gorham, ME Myers Educational Press
(2019) 'Certain theoretical touchstones' in Minton SJ Residential Schools and Indigenous Peoples From Genocide Via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation Routledge
(2019) 'Greenland' in Minton S Residential Schools and Indigenous Peoples From Genocide Via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation Routledge
(2019) 'Reflections' in Minton S Residential Schools and Indigenous Peoples From Genocide Via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation Routledge
(2019) 'Setting the scene' in Minton SJ Residential Schools and Indigenous Peoples From Genocide Via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation Routledge
(2018) 'Alterophobic bullying and violence' in Ireland JL; Birch P; Ireland CA The Routledge International Handbook of Human Aggression Current Issues and Perspectives Routledge
(2016) 'Physical proximity, social distance and cyber-bullying research' in Mc Guckin C; Corcoran L Bullying and Cyberbullying Prevalence, Psychological Impacts and Intervention Strategies Nova Science Publishers
(2016) 'Re-thinking well-being measures in bullying and cyberbullying research' Bullying and Cyberbullying Prevalence, Psychological Impacts and Intervention Strategies Nova Science Publishers
(2014) 'Homophobic bullying in schools in Ireland' in O'Moore M; Stevens P Bullying in Irish Education Perspectives in Research and Practice
(2010) 'Cyber-bullying: The irish experience' Advances in Psychology Research. Volume 71 113-136 Open access
(2006) 'Protecting children: making the school environment safe' Violence Reduction in Schools-- how to Make a Difference A Handbook Council of Europe
(2004) 'Ireland: the Donegal Primary Schools' anti-bullying project' Bullying in Schools Cambridge University Press 275-288 , DOI
(2004) '‘Taking back adult control’: A report from Norway' Violence in Schools Routledge 216-231 , DOI
(2004) 'Ireland' in Smith P Violence in Schools The Response in Europe Routledge
Internet Publications
Minton, S.J. (2023). Do not forget them. Thousands of Indigenous children suffered and died in residential ‘schools’ around the world. Their stories must be heard. Aeon, 21st July.
https://aeon.co/essays/we-must-not-forget-what-happened-to-the-worlds-indigenous-children?fbclid=IwAR13hmPmkGyxkUKeCV-LH-BjcUQNcNvqdjpbQ9QlzvP9aLHkYN5hmNP3EDw
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.
https://aeon.co/essays/we-must-not-forget-what-happened-to-the-worlds-indigenous-children?fbclid=IwAR13hmPmkGyxkUKeCV-LH-BjcUQNcNvqdjpbQ9QlzvP9aLHkYN5hmNP3EDw
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.
Other Publications
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).
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).
Do not forget them. Thousands of Indigenous children suffered and died in residential ‘schools’ around the world. Their stories must be heard. Open access
Personal
Personal
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.