Division of Academics, Researchers and Teachers in Psychology Annual Conference 2022

24 November 2022 - 25 November 2022
  • Research
  • Teaching and learning
From £50
Female teacher standing in front of class
Division of Academics, Researchers and Teachers in Psychology


The Division on Academics, Researchers and Teachers in Psychology welcomes Abstract submissions for its 2022 Annual Conference!

Conference Themes:

  • Psychological Literacy and Employability Skills
  • Equity, Diversity, and Inclusion: Implications for Teaching Practice
  • Engaging Students in Digital and Hybrid Teaching
  • General (any other topics)

Download the full conference programme


Key Submissions Dates

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7 October 2022 Deadline for submissions
14 October 2022 Notification of submission outcomes
4 November 2022 Deadline for presenters to register
24 & 25 November 2022 DARTP Annual Conference 2022
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How to Submit

Please ensure you read the submisson guidelines below before submitting.

Please make your submissions via the online application portal by clicking the 'Make a Submission' button below. You will need to create an account if this is your first submission.

If you any queries about submissions please contact us at [email protected]



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DARTP member £60
BPS member £72
Non-member £100
Student/concession £50
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Returning Customers (Members and non-members)

In order to register for the event, you will need to sign in using your BPS website log in details. We have implemented a new Membership Database (CRM) recently and if you haven't received your pre-registration email please contact [email protected] to request a re-send and follow the instructions received. Once pre-registered on the CRM use your USERNAME and PASSWORD to log in to register for the event.

Non-returning customers (Members and non-members)

If you are not a returning customer, you will need to create a free account. Once set up use your USERNAME and PASSWORD to log in to register for the event.

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Panel Discussion: Psychological Literacy

Thursday 24th November 13:00 - 14:30 


Speaker 1: Georgina Wren (Cardiff University)


Georgina is a 3rd year PhD student in the Behavioral Genetics Group at Cardiff University supervised by Dr. William Davies. Her work employs a mixed methods approach to explore physical and psychological issues associated with a rare genetic skin condition, to support the development of future clinical interventions. She is passionate about improving patient decision making for those with complex conditions, and promoting a focus on patient-centered, translational research across the breadth of her individual and collaborative work. 

Whilst completing her PhD, Georgina also works in the School of Psychology as a Graduate Teaching Assistant to deliver weekly seminars across various first-year undergraduate modules. She is an Associate Fellow of the Higher Education Academy, and through her commitment to inclusive pedagogy and supporting learners, she was recently awarded PGR Graduate Tutor of the Year. Her interests in improving teaching and learning practices extend beyond her career at Cardiff, with an ongoing focus on widening participation in science for young people through her role as a STEM Ambassador. Georgina regularly delivers talks and training to external partners, charities, and schools to promote accessible science and to improve approaches to careers in science for marginalized groups. In her role as DART-P rep for the Postgraduate Psychology Affairs Group (PsyPAG), Georgina is also passionate about supporting and advocating for PGRs in their teaching and research roles.

Speaker 2: Professor John Maltby (University of Leicester)


John Maltby is Professor of Differential Psychology at the University of Leicester and is currently Research Director in the Department of Neuroscience, Psychology and Behaviour. 

He has over 200 research publications, with his current research focusing on the areas of the measurement and models of resilience and well-being. He recently completed a grant with the Leverhulme Trust exploring resilience among schoolchildren during STEM learning. The grants with which he is currently involved total above £2 million, representing an increase in research and impact work in mental health within healthcare. This currently funded work includes two Innovate UK Knowledge Transfer Partnerships that explore how specific aspects of well-being can be integrated into care frameworks for young and older adults to support their resilience.

He has published several psychology books, including the textbook Personality, Individual Differences, and Intelligence, with the 5th edition published in 2022 with Pearson Education. In 2010, he received the British Psychological Award for Distinguished Contributions to Psychology Education.

Speaker 3: Dr Danijela Serbic (Royal Holloway, University of London)


Danijela is a Senior Lecturer in the Department of Psychology at Royal Holloway, University of London. She is the Undergraduate Programme Director there. She is a Chartered Psychologist with the British Psychological Society (BPS), Senior Fellow of the Higher Education Academy and a member of the BPS Undergraduate Education Committee. She is a recipient of several teaching prizes at her institution, where in 2017 she established a pedagogic group called THESIS (Teaching in Higher Education: Supporting and Inspiring Students: http://pc.rhul.ac.uk/sites/thesis/). The aim of the group is to encourage innovation and excellence in teaching and support students and educational practice in her institution and beyond. For example, the THESIS team organise educational events and seminars and invite students to write and publish blogs on educational topics. Danijela also coordinates Final Year Projects and has redesigned the module to embed employability and open science practices; she has presented and published on this work. 

Danijela’s research expertise is in psychology of chronic pain, with a specific focus on the impact of diagnostic uncertainty and illness invisibility on various clinical outcomes in people with chronic pain. She is a co-designer and co-editor of a Frontiers for Young Minds collection “What does it mean to have an invisible condition”. It provides a collection of scientific articles about a range of invisible health conditions that are written by distinguished scientists for younger audiences, where young people also act as reviewers of submitted articles. Her recent research projects have primarily focused on student health and well-being, specifically focusing on the impact of chronic pain on students psychological, social, and academic functioning

Speaker 4: Professor Julie Hulme (Nottingham Trent University)


Julie Hulme is a Professor of Psychology Education at Nottingham Trent University. She has won multiple awards for her work in teaching and educational leadership, including a National Teaching Fellowship in 2016, and a Principal Fellowship of the HEA. She is also a Past Chair of the Division of Academics, Researchers and Teachers in Psychology (DART-P), and a member of several BPS networks, including Psychology of Education Section (PES) and Qualitative Methods in Psychology (QMiP).  

A Chartered Psychologist, Julie researches the psychology of university education, applying psychological theories and research methods to better supporting students through the transition to university, and also to improve inclusive teaching for students from minoritised or disadvantaged groups (including disabled students, students from different ethnic groups, and first in family students, among others). You can read more about Julie's work on her blog, HigherPsychEd, and follow her on Twitter @JulieH_Psyc.


Session Title: Practical Steps towards Decolonising Psychology Learning & Teaching.  

25th November 10.30-12.00


Speaker 1: Dr Geetha Reddy (Open University)


Dr Geetha Reddy (pronouns: she/they) is a liberation scholar working within and outwith the psychological sciences to study and address social issues across disciplinary boundaries. They have co-edited three special issues on decolonising psychology together with the Readsura Decolonial Editorial Collective and are working on understanding how people make sense of colonisation, multiculturalism, and migration in contemporary societies. Their research takes an intersectional perspective on identities, highlighting the power structures that influence an individual’s psychology. Geetha uses a decolonial, critical psychological paradigm in their research, teaching, and practice. 


Hegemonic psychology’s colonial epistemological foundations and the need to be epistemologically disobedient to decolonise the discipline


Coloniality of knowledge (Ndlovu, 2018) and coloniality of being (Maldonado-Torres, 2007) have led to the development of an ethnocentric, narrow and epistemically violent psychological science that many of us use to teach, conduct research and practice in academic and clinical settings in the UK today. This form of psychological science, what critical scholars refer to as hegemonic psychology, is imperialist, individualist and universalist in its orientation and actions (Readsura Decolonial Editorial Collective, 2022b). In this talk, I will discuss the colonial epistemological foundations of hegemonic psychology using the 6-point lens on precarity developed by Reddy & Amer (2022). Understanding that precarity undergirds knowledge production in hegemonic psychology and is therefore entrenched in how psychology is taught and studied in many Global North institutions is an important foundational step when thinking about decolonising the discipline as well as institutions. I invite us to engage more deeply with the works of decolonial, liberation and critical psychology scholars and to reflect upon the varied ways coloniality underpins our teaching, research and clinical practices within hegemonic psychology.

Speaker 2: Dr Deborah Husbands (University of Westminster)


Deborah is a Chartered Psychologist and Senior Lecturer in Psychology at the University of Westminster. As a Black Caribbean woman and 'first-generation' student, she has navigated the hard path into higher education and leadership. Deborah is a Fellow of the Higher Education Academy and an Associate Fellow of the British Psychological Society. She is also a member of The Psychologist and Digest Editorial Advisory Committee and the BPS Child Q group. Deborah is the Outreach Co-ordinator for the School of Social Sciences at the University of Westminster and works with schools and colleges to bridge the transition into higher education for school students, with a keen focus on improving access and succession for racially-minoritised students. She also leads the Black History Year steering group, co-chairs the Black and Minority Ethnic Network at Westminster, and sits on university-level Equality, Diversity and Inclusion committees. Deborah's research interests include exploring experiences of belonging and deconstructing race, gender and ethnicity in under-represented groups using critical race theories to better understand marginality and oppression. She brings a critical race focus to several funded projects (Leverhulme, NIHR and AHRC) on which she is a Co-Investigator.

Talk Title: Taming My Impostor: The Impostor Phenomenon Among Racially Minoritised Students in Higher Education


Described as the feeling of being a fraud or ‘phoney’, the impostor phenomenon (IP) is associated with negative thoughts and behaviours, including poor mental health, low self-esteem, depression, and perfectionism. Research points to a context of student diversity for which less is known about their experiences of the phenomenon and its effect on their perception of academic satisfaction and achievement. Funding from the University of Westminster’s Diversity and Inclusion Research Community supported us in conducting two ethically-approved studies on the presentation of IP in students with a marginalised identity. Our qualitative study engaged with focus groups (N = 4) to explore IP and belonging in Black female students at UK universities. Using a thematic analysis, we identified four themes around contexts of IP realisation, maintenance, impact, and confrontation - all tied to students’ racialised identities. Narratives revealed a sense of unbelonging, the development of impostorism tied to secondary school experiences, and the need for safe spaces to explore experiences and reinforce authenticity. For some participants, the university provided a safe space.

Speaker 3: Dr Lizann Bonnar (University of Strathclyde)


Lizann Bonnar has worked at the University of Strathclyde since 2004 (following an MA and PhD at the University of Glasgow), where she has taught psychology across the UG and PGT curriculum. In addition to her role in the School of Psychological Sciences and Health, she is also currently Vice Dean (Academic) in the Faculty of Humanities and Social Sciences at Strathclyde. She has developed a University-wide elective module on ‘multidisciplinary development on sustainable development’ that is delivered by all four faculties and is available as an elective to all Strathclyde UG students. She is a member of the Undergraduate Education Committee of the British Psychological Society and was recently a member of the QAA’s Advisory Panel for the review of the Subject Benchmark Statement for Psychology. She also leads a working group on embedding equality, diversity and inclusion into the BPS Standards for Accreditation for UG/Conversion level degree programmes. A commitment to social justice underpins Lizann’s perspective on all things, personal and work related.

Talk Title:


In recent years, much energy has been invested in addressing the reproducibility and replication crisis to improve the quality of research in the discipline. A similar collective and energetic response is required to address the discipline’s past and present in perpetrating inequalities and discrimination against minoritised people. Work is being undertaken in many institutions to ‘decolonise the curriculum’ and this symposium will provide delegates with advice on how to go about this. A key message will be that this work is not simply about diversifying reading lists, and that it is instead about advancing equality, diversity and inclusion across the whole student journey and experience, from pre-entry to retention, progression, award and outcomes. This presentation will focus on the student journey through higher education and the actions we can take to ensure that the discipline provides equitable opportunities for all students to flourish, leading to a more relevant, diverse and inclusive discipline in future.

Speaker 4: Dr Patrick Hylton (University of Lincoln)


Dr Patrick Hylton is an Associate Professor at the University of Lincoln and teaches in the area of Critical Psychology. He completed his Ph.D. thesis on the topic and Black (African-Caribbean) British men identity. He has been doing some work with the BPS and various A-level exam boards on issues related to decolonisation, diversity, and inclusion, and is a member of the QAA Psychology Subject Benchmark Statement Advisory Group.

Talk Title: Actioning Decolonisation


When we think of decolonisation, we should think of it as a verb that can affirm people’s being. It is a word whose action can create equity and extend our understand of the varieties of psychologies that exist, existed, or could exist. Therefore, to decolonise is to engage with material in a way that locates and makes transparent the positional, ontological, epistemological, and historical rootedness of the knowledge we disseminate. As such, in this talk I will offer specific activities that people could try in order to start the decolonising process.  


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