Dr Simon Gibbs
Reader in Educational Psychology
- Email: firstname.lastname@example.org
- Telephone: +44 (0) 191 208 6575
- Fax: +44 (0) 191 208 5651
- Address: Room 2.64 KGVI
School of ECLS
King George VI Building
Queen Victoria Road
Newcastle upon Tyne
My initial professional experience of education was as a Maths teacher in secondary schools. I worked in comprehensive schools and, briefly, a secondary modern school. It was there I saw at first hand the effects of the arbitrary labelling of children who had 'failed' the 11+. My subsequent training and career as an Educational Psychologist stimulated interests in children's development, how children acquire the skills that are required for reading, and how the beliefs and attributions of teachers are involved in the way children's learning is structured and managed. Along the way I have been fortunate to have worked with some brilliant people and gained experience of how to facilitate learning as well as the responsibilities of management.
These issues continue to underpin my professional and academic interests. My primary aim is to improve children's experiences of education. My research activity seeks to provide greater understanding of the relationships between educational structures, policies, beliefs and practices that enable / disable teachers from developing inclusive approaches to education and learning. In line with this, with my colleagues in the Doctorate in Applied Educational Psychology team in Newcastle we seek to train applied psychologists for work as agents of positive change for organisations and with teachers, parents, children, and other professionals. We seek to recruit students to our programme who want to join us in this work.
With a first degree in Pure Maths and Chemistry I taught mathematics in secondary schools in Hertfordshire and Derbyshire for 13 years. I studied Counselling and Human Relations before training as an Educational Psychologist at Nottingham University.
On completion of my training I was fortunate to gain a post as an Educational Psychologist for Cleveland County Council in Hartlepool. While there I studied for a PhD under the supervision of Professor David Wood at Nottingham University. I have also worked as an EP Middlesbrough and latterly for ten years as a Senior Educational Psychologist in North Yorkshire.
I started working at Newcastle University in 2000 and took up the post of Director of Initial Training in Educational Psychology (the Doctorate in Applied Educational Psychology) in 2007.
Current Roles and Responsibilities
Reader in Educational Psychology, Programme Director for the Doctorate in Applied Educational Psychology (DAppEdPsy) and Head of the Education Section.
I am General Editor of Educational and Child Psychology (published by the British Psychological Society Division of Educational and Child Psychology) and an Associate Member of the Psychology in Education Research Centre (PERC) at the University of York.
I am currently an external examiner for the Doctorate in Educational Psychology (University of Dundee), the Doctorate in Educational and Child Psychology (University of Manchester) and the Doctorate in Child Community and Educational Psychology at the Tavistock Centre (University of Essex).
MEd (Human Relations),
MA (Child Psychology, Educational),
PhD (Phonological Awareness: Influences and Associates in the Context of the Development of Word Reading in Young Children).
From 1997 to 2007 I was a Senior Educational Psychologist in North Yorkshire with management responsibility for a team of 10 psychologists.
Registered Educational Psychologist with the HCPC;
BPS (Chartered Educational Psychologist, Associate Fellow);
Member of the Association of Educational Psychologists;
Mountains and horses (mostly separately), reading and music.
The development of phonological awareness and word reading.
Teachers' perceptions of their efficacy.
Systemic Consultation; Management; Supervision.
Beliefs and definitions in practice about reading difficulty (aka Dyslexia);
The role of teachers' attributions and beliefs in influencing inclusion and responses to children's behaviour.
I am keen to attract PhD students interested in exploring the nexus of relationships between teachers' beliefs, attributions and practices, and what influences these. There is considerable scope here to develop understanding of how school leadership and school cultures enable / disable teachers, and how these may interact with beliefs in efficacy and resilience.
I am also interested in how teachers approach the task of helping certain notional groups of children (for instance those 'diagnosed' as having 'dyslexia'), the underlying psychological processes implicit in such categorisation and the impact on practice and children's well-being.
General Editor of Educational and Child Psychology
Associate Member: The Psychology in Education Research Centre, University of York.
- Gibbs S. Written submission by Dr Simon Gibbs, Reader in Educational Psychology at the University of Newcastle, in response to Health Committee’s inquiry into the role of education with respect to children and young people’s mental health.. London: DfE; DoH, 2017. Submitted.
- Gibbs S, Papps I. Identifying the costs and benefits of educational psychology: a preliminary exploration in two local authorities. Educational Psychology in Practice 2017, 33(1), 81-82.
- Barrow W, Gibbs S, Lumsdon D, Parker R, Peters B. Does it matter if psychologists are unrepresentative?. The Psychologist 2016, 29(2), 84-84.
- Cole R, Resing W, Gibbs S. Neuroscience and Educational Psychology. Educational and Child Psychology 2016, 33(1), 5-7.
- Gibbs S, Atkinson C, Woods K, Bond C, Hill C, Morris S, Howe J. Supervision for School Psychologists in Training: Developing a framework from empirical findings. School Psychology International 2016, 37(4), 410-431.
- Woods K, Atkinson C, Bond C, Gibbs S, Hill V, Howe J, Morris S. Practice Placement Experiences and Needs of Trainee Educational Psychologists in England. International Journal of School and Educational Psychology 2015, 3(2), 85-96.
- Gibbs S, Lauchlan F. Practising Psychology in Challenging Times. Educational and Child Psychology 2015, 32(4), 1-6.
- Dunsmuir S, Leadbetter J, Gibbs S. Supervision. Educational and Child Psychology 2015, 32(3), 6-7.
- Gibbs S, Elliott J. The differential effects of labelling: how do 'dyslexia' and 'reading difficulties' affect teachers' beliefs. European Journal of Special Needs Education 2015, 30(3), 323-337.
- Gibbs S. The study of 'reading difficulties' as a phenotype of psychology. The Psychology of Education Review 2015, 39(1), 32-34.
- Gibbs S, Barrow W, Parker R. Child Development and Attachment. In: Pattison, S; Robson, M; Beynon, A, ed. Handbook of Counselling Children and Young People. London: Sage, 2014, pp.7-18.
- Gibbs S, Bodman S. PhAB2 Primary: Phonological Assessment Battery 2nd Edition Primary. 2014. GL Assessment.
- Gibbs S, Miller A. Teachers’ resilience and well-being: a role for educational psychology. Teachers and Teaching : Theory and Practice 2014, 20(5), 609-621.
- Gibbs S. A context for cognitive education: Teachers’ beliefs. In: International Association for Cognitive Education and Psychology (IACEP 2013). 2013, Leiden, The Netherlands.
- Gibbs S. Psychological research that transforms educational practice. In: BPS Annual Conference. 2013, Harrogate, UK.
- Gibbs S. Educational Psychology and Teachers' Resilience. In: 3rd World Conference on Learning, Teaching and Educational Leadership. 2012, Brussels. Submitted.
- Gibbs S, Miller A. Educational Psychology and Teachers' Well-being. In: British Psychological Society Education Section. 2012, Open University, Milton Keynes.
- Gibbs S, Powell B. Teacher efficacy and pupil behaviour: The structure of teachers’ individual and collective beliefs and their relationship with numbers of pupils excluded from school. British Journal of Educational Psychology 2012, 82(4), 564-584.
- Gibbs S, Miller A. Teachers' resilience and well-being: A role for educational psychology. In: British Psychological Society Division of Educational and Child Psychology. 2012, Stratford on Avon.
- Lauchlan F, Gibbs S, Dunsmuir S. Teachers' Well-being. Educational and Child Psychology 2012, 29(4), 5-7.
- Elliott J, Gibbs S. The dyslexia debate. In: Adey, P., Dillon, J, ed. Bad Education: Debunking Myths in Education. Maidenhead: McGraw-Hill/Open University, 2012, pp.263-278.
- Critchley H, Gibbs S. The effects of positive psychology on the efficacy beliefs of school staff. Educational & Child Psychology 2012, 29(4).
- MacKay T, Gibbs S. Health and educational psychology: The interface. Educational and Child Psychology 2011, 28(4), 5-6.
- Gibbs S, Elliott J. Dyslexia: a categorical falsehood without validity or utility. Advances in Learning and Behavioural Disabilities 2010, 23, 287-301.
- Gale I, Gibbs S, ed. Children with severe, complex and enduring needs. Leicester: BPS/DECP, 2009.
- Gale I, Gibbs S. Children with severe, complex and enduring needs. Educational and Child Psychology 2009, 26(4), 5-8.
- Elliott J, Gibbs S. Does dyslexia exist?. In: Cigman, R; Davis, A, ed. New Philosophies of Learning. Chichester: WileyBlackwell, 2009, pp.475-491.
- Elliott JG, Gibbs S. Does dyslexia exist?. Journal of Philosophy of Education 2009, 42(3-4), 475-491.
- Duff FJ, Fieldsend E, Bowyer-Crane C, Hulme C, Smith G, Gibbs S, Snowling MJ. Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading 2008, 31(3), 319-336.
- Gibbs S. Teachers’ beliefs about inclusion. Action for Inclusion 2008, 26, 14-16.
- van der Aalsvoort D, Crane C, Gibbs S. The development of literacy: Implications of current understanding for applied psychologists and educationalists. Educational and Child Psychology 2008, 25(3), 6-7.
- Gibbs S, Gardiner M. The structure of primary and secondary teachers' attributions for pupils' misbehaviour: a preliminary cross-phase and cross-cultural investigation. Journal of Research in Special Educational Needs 2008, 8(2), 68-77.
- Rack J, Snowling M, Hulme C, Gibbs S. No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties. Dyslexia 2007, 13(2), 97-104.
- Gibbs S. Teachers' perceptions of efficacy: Beliefs that may support inclusion or segregation. Educational & Child Psychology 2007, 24(3), 47-53.
- Hatcher PJ, Hulme C, Miles JNV, Carroll JM, Hatcher J, Gibbs S, Smith G, Bowyer-Crane C, Snowling MJ. Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. Journal of Child Psychology and Psychiatry 2006, 47(8), 820-827.
- Hatcher PJ, Goetz K, Snowling MJ, Hulme C, Gibbs S, Smith G. Evidence for the effectiveness of the Early Literacy Support programme. British Journal of Educational Psychology 2006, 76(2), 351-367.
- Gibbs S. The interaction of vocabulary and short-term memory in predicting phonological awareness: A comparison of dyslexic and non-dyslexic children. Journal of Research in Special Educational Needs 2005, 5(2), 62-67.
- Gibbs S. Phonological Awareness: An investigation into the developmental role of vocabulary and short-term memory. Educational Psychology 2004, 24(1), 13-25.
- Gibbs S. The skills in reading shown by young children with permanent and moderate hearing impairment. Educational Research 2004, 46(1), 17-27.
- Gibbs S. Do Pictures make a difference? A test of the hypothesis that performance in tests of phonological awareness is eased by the presence of pictures. Educational Psychology in Practice 2003, 19(3), 219-228.