Dr Emily Harrison

Senior Lecturer in Psychology

Email:: emily.harrison@bcu.ac.uk

Emily has worked at BCU since 2015, and is a Senior Lecturer in Psychology with a specialism in Child Development and Education.

Emily’s research expertise lies within the area of childhood literacy development, and her doctoral thesis was entitled “Evaluating the potential of a speech rhythm-based reading intervention”, which involved designing, developing, implementing and evaluating a rhythmic-based intervention for improving children’s literacy skills.

More recently, Emily’s research has extended to wider areas of child and adolescent development, including a focus on child and adolescent mental health and wellbeing.

Emily designed and is the Course Leader for the MSc Applied Child Psychology course, which has been running since September 2022.

Emily has also gained extensive experience of teaching across a range of undergraduate modules, including the Psychology Dissertation, which she coordinated for 10 years as module leader. As part of this role, Emily authored the core textbook “Your Psychology Dissertation”, and pioneered the Psychology Undergraduate Dissertation Writing Retreat.

Areas of Expertise

Qualifications

Memberships

Teaching

Research

Postgraduate Supervision

Publications

Devlin, K. & Harrison, E. (in preparation) Evaluating the Effectiveness of a Creative Writing Social Prescription Model for Promoting Positive Mental Health in Adolescents.

Murphy, K. & Harrison, E. (2022) The weight of waiting: the impact of delayed early intervention on parental self-efficacy. British Journal of Special Education 49(1), 84-101. doi: 10.1111/1467-8578.12381.

Hopkins, T., Harrison, E., Coyne-Umfreville, E. & Packer, M. (2022) A pilot study exploring the effectiveness of a whole-school intervention targeting receptive vocabulary in the early years: Findings from a mixed method study involving students as part of a practice-based research placement. Child Language Teaching and Therapy 38(2). doi: 10.1177/02656590221088210.

Harrison, E. & Rentzelas, P. (2021) Your Psychology Dissertation. London: Sage.

Rentzelas, P. & Harrison, E. (2020). Creating and evaluating a learning sequence in the form of a writing retreat for psychology undergraduate dissertation students. Higher Education Pedagogies 26(1). 77-82.

Deacon, S. H., Holliman, A. J., Dobson, G. J. & Harrison, E. C. J. (2018) Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension. Scientific Studies of Reading 22(6), 527-537. doi: 10.1080/10888438.2018.1483376.

Harrison, E., Wood, C., Holliman, A., & Vousden, J. (unpublished). Investigating the potential of a speech rhythm-based reading intervention in struggling readers.

Harrison, E., Wood, C., Holliman, A., & Vousden, J. (2018). The Immediate and Longer Term Effectiveness of a Speech Rhythm-Based Reading Intervention for Beginning Readers. Journal of Research in Reading, 41(1), 220-241. doi: 10.1111/1467-9817.12126.

Harrison, E. & Rentzelas, P. (2017) Your Psychology Dissertation. London: Sage.

Harrison, E., & Wood, C. (2016) Towards a Speech Rhythm-Based Reading Intervention. In J. Thomson & L. Jarmulowicz (eds.) Linguistic Rhythm and Literacy (pp. 77-98). Philadelphia: John Benjamins.

Holliman, A., Critten, S., Lawrence, T., Harrison, E., Wood, C. & Hughes, D. (2014) Modeling the Relationship Between Prosodic Sensitivity and Early Literacy. Reading Research Quarterly 49(4), 469-482. doi: https://doi.org/10.1002/rrq.82.

Johnson, A. J., Miles, C., Haddrell, B., Harrison, E., Osborne, L., Wilson, N. & Jenks, R. (2012) The effect of chewing gum on physiological and self-rated measures of alertness and daytime sleepiness. Physiology & Behavior 105(3), 815-820. doi: 10.1016/j.physbeh.2011.10.020.