As Course Director of the Master of Clinical Psychology, I provide academic leadership within the program and oversee curriculum design, delivery, and student progression. I convene core units of study and teach across the program, delivering lectures and facilitating interactive, practice‑focused seminars on the assessment and treatment of psychological disorders.

My educational scholarship centres on pedagogy, with a particular interest in dialogical and relational methods of teaching that foster critical thinking, reflective practice, and collaborative learning. I am committed to developing learning environments that integrate clinical theory with real‑world application and support students in developing their professional identities as future psychologists.

In my leadership role, I contribute to student support processes, assessment moderation and ratification, and ongoing enhancement of teaching quality. I also represent the Clinical Program in School and Faculty‑level Executive discussions and initiatives, helping to shape strategic directions in teaching, learning, and professional training.

My research interests centre on embodiment in endurance sport, the injured sporting body, and sport as a disciplinary practice and technology of the self. I am particularly interested in female embodiment, drawing on feminist theory, power relations, and sociocultural structures to examine how macro‑level forces and historical narratives shape the evolving cultural construction of the female sporting body.

Methodologically, I employ qualitative approaches to explore lived and living experiences within sociocultural contexts. My work spans meta‑synthesis, narrative inquiry, arts‑based and visual narrative inquiry, grounded theory, ethnography, and autoethnography. I am especially drawn to innovative and pluralistic qualitative methods that expand possibilities for data generation, interpretation, and dissemination through creative and participatory practices.

Alongside this program of research, I engage in educational scholarship with a focus on dialogical and relational pedagogies. This includes examining how dialogical methods cultivate reflective practice, professional identity development, and collaborative meaning‑making in clinical psychology training. My work in this area aims to strengthen pedagogical frameworks that support transformative learning and enhance the student experience.