Dr Kalum Bodfield
Dr Kalum Bodfield
Senior Lecturer and Programme Leader of MSc Psychology Wellbeing in Clinical Practice and MSc Childhood Development and Wellbeing in Practice
My profile
Biography
I am a senior lecturer and programme leader in the school of psychology at Manchester Metropolitan University. I lead two programmes; MSc Psychological Wellbeing in Clinical Practice and MSc Childhood Development and Wellbeing in Practice.
I have worked in a number of settings across my career ranging from forensic to community and child and adolescent commissioned mental health services. I have worked with adults, children and young people with mental health and neurodevelopmental conditions conducting psychological assessment and interventions under the supervision of a qualified clinical psychologist.
In my academic career, I have completed a Bachelor of Science Degree with Honours in Psychology from Edge Hill University before proceeding on to complete a Masters of Science in Health Psychology from Sheffield Hallam University. I used the knowledge and skills gained from these two qualifications to complete a PhD exploring the relations between neurodiverse traits, attachment characteristics, feedback and the self-concept at Liverpool John Moores University.
Interests and expertise
I have many interests in the field of psychology, however, in relation to my research and teaching these generally fall under mental health and wellbeing, the self-concept, neurodiversity, resilience and emotional regulation.
I have published a number of papers and articles relating to these areas and use a variety of both quantitative and qualitative approaches to research. Typically I try to adopt mixed-methods designs where possible and use both quantitative and qualitative data in answering research questions.
Projects
I am currently working on a number of projects:
The Relations between Deprivation, the Academic Self-Concept, School Wellbeing, Academic Buoyancy and Difficulties in Emotional Regulation - 2023 - 2026
This is a collaborative, longitudinal project with Liverpool John Moores University and University College London being conducted in secondary schools in England.
A Curriculum for Wellbeing - The Use of Emotional Regulation Strategies in University Students - 2022 - 2024
This project was conducted with undergraduate students at a university in the North West. Emotional regulation strategies were used as icebreakers to taught content times. These were used every week for the duration of a module and evaluated post completion. The findings of this project are currently being wrote up for publication and dissemination.
Research outputs
Brett, A., Bodfield, K., Culshaw, A. & Johnson, B. (2024). Exploring LGBTQ+ teacher professional identity through the power threat meaning framework. British Educational Research Journal, 00, 1–17. https://doi.org/10.1002/berj.4060
Bodfield, K., Culshaw, A., Hadfield, E., Doyle, A., & Bryde-Evens, M. (2024). Session 39: Curriculum for wellbeing: year 2, growth, findings and reflections. Student Experience Proceedings. https://openjournals.ljmu.ac.uk/studentexp/article/view/2638
Culshaw, A., & Bodfield, K. (2024). Trauma-informed education: a case for compassion-focused teaching?. Pastoral Care in Education, 1-12. https://doi.org/10.1080/02643944.2024.2318776
Bodfield, K. S., & Culshaw, A. (2024). Applying the power threat meaning framework to the UK education system. Pastoral Care in Education, 1-20. https://doi.org/10.1080/02643944.2024.2316589
Culshaw, A., & Bodfield, K. (2023). Curriculum for wellbeing-embedding emotional regulation strategies into undergraduate programmes: Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy. Student Experience Proceedings. https://doi.org/10.24377/studentexp1429
Bodfield, K. S., Carey, P., Putwain, D. W., & Rowley, A. (2023). A thematic analysis of self-reported teacher perceptions and management of atypical student behaviours and their relation to the student self-concept. Pastoral Care in Education, 1-21. https://doi.org/10.1080/02643944.2023.2289488
Bodfield, K. S., & Culshaw, A. (2023). The place for diagnosis in the UK education system?. Emotional and Behavioural Difficulties, 28(4), 316-328. https://doi.org/10.1080/13632752.2024.2316398
Bodfield, K. S. (2022). The Relations between ADHD Behaviours, Social and Communication Traits of Autism, Attachment Characteristics, Teacher Perception and Management of Student Behaviour and the Self-Concept in Adolescents. Liverpool John Moores University (United Kingdom). https://www.proquest.com/docview/2734697063?fromopenview=true&pq-origsite=gscholar&sourcetype=Dissertations%20&%20Theses
Bodfield, K. S., Putwain, D. W., Carey, P., & Rowley, A. (2020). A construct validation and extension of the adolescent attachment questionnaire (AAQ). Journal of Social and Personal Relationships, 37(12), 3070-3082. https://doi.org/10.1177/0265407520951267
Career history
01/07/2024 - ongoing
Senior Lecturer and Programme Leader - School of Psychology - Manchester Metropolitan University, Manchester
01/12/2022 - 28/06/2024
Senior Lecturer - School of Education - Liverpool John Moores University, Liverpool
19/07/2020 - 01/11/2022
Higher Assistant Psychologist - Practice Plus Group, National
19/07/2019 - 19/07/2020
Assistant Psychologist - Care UK, Doncaster
01/06/2016 - 01/07/2019
Assistant Psychologist - The ADHD Foundation, Liverpool
01/10/2015 - 30/05/2016
Honourary Assistant Psychologist - The Royal Hallamshire Hospital, Sheffield