Dr Julian Lloyd

Senior Lecturer

Julian’s research interests include interpersonal acceptance and rejection, bullying and cyberbullying. The majority of his teaching is either on the MSc Family and Child Psychology programme or on the undergraduate developmental psychology modules.

Qualifications

Julian is a Chartered Psychologist. He was awarded a PhD in psychology by the University of Manchester in 2003 for his research on oral communication between children with impaired hearing and their typically developing peers. He also studied for a PGC in teaching and learning in Higher Education.

Overview

Julian joined the department in 2008, and since then his research interests have diversified to include a broader focus on the role of social relationships on the development and social functioning of children, young people and adults. This has included specific interest in scale design, factor analysis, and hierarchical multiple regression.

Email: julian.lloyd@chester.ac.uk

Academia page: Dr Julian Lloyd

Teaching

At postgraduate level Julian module leader for Family Lifestyle and Transition (PS7306). At undergraduate level, Julian is module leader for Applications of Psychology in Education (PS4016) at Level 4. He also contributes to Developmental Psychology (PS6002) and Understanding Developmental Disorders (PS6011) at Level 6, and Becoming a Psychological Researcher (PS5015) and Psychology of Parenting (PS5014) at level 5. He is also a research supervisor at doctoral, taught postgraduate and undergraduate levels.

Research

Julian's recent research has investigated perceived acceptance and rejection in parent-offrspring relationships, and has led to collaboration on a cross-cultural investigation involving eleven countries, and the development of new versions of the widely-used Parental Acceptance Rejection Questionnaire (Rohner, 2005) applicable to parent-adult offspring relationships. He also collaborates on cyberbullying research with Mike Boulton.

Published work

Lloyd, J.  (2015). The validity and reliability of the Adult Parental Power/Prestige Questionnaire (3PQ). In M.  Machado & F. Machado (Eds.).  New Paths for Acceptance: Opening Awareness in Interpersonal Acceptance-Rejection (pp.149-165). Boca Raton, Florida: Brown Walker Press.

Lloyd, J., Ward, T. & Blackwell Young, J. (2014).  Do Parental Interpersonal Power and Prestige Moderate the Relationship Between Parental Acceptance and Psychological Adjustment in U.K. Students?.  Cross-Cultural Research, 48, 326-335.

Boulton, M., Lloyd, J., Down, J., & Marx, H. (2012). Predicting undergraduates' self-reported engagement in traditional and cyber-bullying from attitudes. Cyberpsychology, Behavior & Social Networking, 15, 141-147. doi:10.1089/cyber.2011.0369.

Adams, C., & Lloyd, J. (2008). The effects of speech and language therapy intervention on children with pragmatic language impairments in mainstream school. British Journal of Special Education, 34(4), 226-233. doi: 10.1111/j.1467-8578.2007.00483.x

Adams, C., Lloyd, J., Aldred, C., & Baxendale, J. (2006). Exploring the effects of communication intervention for developmental pragmatic language impairments: a signal-generation study.International Journal of Language & Communication Disorders, 41(1), 41-65. doi: 10.1080/13693780500179793

Adams, C., Baxendale, J., & Lloyd, J. (2005). Pragmatic language impairment: case studies of social and pragmatic language therapy. Child Language, 21(3), 227-250.

Adams, C., & Lloyd, J., (2005). Elicited and spontaneous communicative functions and stability of conversational measures with children who have pragmatic language impairments. International Journal of Language & Communication Disorders, 40, 333-347. doi: 10.1080/13682820400027768

Lloyd, J., Lieven, E., & Arnold, P. (2005). The oral referential communication skills of hearing-impaired children. Deafness & Education International, 7(1), 22-42. doi: 10.1002/dei.21

Lloyd, J., Lieven, E., & Arnold, P. (2001). Oral conversations between hearing-impaired children and their normally hearing peers and teachers. First Language, 21(61), 83-107. doi: 10.1177/014272370102106104