Charlotte Greenway

Uwch Ddarlithydd
Dr Charlotte Greenway

Cefndir

Mae Dr. Charlotte Greenway yn Uwch Ddarlithydd yn yr Athrofa Addysg a’r Dyniaethau gyda dros 20 mlynedd o brofiad addysgu ym maes Seicoleg. Cwblhaodd ei PhD yn 2010 ac ar hyn o bryd mae’n gwasanaethu yn Rheolwr Rhaglen ar gyfer yr MA mewn Iechyd Meddwl Plant a Phobl Ifanc. 

Mae ei hymchwil a’i chyhoeddiadau yn canolbwyntio ar feysydd gan gynnwys gwybodaeth ac agweddau ymarferwyr addysgol tuag at ADHD, anghenion dysgu ychwanegol (ADY), addysg gynhwysol, a llesiant plant. Mae Charlotte yn angerddol iawn am hyrwyddo arferion cynhwysol a chefnogi iechyd meddwl a datblygiad emosiynol plant, yn enwedig y rhai sydd â phroffiliau addysgol a seicolegol amrywiol. 

Mae ei gwaith yn cael ei yrru gan ymrwymiad i ddeall ac eiriol ar ran anghenion pobl ifanc agored i niwed trwy ymchwil ac addysgu sy’n seiliedig ar dystiolaeth. 

Pynciau Arbenigol

  • Anhwylder Diffyg Sylw a Gorfywiogrwydd (ADHD)
  • Anghenion Dysgu Ychwanegol
  • Llesiant Plant
  • Chwarae a Chwarae Therapiwtig (MSc)
  • Datrys Problemau Analogaidd Plant (PhD)

Profiad Proffesiynol a/neu Ymchwil

Mae ymchwil Dr. Charlotte Greenway yn rhychwantu ystod eang o bynciau sy'n ymwneud ag addysg gynhwysol, ADY, ac iechyd meddwl a llesiant plant a phobl ifanc. Mae ei gwaith yn archwilio sut mae ymarferwyr addysgol yn ymgysylltu â fframweithiau polisi, yn enwedig yng nghyd-destun Cymru ac yn ymchwilio i sut mae arferion ystafell ddosbarth, megis strategaethau grwpio a strwythurau cymorth, yn effeithio ar brofiadau dysgwyr. Mae hi wedi cyhoeddi'n eang ar ADHD, gan gynnwys gwybodaeth athrawon, canfyddiadau disgyblion, a rôl cynorthwywyr addysgu. Mae ymchwil Charlotte hefyd yn cynnwys astudiaethau ansoddol a pholisi ar weithredu dulliau ysgol gyfan o ymdrin ag iechyd emosiynol a meddwl, rôl esblygol Cydlynwye ADY o dan ddiwygiadau Cymru, a chroestoriad chwarae, creadigrwydd a chynhwysiant. Mae ei gwaith yn aml yn cyfrannu at adroddiadau'r llywodraeth, llyfrau academaidd, a chanllawiau ymarferwyr, gan gefnogi datblygu dulliau tystiolaeth o addysg gynhwysol a chanolbwyntio ar iechyd meddwl.

Cymwysterau

  • Diploma Trwydded yn y Celfyddydau Perfformio, Coleg Cerdd a Drama Cymru
  • BSc Seicoleg (Anrh), Prifysgol Morgannwg
  • MSc Chwarae a Chwarae Therapiwtig, Prifysgol De Cymru
  • MPhil-PhD Seicoleg, Prifysgol Morgannwg

Ieithoedd a Siaradwyd

English

Aelodaeth Broffesiynol neu Rôl

British Psychological Society (BPS)
Chartered Psychologist (CPsychol)
Fellow of the Higher Education Academy (FHEA)
BPS Test User: Occupational Ability Qualification
BPS Test User: Occupational Personality Qualification
BPS Register of Qualifications in Test Use (RQTU)

Dolen i Broffil Orcid

Proffil Ymchwil ORCID

Cyhoeddiadau Proffesiynol

  • Greenway, C., Ryder, N., & Eleri, S. (2025). From policy to practice: Education practitioners’ engagement with Wales’ framework on embedding a whole-school approach to emotional and mental health and well-being. Pastoral Care in Education, 1–17. https://doi.org/10.1080/02643944.2025.2540429
  • Greenway, C. W., Conn, C., Knight, C., Thomas, D. V. & Formby, L., (2025) “Exploring Classroom Grouping Practices in Wales”, Wales Journal of Education 27(1), 79–106. doi: https://doi.org/10.16922/wje.27.1.4
  • Murphy, A., Greenway, C., & Conn, C. (2024) Negotiating additional learning needs reform in Wales: The voice of the ALNCo. British Journal of Special Education. 2024;00:1–9. https://doi.org/10-1111/1467-8578-12568
  • Nanna Ryder, Charlotte Greenway a Siobhan Eleri (2024) Adolygiad integredig o’r dull ysgol-gyfan o gefnogi iechyd a lles emosiynol a meddyliol dysgwyr yng Nghymru. Gwerddon 38, (November), 77–102. https://doi.org/10.61257/HEOY7439
  • Carmel Conn, Alison Murphy, & Charlotte Greenway (2024). Margins of manoeuvrability for inclusive education. In Carmel Conn, Bethan Mitchell, Matt Hutt (Eds.) Working with Uncertainty for Educational Change: Orientations for Professional Practice (pp. 169-182). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781032688770-12/margins-manoeuvrability-inclusive-education-carmel-conn-alison-murphy-charlotte-greenway
  • Conn, C., Thomas, D. V., Knight, C., Greenway, C., & Formby, L. (2024). Learner experiences of low attainment groups in the context of a rights approach to education. Pedagogy, Culture & Society, 1-17. https://doi.org/10.1080/14681366.2024.2311640
  • Greenway, C. W. (2023). Teacher Knowledge of ADHD in Children. In Clinical Handbook of ADHD Assessment and Treatment Across the Lifespan (pp. 183-207). Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-031-41709-2_8
  • Greenway, C. W., Robinson, A. H., & King, J. M. (2023). The effect of social devaluation, labeling, and familiarity on children's attitudes and behavioral intentions toward a peer with symptoms of ADHD. Psychology in the Schools,1-14. https://doi.org/10.1002/pits.23004
  • Conn, C., Formby, L., Greenway, C., Knight, C. and Thomas, D. S. (2023) Grouping practices for learning support: Research to investigate the use of groups in schools with a focus on inclusive education and additional learning needs. Welsh Government. Research document no. 070/2023. Available: https://hwb.gov.wales/api/storage/2f38c94c-5aac-4eb9-8fde-6c9f2cc253f5/grouping-practices-for-learning-support.pdf
  • Bowen G & Greenway C.W. (2022) An Exploration of Adolescents’ Perceptions of Their Attention-Deficit/Hyperactivity Disorder: A Qualitative Pilot Study. Int J Autism & Relat Disabil 5: 153. https://doi.org/10.29011/2642-3227.000053
  • Greenway, C. W. & Hutchings, L. (2022). Play, Creativity and Well-Being. In J. Water-Davies (Ed.), Introduction to Play (1st ed., pp. 81-94). London, Sage. https://uk.sagepub.com/en-gb/eur/introduction-to-play/book274681
  • Ryder, N. & Greenway, C. W. (2022). Play and Inclusion. In J. Water-Davies (Ed.), Introduction to Play (1st ed., pp. 157-169). London, Sage. https://uk.sagepub.com/en-gb/eur/introduction-to-play/book274681
  • Greenway, C. W., & Rees Edwards, A. (2021). Teaching assistants' facilitators and barriers to effective practice working with children with ADHD: a qualitative study. British Journal of Special Education, 48(3), 347-368. https://doi.org/10.1111/1467-8578.12377
  • Barnes, J., Greenway, C., & Morgan, C. (2021). How has Covid-19 affected how teacher educators engage their students in learning? (Education & Covid-19 series). British Educational Research Association, . https://www.bera.ac.uk/publication/how-has-covid-19- affected-how-teacher-educators-engage-their-students-in-learning
  • Greenway, C. W., & Rees Edwards, A. (2021). Agweddau Athrawon tuag at ADCG: Adolygiad ac Argymhellion ar gyfer y Dyfodol, Gwerddon, 32, (March), 7–25. https://doi.org/10.61257/JZMS8099
  • Greenway, C.W., & Eaton-Thomas, K (2020). Parent experiences of home-schooling children with special educational needs during the COVID-19 pandemic. British Journal of Special Education, 47(4), 510-535. https://doi.org/10.1111/1467-8578.12341
  • Greenway, C. W., & Rees Edwards, A. (2020). Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants. Australian Journal of Learning Difficulties, 25(1), 31-49. https://doi.org/10.1080/19404158.2019.1709875
  • Greenway, C. W., & Price, C. (2019). Muscle dysmorphia and Self-esteem in former and current users of anabolic-androgenic steroids. Performance Enhancement & Health, 100-154. https://doi.org/10.1016/j.peh.2019.100154
  • Greenway, C. W., & Price, C. (2018). A qualitative study of the motivations for anabolic-androgenic steroid use: The role of muscle dysmorphia and self-esteem in long-term users. Performance enhancement & health, 6(1), 12-20. https://doi.org/10.1016/j.peh.2018.02.002
  • Greenway, C. W. (2018). The efficacy of Social Stories in the classroom to reduce disruptive behaviours in children with ADHD. Acta Psychopathologica, 4(3), 1-10. https://doi.org/10.4172/2469-6676.100173

Ar Gael i Oruchwylio Myfyrwyr Doethurol

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