Dr Charlotte Greenway

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Dr Charlotte  Greenway BSc, MSc, MPhil-PhD, CPsychol, FHEA

Senior Lecturer in Psychology

Tel: +44 (0)1267 676923
E-mail: c.greenway@uwtsd.ac.uk

  • Programme Manager for the MA Children and Young People’s Mental Health
  • Member of the QEC Board
  • Member of various external and internal validation panels
  • PhD Supervision

My psychology career began by studying for a degree in Psychology in 2001. Following my graduation, I taught A level Psychology and worked as a part-time hourly-paud lecturer (HPL) to help fund my postgraduate study. In 2010, I completed my Doctorate – Children Solving Analogical Problems: Insights from a Cross-Sectional and Microgenetic Study Using Video Analogues – at the University of Glamorgan. 

I joined the Psychology team at University of Wales Trinity Saint David as a full-time lecturer in 2008.

  • British Psychological Society (BPS)
  • Chartered Psychologist

Text: British Psychological Society – Chartered Psychologist. Image: the outline of Psyche from Greek mythology holding an oil lamp.

My current teaching areas include Developmental and Educational Psychology, Research Methods, ADHD and Children’s Mental Health.

  • ADHD in Children
  • Children’s Mental Health
  • Muscle Dysmorphia and Steroid use.
  • Play and Therapeutic Play
  • Additional Learning Needs
  • ADHD in Children
  • Analogical Problem Solving (PhD)
  • Microgenetic Methodology (PhD)
  • Therapeutic Play (MSc)
  • Test User: Occupational Ability Qualification
  • Test User: Occupational Personality Qualification
  • Register of Qualifications in Test Use (RQTU)

Greenway, C.W, Robinson, A.H. & King, J.M. (under review). The effect of social devaluation, labelling and familiarity on children's attitudes and behavioural intentions towards a peer with symptoms of ADHD. Psychology in the Schools.

Greenway, C. W. (in press). Teacher Knowledge of ADHD. In Johnny L. Matson (Ed.), Clinical Handbook of ADHD Assessment and Treatment Across the Lifespan. Springer Nature.

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 on hwb.gov

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.

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.

Ryder, N. & Greenway, C. W. (2022). Play and Inclusion. In J. Water-Davies (Ed.), Introduction to Play (1st ed., pp. 157-169). London, Sage.

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.

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. BERA Web link

Greenway, C. W., & Rees Edwards, A. (2021). Agweddau Athrawon tuag at ADCG: Adolygiad ac Argymhellion ar gyfer y Dyfodol, Gwerddon, 32, (March), 7–25.

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.

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.

Greenway, C. W., & Price, C. (2019). Muscle dysmorphia and Self-esteem in former and current users of anabolic-androgenic steroids. Performance Enhancement & Health, 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.

Greenway, C. W. (2018). The efficacy of Social Stories in the classroom to reduce disruptive behaviours in children with ADHD. Acta Psychopathological, 4(3), 1-10.

  • Reviewer: Australian Journal of Learning Difficulties
  • Psychology in the Schools
  • Journal of Research in Special Educational Needs