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      Dr Tracey Cockerton

      BSc, PGCert, MA, MSc, PhD, C.Psychol (Occ), AFBPsS, PFHEA, UKCP, MBACP
      ROLE: Faculty Deputy Dean (Learning Teaching and Quality)
      SCHOOL: Health & Education
      DEPARTMENT: School Leadership
      TELEPHONE: +44 (0)20 8411 5464
      EMAIL: T.Cockerton@mdx.ac.uk
      1. Biography &
        Qualifications
      2. Learning &
        Teaching Interests
      3. Research Outputs &
        Interests
      4. Funded Research &
        Knowledge Exchange Projects
      5. Engagement &
        Impact

      • Biography &
        Qualifications

        Dr Tracey Cockerton is Chartered Occupational Psychologist and a qualified and practising Child and Adolescent Psychotherapist. She is also a Principal Fellow of the Higher Education Academy and qualified and experienced Coach. She has presented at national and international conferences and published her research in national and international journals, and contributed chapters to edited books. She has supervised over 10 doctoral students to successful completion in areas such as stress management, emotional intelligence, supporting children's transition from primary to secondary school. She is an active member of the UK Council  for Psychotherapy (UKCP) Children and Young People (CYP) Faculty and College, and chairs the UKCP CYP Research Committee. She is also an active member of the British Psychological Society (BPS) and Deputy Chair of the BPS Undergraduate Education Committee. From 2018-19 she was employed by the Office for Students as a panel member for Allied Health Subject-level Teaching Excellence Framework (TEF) pilots. 

        As an academic her teaching focused on child development, lifespan psychology and personality development, and applied psychology in educational, organisational and legal contexts, as well as research methods and research ethics. 

        As a senior manager she has led and managed strategic organisational change and development projects including relocations and restructures across Schools and departments. Working with over 50 academic partners (UK and international, public and private providers) she has worked collaboratively with partners, and MU colleagues to develop and validate over 300 academic programmes at FHEQ level 3-8 including distance learning programmes and those required to meet PSRB standards, and taken lead roles in quality assurance and enhancement initiatives and preparations for QAA reviews for over 20 years. She has also led on apprenticeship developments within Health and Education including the Academic Professional Apprenticeship.

        As a consultant she has developed and delivered bespoke training and project management services for a range of organisational needs, including recruitment and selection, conflict management and resolution, coaching and mentoring, stress management, emotional intelligence and training evaluation.

        EDUCATION               

        • University of Southampton (1984-1987) f/t degree
        • University of Southampton (1987-1990) f/t PhD Psychology (ERSC funded)
        • University of Hertfordshire (1992-1994) p/t MSc Occupational Psychology
        • Middlesex University/I-Coach Academy (2003-2005) p/t PgCert Coaching
        • Middlesex University/Terapia (2010-2016) p/t MA Integrative Child and Adolescent Psychotherapy and Counselling (accredited by the UKCP).

        Membership of Professional Bodies

        • British Psychological Society (BPS) - Chartered Member 
          • Standing member of the Graduate Qualifications Accreditation Committee
        • Higher Education Academy - Principal Fellow 
        • UK Council of Psychotherapy (UKCP) - Humanistic and Integrative Psychotherapy College
        • UK Council of Psychotherapy (UKCP) - Child and Young People College and Faculty
        • British Association of Counselling and Psychotherapy (BACP) - registered member

        CURRENT RESPONSIBILITIES AS DEPUTY DEAN

          • Teaching, Learning and Assessment developments across Business, Law, Economics, Nursing, Midwifery, Social Work, Education, Teacher Training, and Mental Health provision. 
          • Subject Level Teaching Excellence Framework Preparations
          • Quality assurance and enhancement for all provision within the School
          • Curriculum development and review of home and collaborative partner provision
          • Apprenticeship development – nursing, social work, teaching, academic professional
          • Learning, teaching and assessment strategy and developments including staff development
          • Accreditation – individual and organizational processes and credit claims
          • Student data – retention, progression and achievement, and satisfaction feedback and management of arising actions to enhance processes and student satisfaction and outcomes
          • Research development and research provision - staff and students (staff/student doctoral provision), M/DProf quality management and current review of professional doctorate provision
          • Marketing and web development strategy for academic provision
          • Employability strategy and developments for academic provision
          • Academic staff work-programme processes, allowances and sabbaticals
          • Chair School Assessment and Progression Boards – level 5-7

        Additional Responsibilities

        • Middlesex University Ethics Committee - Chair 
        • Research Ethics Framework
        • Middlesex Online Research Ethics review system - development and management 

         


        Languages Spoken

      • Learning &
        Teaching Interests

        CURRENT TEACHING RESPONSIBILITIES AND SUPERVISION INTERESTS

        Psychology of learning in higher education.

        Counselling and psychotherapy with children, young people and parents. 

         

        PREVIOUS TEACHING RESPONSIBILITIES 

        Childresn's socio-cognitive development and lifespan development. Occupational psychology including stress, HCI, training, recruitment and selection, psychometrics and individual differences including theoretical and applied developments in personality, learning styles, emotional intelligence, psychometric evaluations of measurement tools and applied uses.

        I have been module leader and/or made significant contributions to the following modules:

        • PSY2222 Personality and Emotional Intelligence (Summer School Module)
        • PSY4654 Forensic Psychology
        • PSY3600 Personality and Intelligence
        • PSY3450 Psychology and Law
        • PSY1520 Introduction to Research Methods
        • PSY3040 Occupational Psychology
        • PSY3090 Research Methods in Psychology I
        • PSY3100 Research Methods in Psychology II
        • PSY3720 Life Span Developmental Psychology
        • PSY3070 Educational Psychology
        • PSY1500 Foundations of Psychology
        • PSY1000 Introduction to Psychology
        • PSY3992/4 Psychology Proposition Module
        • PSY3700 Child Development
        • SWK3080 Psychology for Social Workers: Life Span Development
        • PSY4015 Research Methods for Health Psychology
        • COM4996 Proposition Module
        • HRM3358 Human Resource Management in Practice
        • PGDip in HRM – Metropolitan Police CPD (contributing to People Resourcing)
        • LED4012 Psychology of Learning in Higher Education

      • Research Outputs &
        Interests

        Consultancy services

        Qualified in Occupational Testing (Level A and Level B) to administer and interpret psychometric tools for selection and development purposes. Also trained and experienced coach for development, talent management purposes and achieving work-life balance. Qualified and experienced in cognitive behavioural stress management therapy, counselling and psychotherapy and training evaluation and using focus groups for data collection, questionnaire design for audits and surveys and statistical data analysis.

         Supervision

        Supervised over 10 PhD/DProf Students to successful completion.

        External Examining 

        • Internal PhD examiner for Hedwig Petri June 2002. 

          Thesis title: “Bullying in the Workplace. A Crime without Punishment”

        • External Examiner Thames Valley University – Psychology – 2006-2009
        • External Examiner Southampton Solent University – Senior EE for Faculty - 2009-2013

        Available for External Examining - for Psychology, Counselling and Psychotherapy provision at all levels 4-7

        Doctoral level external examining dependent on specialism 

        Selected Publications/ Seminars

        • Colbourn CJ. and Cockerton-Turner T. Simulating peer-interaction via computer-based 'help' facilities. Simulation in the Development of User Interfaces: Conference Proceedings, Brighton: Ergonomics Societypp 65-74, 1990.

          Colbourn CJ. and Cockerton-Turner T.  Using Hypertext principles for educational 'help' facilities. in Green, C. and McAleese, R. (Eds) Hypertext: Theory into Practice II,Exeter: Intellect/ Blackwell, pp105-113, 1990.

          Cockerton-Turner T.  Review of Computers and Learning by J.D. M. Underwood and G. Underwood.  British Journal of Psychology, 82,255-256, 1991.

          Cockerton-Turner T. Review of New Tools for New Minds. A Cognitive Perspective on the Use of Computers with young Children by David F. Sewell. British Journal of Psychology, 83,(3) 427-428, 1992.

          Cockerton T. "What makes a good Pizza Hut Manager?" Summary of analyses submitted to JLA Consulting for Pizza Hut. August 1993.

          Horncastle, P. and Cockerton-Turner T. A Preliminary Evaluation of the Metropolitan Police Service's ‘Host Family' training initiative. Summary Report. Report submitted to the Metropolitan Police Service. January 1993.

          Echlin, D. and Cockerton, T. (1996) Evaluation of the cognitive interview and the misinformation effect in N.K. Clark and G.M. Stephenson (eds) Investigative and Forensic Decision Making. Issues in Criminological and Legal Psychology, No. 26. Leicester, BPS for the Division of Criminological and Legal Psychology.

          Moore, S. and Cockerton, T. (1996). Viewers' ratings of violence presented in justified and unjustified contexts. Psychological Reports, 79, 931-935.

          Cockerton, T. and Shimell, R. (1997). Evaluation of a hypermedia document as a learning tool. Journal of Computer Assisted Learning, 13, 133-144.

          Cockerton, T., Moore, S. and Norman, D. (1997). Improved cognitive test performance as a function of background music. Perceptual and Motor Skills,85, 1-3

          Cockerton, T., Sims, K., et al (1998). Enhancing preschoolers' recall using guided cognitive interview procedures. The BPS Developmental Psychology Section Annual Conference, Lancaster University, 11-14 September 1998.

          Cockerton, T. & Sneddon, P. (1999). The relationship between learning styles, assessment method and academic performance in a cohort of British psychology undergraduates. VI European Congress of Psychology Conference, Rome, Italy, 4-9 July 1999.

          Colwell, J. and Cockerton, T. (2000). Child pedestrian safety: Pointers for your next lesson.  Education and Health,, 18(4) 75-79.

          Sheppard, S. & Cockerton, T. (2002). Factors which encourage and motivate pet owners to establish and comply with their pet’s prescribed diet. Consultancy/research report commissioned by Hill’s Pet Nutrition Ltd.

          Sheppard, S. & Cockerton, T. (2002). Design for learning: Designing distance learning materials according to the principles of the psychology of learning. Consultancy/research report commissioned by Hill’s Pet Nutrition Ltd.

          Cockerton, T., Guppy, A., & Moxham, C., (2002). The Influence of Emotional Intelligence on Coping, Well-Being and Satisfaction in the Police: Preliminary Findings. Presented at the British Psychological Society Occupational Psychology Conference, Blackpool, Jan 3rd-5th2002.

          Cockerton, T. (2002). Emotional Intelligence: The Key to Police Performance? Invited by ACPO (Association of Chief Police Officers) to deliver a 4-hour seminar as part of the Strategic Command Course Leadership Module – May 22nd2002. Scottish Police College, Tulliallan Castle, Scotland.

          Castro, M. Cockerton, T. & Birke, S. (2002). From Discharge to follow-up: a small-scale study of medium secure provision in the independent sector. The British Journal of Forensic Practice, 4(3) 31-39.

          Cockerton, T., Naz, R. & Sheppard, S. (2002). Validity and Internal Reliability of the Honey and Mumford Learning Styles Questionnaire. Psychological Reports, 91, 503-519.

          Lane, J., Lane, A. and Cockerton, T. (2003). Prediction of postgraduate performance from self-efficacy, class of degree and cognitive ability test scores Journal of Hospitality, Leisure, Sport and Tourism, 2(1):114-119. (ISSN1473-8376)

          Cockerton, T. & Lelipoulou, C. (2006) Emotional Intelligent Stress Management for Nurses. 7thAnnual Interdisciplinary Research Conference. Conference Proceedings of Transforming Healthcare through Research, Education and Technology.November 8th-10th2006, School of Nursing and Midwifery, Trinity College Dublin.

          Cockerton, T. (2007). Selection as Prediction, in Muller-Camen, M. Leigh, S. & Croucher, R. (Eds) Human Resource Management, commissioned and published by the Chartered Institute of Personnel Development (CIPD).

          Edwards, J.A., Cockerton, T., and Guppy, A. (2007). “A Longitudinal Study Examining the Influence of Work and Non-Work Stressors Upon Well-Being: A Multi-Group Analysis”, International Journal of Stress Management, 14 (3): 294-311.

          Edwards, J.A., Guppy, A., and Cockerton, T. (2007). “A Longitudinal Study Exploring the Relationships between Occupational Stressors, non-work Stressors, and Work Performance”, Work & Stress, April-June 2007, 21 (2): 99-116.

          Cockerton, T. (2009) The role of Emotional Intelligence in coaching. Presentation at the Art of Science in Management, Krakow.

          Cockerton, T. (2013) Developing selection tools for assessing care and compassion in nursing and midwifery applicants.  Presentation at the School of Health and Education Summer Conference, Middlesex University.

           

          Leliopoulou, C., Cockerton, T. and Traynor, M. (2017) How do nurses feel about their well-being?Presentation at the 13thConference of the European Sociological Association in Athens.

          Cockerton, T. (2017) Resilience in Higher Education – Why is it important?Presentation to Department of Education, Middlesex University, Theobalds Park, Enfield.

          Cockerton, T. (2017) Apprenticeships – Political Drivers and Employer Responses. Symposium on Critical Debates in Public Sector Developments, Middlesex University, Hendon.

          Leliopoulou, C., Cockerton, T. and Traynor, M. (2018) Trait emotional intelligence: a strategy for managing nurses’ affective wellbeing at work.Presentation at the Sigma Global Nursing Excellence, 4thBiennial European Conference, Anglia Ruskin University.

          Mitchell, Ian and Cockerton, Tracey and Hara, Sukhvinder and Evans, Carl (2018) SMERF: Social Media, Ethics & Risk Framework. In: Cyber Criminology. Jahankhani, Hamid, ed. Springer. (Accepted/In press)

        Further information

        As an academic I welcome PhD/DProf applications in the field of psychology of learning, well-being and counselling and psychotherapy, working with children, young people and parents

         

        Publication Feed

        SMERF: Social Media, Ethics & Risk Framework

        Mitchell, Ian and Cockerton, Tracey and Hara, Sukhvinder and Evans, Carl (2018) SMERF: Social Media, Ethics & Risk Framework. In: Cyber Criminology. Jahankhani, Hamid , ed. Springer. (Accepted/In press)

        Trait emotional intelligence: a strategy for managing nurses’ affective wellbeing at work

        Leliopoulou, Chrysi and Cockerton, Tracey and Traynor, Michael (2018) Trait emotional intelligence: a strategy for managing nurses’ affective wellbeing at work. In: STTIEC2018: STTI 4th Biennial European Conference, 04-06 Jun 2018, Cambridge, United Kingdom.

        A longitudinal study examining the influence of work and non-work stressors upon well-being: a multi-group analysis

        Cockerton, Tracey and Edwards, Julian A. and Guppy, Andrew (2007) A longitudinal study examining the influence of work and non-work stressors upon well-being: a multi-group analysis. International Journal of Stress Management , 14 (3). pp. 294-311. ISSN 1072-5245

        A longitudinal study exploring the relationships between occupational stressors, non-work stressors, and work performance

        Cockerton, Tracey and Edwards, Julian A. and Guppy, Andrew (2007) A longitudinal study exploring the relationships between occupational stressors, non-work stressors, and work performance. Work and Stress , 21 (2). pp. 99-116. ISSN 0267-8373

        Factorial validity and internal reliability of the Honey and Mumford's learning styles questionaire

        Cockerton, Tracey and Naz, R. and Sheppard, Sylvia (2002) Factorial validity and internal reliability of the Honey and Mumford's learning styles questionaire. Psychological Reports , 91 (6). pp. 503-519. ISSN 0033-2941

        View more publications

      • Funded Research &
        Knowledge Exchange Projects

        - ESRC funded PhD (1987-1990)

        - CLETP Psychology Nature-Nurture Debate Resource - £15k (1992-94)

         

      • Engagement &
        Impact

        • TEF Pilot Subject Panel Member - Medical and Health Panel (2018)
        • Middlesex University Governor - Academic Staff member (2009-2012)
        • Aylward School Independent Governor (1995-1998)
        • Carefree Kids - volunteer (2011-2013)

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