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Dr Emma Dunmore

Senior Lecturer

Emma's focus is teaching and learning and the psychological/social factors which influence student progress and wellbeing. She is interested in teacher feedback, mindsets, the impact of praise and criticism and the use of “wise psychological interventions” in education.

For the past ten years has lead a highly successful A level psychology program at a large, non-selective sixth form. She was also Research and Development Co-ordinator within the school and a member of the Coalition for Evidence Based Education. Prior to teaching in schools, Emma worked as Academic Tutor on the PsychD in Clinical Psychology at the University of Surrey, where she was heavily involved in curriculum design and supervision of dissertations.

Emma's interest in the psychological and social factors that influence learning has developed through her own teaching and through working with many excellent colleagues. She loves communicating about all aspects of psychology and so is delighted to be continuing to teach and supervise students through the undergraduate and masters programs.

Emma's research background began as an undergraduate at the University of Oxford. She was supervised by Professor David Clark with whom she undertook research into the cognitive factors in anxiety. Her doctoral research focused on PTSD in victims of physical and sexual assault and she maintains a deep interest in mental health.

Current Teaching

Applied Psychology (Masters) - Module Leader
Psychology and Mental Health (Undergraduate) - Module Leader
Individual Differences and Work (Undergraduate)
Supervisor for final year projects
Supervisor for masters dissertations

Research Interests

Emma intends to pursue a program of research which aims to:

assess the cognitive and behavioural barriers to learning in the context of specific schools
identify evidence based “wise psychological interventions” which might address these specific barriers
engage with teachers to study the implementation of these wise interventions and evaluate their impact
explore the process of evidence based education in schools

She is currently involved in setting up research into the naturalistic feedback that teachers give both in writing and verbally. Of particular interest is the way in which teachers use praise and criticism.

0113 81 27341
E.C.Dunmore@leedsbeckett.ac.uk
Queen Square House, G31, City Campus

School of Humanities and Social Sciences

Selected Outputs

Dunmore EC (In press) Why are cognitive therapists interested in behaviour?.

Kneebone II; Guerrier S; Dunmore E; Jones E; Fife-Schaw C (2015) A Longitudinal Examination of the Hopelessness Theory of Depression in People Who Have Multiple Sclerosis. Behavioural Neurology, 2015 pp. 190405.

https://doi.org/10.1155/2015/190405
Ayers S; Copland C; Dunmore E (2009) A preliminary study of negative appraisals and dysfunctional coping associated with post‐traumatic stress disorder symptoms following myocardial infarction. British Journal of Health Psychology, 14 (3), pp. 459-471.

https://doi.org/10.1348/135910708x349343
Kneebone II; Dunmore E (2004) Attributional style and symptoms of depression in persons with multiple sclerosis. International Journal of Behavioral Medicine, 11 (2), pp. 110-115.

https://doi.org/10.1207/s15327558ijbm1102_7
Kneebone II; Dunmore EC; Evans E (2003) Symptoms of depression in older adults with multiple sclerosis (MS): Comparison with a matched sample of younger adults. Aging & Mental Health, 7 (3), pp. 182-185.

https://doi.org/10.1080/1360786031000101148
Ghodse AH; Reynolds M; Baldacchino AM; Dunmore E; Byrne S; Oyefeso A; Clancy C; Crawford V (2002) Treating an opiate-dependent inpatient population. Addictive Behaviors, 27 (5), pp. 765-778.

https://doi.org/10.1016/s0306-4603(01)00208-8
Ali T; Dunmore E; Clark D; Ehlers A (2002) THE ROLE OF NEGATIVE BELIEFS IN POSTTRAUMATIC STRESS DISORDER: A COMPARISON OF ASSAULT VICTIMS AND NON VICTIMS. Behavioural and Cognitive Psychotherapy, 30 (3), pp. 249-257.

https://doi.org/10.1017/s1352465802003016
Dunmore E; Clark DM; Ehlers A (2001) A prospective investigation of the role of cognitive factors in persistent Posttraumatic Stress Disorder (PTSD) after physical or sexual assault. Behaviour Research and Therapy, 39 (9), pp. 1063-1084.

https://doi.org/10.1016/s0005-7967(00)00088-7
Kneebone II; Dunmore E (2000) Psychological management of post‐stroke depression. British Journal of Clinical Psychology, 39 (1), pp. 53-65.

https://doi.org/10.1348/014466500163103
Dunmore E; Clark DM; Ehlers A (1999) Cognitive factors involved in the onset and maintenance of posttraumatic stress disorder (PTSD) after physical or sexual assault. Behaviour Research and Therapy, 37 (9), pp. 809-829.

https://doi.org/10.1016/s0005-7967(98)00181-8
Ehlers A; Clark DM; Dunmore E; Jaycox L; Meadows E; Foa EB (1998) Predicting response to exposure treatment in PTSD: The role of mental defeat and alienation. Journal of Traumatic Stress, 11 (3), pp. 457-471.

https://doi.org/10.1023/a:1024448511504
Dunmore E; Clark DM; Ehlers A (1997) Cognitive Factors in Persistent versus Recovered Post-Traumatic Stress Disorder after Physical or Sexual Assault: A Pilot Study. Behavioural and Cognitive Psychotherapy, 25 (2), pp. 147-159.

https://doi.org/10.1017/s135246580001835x
Ghodse A; Dunmore E; Sedgwick PM; Howse K; Gauntlett N; Clancy C (1997) Changing pattern of drug use in individuals with severe drug dependence following inpatient treatment. International Journal of Psychiatry in Clinical Practice, 1 (4), pp. 287-294.

https://doi.org/10.3109/13651509709024741
Winton EC; Clark DM; Edelmann RJ (1995) Social anxiety, fear of negative evaluation and the detection of negative emotion in others. Behaviour Research and Therapy, 33 (2), pp. 193-196.

https://doi.org/10.1016/0005-7967(94)e0019-f
Clark DM; Winton E; Thynn L (1993) A further experimental investigation of thought suppression. Behaviour Research and Therapy, 31 (2), pp. 207-210.

https://doi.org/10.1016/0005-7967(93)90074-5