Julian Lloyd | University of Chester

Julian’s research interests include interpersonal acceptance and rejection, parenting, 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.

Julian joined the department in 2008. Broadly, his research interests focus on the influence of social relationships on the development and social functioning of children, young people and adults. This includes a specific interest in scale design and development.

At undergraduate level, Julian is Level 5 Year Tutor, and module leader for Core Topics in Psychology (PS4010) at Level 4. Also, he 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. At postgraduate level Julian is module leader for Family Lifestyle and Transition (PS7306), and contributes to Child and Adolescent Development (PS7304) and Developmental Psychology for Conversion (PS7113). Furthermore, he is an undergraduate and postgraduate research dissertation supervisor.

Julian's recent research has focused on the development of the Retrospective Childhood Fantasy Play Scale (Kirkham, Lloyd & Stockton, 2018), and the Adult Parental Power/Prestige Questionnaire (3PQ; Lloyd, 2015). Also, he collaborated on a cross-cultural investigation of parental acceptance-rejection involving eleven countries (Lloyd, Ward, & Blackwell-Young, 2014). Furthermore, he is interested in research on bullying and cyber-bullying (Boulton, Lloyd, Down, & Mark, 2012).

Kirkham, J. A., Lloyd, J., & Stockton, H. (2018). Development and Validation of the Retrospective Childhood Fantasy Play Scale. Imagination, Cognition and Personality, 38(3), 315–344. https://doi.org/10.1177/0276236618794880

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

Julian is a Chartered Psychologist, Associate Fellow of the British Psychological Society, and Fellow of the Higher Education Academy. 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.

Dr Julian Lloyd