Dr Fay Short is a Reader in the School of Psychology at Bangor University and a Chartered Psychologist with the British Psychological Society. After the completion of her award-winning PhD in body representation, Dr Short began to expand her research interests to explore the interaction between psychotherapy and education. She has completed two PGCert qualifications in teaching and a Masters in Education Studies focusing on the applications of psychotherapy in learning environments. She is a member of the Bangor Academy of Teaching Fellows and is a Principal Fellow of the Higher Education Academy, and her teaching excellence has been recognised in a highly prestigious National Teaching Fellowship award from the HEA. In her therapeutic work, she is an accredited hypnotherapist, NLP practitioner, and advanced practitioner of REBT, and she has published a textbook exploring the Core Approaches in Counselling and Psychotherapy. She has also worked in the field of law following her Masters in Law and Criminology, and her anti-modern-slavery training has been delivered to Senior Crime Investigators across the UK. Alongside these professional roles, Fay is passionate about travel and maintains a personal website to tick off her bucket list of life adventures.

Dr Fay Short CPsychol PFHEA NTF

Reader

School of Psychology

College of Health and Behavioural Sciences

Bangor University

Wheldon 115, Deiniol Rd

Bangor, Gwynedd, LL57 2UW

Email: f.short@bangor.ac.uk

Phone: 01248 388287

Fay is passionately committed to high quality teaching, and has held a number of positions involved in managing teaching at a School, College, and Institutional level. She has extensive teaching experience across a diverse range of programmes and is actively involved in the supervision of research students, alongside pastoral care work that integrates her interest in psychotherapy into her love of teaching and learning.

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Roles and Responsibilities

CPD Framework Manager (2017-Current) responsible for management of the Continuous Professional Development Framework for Teaching and Learning at Bangor University, including management of the HEA Fellowship scheme (inclusive of the PGCert HE programme, Teaching Psychology in HE programme, and PGCert in Medical Education Practice).

Director of MSc in Counselling (2016-Current) responsible for directing and delivering postgraduate professional training in counselling, including management of collaborative provision from Bangor University and Grwp Llandrillo Menai.

Director of PGCert Higher Education (2016-2017) responsible for managing and developing the institutional teacher training for new academic lecturers and postgraduate teaching assistants (course validated for HEA Fellowship and NMC Registered Nurse Trainer Status) at Bangor University.

Deputy Head of School for Teaching and Learning (2013-2016) responsible for managing and developing undergraduate (five degree programmes taken by approx 1000 students) and postgraduate (three MA, eight MSc programmes taken by approx 150 students) programmes in the School of Psychology at Bangor University.

Director of Undergraduate Studies (2012-2013) responsible for day-to-day management of 45 modules across the three years of the undergraduate psychology degree program at Bangor University.

Director of Internationalisation (2012-2014) responsible for co-ordinating international activities in teaching (teacher and student exchange schemes, attracting and supporting international students, etc) and research (global collaborations, research exchange schemes) across the College of Health and Behavioural Sciences ( Schools of Psychology, Sports Health and Exercise Sciences, Healthcare Sciences, and Medical Sciences).

Head of Year One in the School of Psychology (Level 4) (2010-2012) responsible for 300 students studying across 12 first year modules on the Psychology degree program at Bangor University.

Psychology International Lead (2010-2012) responsible for supporting international students in the School of Psychology at Bangor University.

Psychology Teaching Team Website Editor (2009-2012) responsible for website content relating to teaching in the School of Psychology at Bangor University.

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Courses and Modules

Postgraduate (Level 7)

Compulsory modules on MSc in Counselling at Bangor University (30 students, 2017-current) in Research Skills (10 credit), Therapeutic Process and Context (20 credit), Communication Skills (10 credit), Approaches and Therapies 1 (20 credit), Research Methods and Statistics (10 credit), Mental Health and Wellbeing (20 credit), Counselling Skills (10 credit), Approaches and Therapies 2 (20 credit), Research and Practice (60 credit).

Compulsory modules on PGCert Teaching in Higher Education at Bangor University (40 students, 2016-2017) in Teaching and Learning in Higher Education (30 credit) and Enhancing Academic Practice (30 credit).

Compulsory modules on the PhD in Psychology at Bangor University (20 students, 2014-2016) in Teaching Psychology in Higher Education (30 credits).

Undergraduate (Level 4-6)

Level 6 optional modules on BSc in Psychology at Bangor University in Forensic Psychology (20 credit, 100 students, 2016-current) and Counselling and Psychotherapy (20 credit, 100 students, 2010-2016).

Level 5 compulsory modules on BSc in Psychology (280 students) at Bangor University in Social Psychology (10 credit, 2008-2017) and Cognitive Psychology (10 credit, 2007-2012).

Level 4 compulsory modules on BSc in Psychology (300 students) at Bangor University in Psychology as a Science (10 credit, 2010-2012) and Scientific Writing and Communication (20 credit, students divided into small groups of 20, 2008-2011).

Optional modules in LifeLong Learning and Work-Based Learning at Bangor University in Social Psychology (25 students, 2012-2013).

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Research Supervision

Supervision of Postgraduate (Level 7) MSc Dissertations in Counselling (2017-current) and MSc Dissertations in Psychology (four successfully completed 2011-2015) at Bangor University.

Supervision of Undergraduate (Level 6) BSc Dissertations in Psychology (85 successfully completed 2008-2015) and BA Dissertations in Lifelong Learning (two successfully completed 2012-2015) at Bangor University.

PGCertTHE Teaching Advisor at Bangor University (four successful completions 2011-2015).

PhD Internal Examiner at Bangor University (2016).

PhD Chair at Bangor University (2011-2017).

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Pastoral Care

Personal tutor at Bangor University for postgraduate Counselling students (20 per year 2017-Current) and undergraduate Psychology students (40 per year 2008-2015)

Emergency Tutor on the ‘Drop In Tutor’ program at Bangor University (2008-2017).

Honorary Counsellor in the Counselling Service at Bangor University (2009-2014).

Fay has a diverse range of research interests, focusing predominantly in education and psychotherapy. She is particularly interested in Pedagogy in Higher and Further Education with specific focus on the applications of psychotherapeutic techniques to enhance the student experience. Alongside these interests, she has worked in the field of criminal abuse and survivor/perpetrator psychology with specific focus on perceptions, understanding, and impact of modern slavery.

Reviews and Referees

HEA National Teaching Fellowship reviewer for the Higher Education Academy (2015-Current).

HEA Teaching Fellowship reviewer for the Aber-Bangor Accreditation Panel (2015-Current).

Research ethics reviewer responsible for reviewing appplications in terms of potential research ethics and governance issues for the School of Psychology at Bangor University (2010-2015).

Peer Reviews for Perception.

Manuscript Reviews for Cambridge University Press, Palgrave MacMillan, Hodder, Sutton Douglas

Conference Reviews for Uniview Worldwide.

Research Funding Applications for Higher Education Academy.

2018

• PublishedRecognising modern slavery
  Machura, S., Short, F., Hill, V. M., Suddaby, C. R., Goddard, F. E., Jones, S. E., Lloyd-Astbury, E. L., Richardson, L. & Rouse, C. A., 14 May 2018, In: Journal of Human Trafficking. 5, 3, p. 201-219 39 p.
  Research output: Contribution to journal › Article › peer-review

2017

• PublishedTaking the Student to the World: Teaching Sensitive Issues using Field Trips
  Short, F. & Lloyd, T., Apr 2017, In: Psychology Teaching Review. 23, 1, p. 49-55
  Research output: Contribution to journal › Article › peer-review

2014

• PublishedCore Approaches in Counselling and Psychotherapy
  Short, F. & Thomas, P., Jul 2014, Routledge.
  Research output: Book/Report › Book

2013

• PublishedA five-year evaluation of the Human Givens therapy using a practice research network
  Andrews, W. P., Wislocki, A. P., Short, F., Chow, D. & Minami, T., 2013, In: Mental Health Review Journal. 18, 3, p. 165-176
  Research output: Contribution to journal › Article › peer-review

2012

• PublishedWho wants to be a Psychology graduate? Impact of formative multiple-choice questions on summative assessments
  Short, F. & Martin, M., 2012, In: Psychology Learning and Teaching. 11, 2, p. 218-227
  Research output: Contribution to journal › Article › peer-review

2011

• PublishedPresentation vs. Performance: Effects of lecturing style in Higher Education on student preference and student learning
  Short, F. & Martin, M., 2011, In: Psychology Teaching Review. 17, 2, p. 71-82
  Research output: Contribution to journal › Article › peer-review

2009

• PublishedVirtual Limbs and Body Space: Critical Features for the Distinction Between Body Space and Near-Body Space.
  Short, F. E. & Ward, R., 1 Aug 2009, In: Journal of Experimental Psychology - Human Perception and Performance. 35, 4, p. 1092-1103
  Research output: Contribution to journal › Article › peer-review

2017

• Recognizing Modern Slavery

  “Modern Slavery” comprises of forms of extreme labour exploitation. With its Modern Slavery Law 2015, the UK is said to be at the forefront of international efforts to address the crime. But to be effective, members of the public and officers of government agencies need to be able to recognize situations as modern slavery. Students and police officers were given seven scenarios developed from real cases and the literature. It turns out that police officers recognise most of the scenarios, in contrast to students. Respondents were more likely to do so if they advocated more severe punishments. This supports the assumptions of thinkers like Emile Durkheim that violations of the law are responded to with moral judgements.

  6 Jul 2017

  Activity: Oral presentation (Speaker)