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Jenny Gibson

Position/Status

Lecturer in Psychology and Education

Fellow Lucy Cavendish College

E-mail Address

For academic queries regarding the Psychology & Education Masters programme please contact me at:

psychology.masters@educ.ac.uk

For anything else, contact me at:

jlg53@cam.ac.uk

Personal website

https://jennygibson.github.io/

Phone

+ 44 (0) 1223 767734

Qualifications

  • PhD, School of Psychological Sciences, University of Manchester
  • MRes, School of Psychological Sciences, University of Manchester
  • BSc (Hons), School of Psychological Sciences, University of Manchester

Membership of Professional Bodies/Associations


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Profile

Jenny’s research interests lie in the interplay between linguistic and social development from childhood through to adolescence. She studied at University of Manchester where she gained a BSc (Hons) in Speech and Language Therapy, before going on to win ESRC/MRC funding to complete a Master of Research in Psychology followed by a PhD. After her PhD, Jenny went on to do post-doctoral research in child and adolescent mental health in the Department of Developmental Psychiatry, University of Cambridge.

Jenny held a lectureship in Developmental Language and Communication Disorders at the University of East Anglia for one year before coming to the University of Cambridge Faculty of Education as a University Lecturer in Psychology and Education in November 2014.

Jenny is a qualified Speech and Language Therapist and, although she has focused her career mainly on research, she has maintained her clinical registration specialising in assessment and treatment of complex language disorders and autism spectrum conditions.

Academic Area/Links


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Research Topics

Jenny’s research expertise is in the area of autism and developmental language disorders and their impact on mental health and social relationships in childhood. Specific research interests are as follows:

  • Play as a context for studying and promoting child development (especially on school/nursery playgrounds)
  • Social impact and cognitive underpinnings of specific language impairments, pragmatic language impairments and autism
  • Development of non-literal language comprehension and pragmatic language development
  • Peer relationships in middle childhood
  • Links between emotional development and language development
  • School-based interventions for children with additional language and behavioural needs
  • Managing developmental delay in bilingual/multilingual children
  • Decision-making in the allocation of resources to meet additional educational needs
  • Evidence-based policy for social issues

Current Research Project(s)

  • 2017-2019 - ESRC Secondary Data Analysis Initiative: Using genetic and environmental risks to understand variation in social, emotional, and educational outcomes in individuals with language impairments. Principal Investigator Dr. Umar Toseeb. Co-Investigators Dr. Jenny Gibson and Dr. Diane Newbury.
  • 2016-2020 Arts & Humanities Research Council: 'Multilingualism: Empowering Individuals and Transforming Societies'. PI Prof Wendy Bennett, total grant £4 million. Strand 6, co-PIs Bak, Gibson, Katsos, 'Multilingualism and cognition: implications for motivation, health and well-being'. Strand budget: £530,000
  • 2016-2017 ESRC Impact Acceleration Award, £ 18,907, App-based Language Assessment for use by Parents and Professionals, Co-Investigator Dr. Jenny Gibson with Dr. Napoleon Katsos as PI.
  • 2016-2017 ESRC Transformative Research Grant, £ 245,717, Hi-tech Observation of Children’s Playground Social Communication Trajectories, Principal Investigator Dr. Jenny Gibson co-investigators Prof. Steve Hailes, Prof. David Skuse
  • 2015-2018 LEGO Foundation Research Grant, Understanding Children's Relationships with Peers through Play. Principal investigator Dr. Jenny Gibson, co-investigator Dr. Elian Fink

Prospective PhD Applications

Jenny would welcome informal contact from prospective PhD students on the following research areas:

  • Language development and disorders
  • Specific Language Impairment
  • Pragmatic Language Impairment
  • Autism and Asperger syndrome
  • Social development in childhood
  • Play
  • Outdoor play

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Teaching

  • Postgraduate
    • PhD supervisor/advisor
    • MPhil in Psychology and Education Route Co-ordinator
    • MPhil / MEd supervisor
    • MPhil/MEd (Psychology and Education) project supervision
    • MPhil (Educational Research)
  • Undergraduate
    • Education Tripos
      • Language, Communication and Literacy
      • Social and emotional development

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Principal and Recent Publications

Gibson, J.L., Cornell, M. & Gill, T. (2017). A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development. School Mental Health. https://doi.org/10.1007/s12310-017-9220-9

Uljarevic, M., Katsos, N., Hudry, K. and Gibson, J. (2016). Practitioner Review: Multilingualism and Neurodevelopmental disorders - an overview of recent research and discussion of clinical implications. Journal of Child Psychology and Psychiatry, doi:10.1111/jcpp.1259

van Harmelen, A.-L., Gibson J.L., St Clair, M.C., Owens, M., Brodbeck, J., Dunn, V., et al. (2016) Friendships and Family Support Reduce Subsequent Depressive Symptoms in At-Risk Adolescents. PLoS ONE 11(5): e0153715. doi:10.1371/journal.pone.0153715

Gibson, J., Kelvin, R. and Goodyer, I. (2015). A call for greater transparency in health policy development. Observations from an analysis of Child and Adolescent Mental Health policy. Evidence and Policy Journal, 11(1):7-18.

Gibson, J., Adams, C., Lockton, E. and Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54, 1186-1197.

Gibson, J., Hussain, J., Holsgrove, S., Adams, C. and Green, J. (2011). Quantifying children’s playground peer interaction skills: Development of the Manchester Inventory for Playground Observation. Research in Developmental Disabilities, 32(6), 2458-2466.