Dr Sarah Rose

• Senior Fellow of the Higher Education Academy
• Chartered member of the British Psychological Society, member of the Developmental Section and the Division for Academics, Researchers and Teachers in Psychology.

• PhD on 'The development of drawing abilities and the attitudes and practices towards children’s drawings in Steiner and National Curriculum Schools”, School of Psychology, Staffordshire University, 2014

• PG Cert Teaching and Learning in Higher Education, Keele University, 2013

• BSc (Hons) Psychology (First Class), Staffordshire University, 2005

• Methodological expertise in designing both qualitative and quantitative research involving infants, children, and young people.
• Creative research methods such as Photovoice and children’s drawings.
• Children’s development, with a particular focus on their wellbeing and education
• Children’s experiences with technology and how these can be supported by parents and teachers.
• University students experiences of assessment feedback

I am a developmental psychologist and my work focuses on education and children’s wellbeing. My research has included projects exploring the impact of screen time on physical and psychological development, why children may be at risk of being bitten by a dog and children’s developing creative abilities.

Current projects I am involved in include:

1. Exploring how children use technology and investigating how their digital resilience can be supported at home and school.
2. Exploring how humour and playfulness are used in educational contexts with the aim of supporting teachers to facilitate children’s learning while nurturing their psychological wellbeing.

I am Director of Staffordshire University’s Psychology Children’s Lab and known for my methodological expertise in designing both qualitative and quantitative research involving infants, children, and young people. This includes traditional approaches such as using standardized tests and validating self-report measures as well as more creative methods such as play-based observational tasks, analyzing children’s drawings, paired interviews and using PhotoVoice.

Alongside my research as a developmental psychologist, I engage in pedagogic research, specifically focusing on university students experiences and engagement with assessment feedback. I am a member of SCoLPP (Staffordshire Centre of Learning and Pedagogic Practice) and currently involved in projects exploring perceived barriers that students experience to engaging with assessment feedback.

I have delivered a number of commissioned projects including tendered literature reviews and evaluations of initiatives designed to improve children’s wellbeing. Most recently this involved evaluating the Opportunity Area DfE funded project ‘Social Emotional Mental Health in Further Education’.

I have organised conferences in collaboration with the British Psychological Society and public events funded by the ESRC both at the university and hosted by external partners. I have delivered training for people working with children and young people on a wide range of topics in child development, including rapport building and interviewing techniques and attachment theory,

I have worked with the Higher Education Academy facilitating events for new academics and delivered workshops for Psychology teachers funded by the ESRC.

Award Leadership 

• BSc Psychology and Child Development

Undergraduate

• Child Psychology: Theory to Practice (module leader & lectures)
• Typical & Atypical Development (lectures)
• Psychology Project (lectures and supervisor)
• Children and Pictures (lectures)
• Psychology Research Assistantship (supervisor)
• Cyberpsychology (lectures)
• Childhood Context and Applications (lectures)
• Contemporary Issues in Psychology (lectures)
• Pathways in Psychology and Child Development (lectures)
• Growing and Changing (lectures)

Postgraduate

• MSc in Applied Research Dissertation Supervisor
• Negotiated Module Supervisor
• MSc Foundations in Clinical Psychology Dissertation Supervisor
• Research Design and Application (module leader and lectures)

Journal Papers

• Robinson, H.L., Rose, S.E., Elliott, J.M. & Vivaldi, R. A. (2024). Teachers’ humour use in the classroom: A scoping review. Educational Psychology Review, 36, 73 . https://doi.org/10.1007/s10648-024-09913-x
• Vivaldi, R. A., & Rose, S. E. (2024). A cross‐cultural study of children’s graphic representations of men‐and women‐dominated occupations. British Journal of Developmental Psychology. Early View https://doi.org/10.1111/bjdp.12507
• Rose, S. E. & Barlow, C. M. (2024). The impact of relative age effects on psychosocial development: A systematic review. British Journal of Educational Psychology, 94, 1, 248-281 https://doi.org/10.1111/bjep.12630
• Hoika, E., Powell, S., Rose S. E., Reindle, E., & Tennie, C. (2023). The Early Independent Problem Solving Survey (EIPSS): Its psychometric properties in children aged 12-47 months. Cognitive Development, 68, 101366. https://doi.org/10.1016/j.cogdev.2023.101366
• Taylor, J. , Rose, S.E. & Owen, A., (2023). Effects of viewing body positive quotes on body satisfaction, appreciation and self-objectification. Psychological Studies, 68 (4), 554-562. https://doi.org/10.1007/s12646-023-00748-0
• Rose, S. E., Gears, A., Taylor, J. (2022). What are parents’ and children’s co-constructed views on mobile phone use and policies in school? Children & Society, 36 (6), 1418-1433. https://doi.org/10.1111/chso.12583
• Rose, S.E., Lamont, A. & Reyland, N. (2022). Watching television in a home environment: effect on children’s attention, problem solving and comprehension. Media Psychology, 25, (2), 208-233. doi.org/10.1080/15213269.2021.1901744
• Lewis, L., Povey, R., Rose, S., Cowap, L., Semper, H., Carey, A., Bishop, J., & Clark-Carter, D. (2021). What behavior change techniques are associated with effective interventions to reduce screen time in 0-5 year olds? A narrative systematic review. Preventive Medicine Reports, 23, 101429. https://doi.org/10.1016/j.pmedr.2021.101429
• Rose, S. E. & Lomas, M. L. (2020). The Potential of a Mindfulness‐Based Coloring Intervention to Reduce Test Anxiety in Adolescents (Registered Report Stage 1: Study Design). Mind, Brain & Education, 14, 335-340. https://doi.org/10.1111/mbe.12255
• Vivaldi, R., Jolley, R. P. & Rose, S. E. (2020). From mind to paper: A systematic review on children’s and adolescents’ understanding of the link between artists and pictures. Developmental Review, 55, 100895 https://doi.org/10.1016/j.dr.2020.100895
• Rose, S. E. & Jolley, R. P. (2020). Children’s creative intentions: where do the ideas for their drawings come from. Journal of Creative Behaviour, 54, 712-724 https://doi.org/10.1016/j.dr.2020.100895
• Aldridge, G. & Rose, S. E. (2019). Young children’s interpretation of dog’s emotions and their intentions to approach happy, angry and frightened dogs. Anthrozoos, 32, 361-374 https://doi.org/10.1080/08927936.2019.1598656 Post Print
• Ali, N., Ahmed, L., & Rose, S. (2018). Identifying predictors of students’ perception of and engagement with assessment feedback. Active Learning in Higher Education, 19, 239-251. https://doi.org/10.1177/1469787417735609
• Rose, S. E. & Jolley, R. P. (2016). Drawing Development in Mainstream and Waldorf Steiner Schools Revisited. Psychology of Aesthetics, Creativity and the Arts, 10, 447-457. http://dx.doi.org/10.1037/aca0000070
• Ali, N., Rose, S., &. Ahmed, L. (2015). Undergraduate psychology students’ perception of and engagement with feedback across the three years of study. Assessment and Evaluation in Higher Education, 40, 4, 574-586. https://doi.org/10.1080/02602938.2014.936355
• Rose, S.E., Jolley, R.P., & Charman, A. (2012). An investigation of the expressive and representational drawing development in National Curriculum, Steiner and Montessori schools. Psychology of Aesthetics, Creativity and the Arts, 6, 1, 85-93. http://dx.doi.org/10.1037/a0024460
• Burkitt, E., Jolley, R. & Rose, S. E. (2010). Art educational issues in the attitudes and practices that shape children’s drawing experience at home and at school. International Journal of Design and Art Education 29, 3, 257-270. https://doi.org/10.1111/j.1476-8070.2010.01658.x
• Rose, S. E. & Taplin J. T. (2010). An investigation of the expressive and representational drawing development in National Curriculum, Steiner and Montessori schools. Kindling: The Journal for Steiner Waldorf Early Childhood Care and Education, 18, 12-14
• Rose, S.E., Jolley, R.P. & Burkitt, E. (2006). A review of children’s, teachers’ and parents’ influences on children’s drawing experience. International Journal of Art and Design Education, 25, 341-349. https://doi.org/10.1111/j.1476-8070.2006.00500.x

Book chapter:

• Jolley, R. P. & Rose, S. E. (2008). The Relationship between Production and Comprehension of Representational Drawing. In Millbraith C. & Trautner, H. M. (Eds). Children’s Understanding and Production of Pictures, Drawings and Art: Theoretical and Empirical Approaches. Hogrefe & Huber Publisher.

Other publications:

• Rose, S. E. (2022). Critical friend review of the social emotional mental health in further education project. Department for Education commissioned research report.
• Rose, S. E., & Taylor, J. (2022). Interdire les téléphones à l’école : est-ce vraiment une bonne solution? The Conversation
• Rose, S. E., & Taylor, J. (2022). For schools, accepting student mobile phone use may be a better approach than banning them. The Conversation
• Rose, S. E. (2019). Children often misread fear in dogs – making a bite more likely. The Conversation.
• Rose, S. E. (2019). Screen time for children: the WHO’s extreme new approach may do little to curb obesity. The Conversation
• Rose, S. E, (2018). In the Night Garden: how Igglepiggle and his friends talk your toddler’s language. The Conversation
• Ali, N., Ahmed, L., & Rose, S. (2012). Undergraduate psychology students’ perception of and engagement with feedback across the three years of study. In Z.M. Charlesworth, E. Cools & C. Evans (Eds.), Individual Differences. Proceedings of the 17th Annual Conference of the Education, Learning, Styles & Individual differences Network (ELSIN) (pp. 19-28). Cardiff, Wales: University of Glamorgan.
• Hulme, J., Hall, M., Lee, H., Rose, S., Campbell, J., Forshaw, M., Krahenbuhl, S. & Jolley,R. (2011). An evaluation of the Staffordshire walking bus scheme. Staffordshire County Council commissioned research report.
• Buckley, E.J. Rose, S.E. Ayers, B.A. Hunt, T.E. & White, D.G. (2007). Adjust the Balance: Literature Review into Work Life Balance Research. Learning and Skills Council commissioned research report.

Conference Presentations

• Rose, S. E., Jolley, R. P., Vivaldi, R. & Barlow, C. M (2022, September) Children’s drawings of their experience of the coronavirus crisis. Paper presented at the British Psychological Society (Developmental Section), Sheffield
• Rose, S. E., Gears, A., & Taylor, J. (2022, September) What are parent’s and children’s co-constructed views on mobile phone use and policies in school? Paper presented at the British Psychological Society (Developmental Section), Sheffield
• Rose, S. E., Taylor, J. & Barlow, C. M., Bonitto, L. & Ingram, C. (2021, November). Action Research: Developing an interactive coversheet for student’s written assessments. Paper presented at HEA Feedback & Assessment Symposium.
• Danks, M. & Rose, S. E. (2021, September). An investigation into factors that predict mainstream, primary school teachers’ and classroom support staffs’ understanding of Autism Spectrum Disorder. Poster Presented at the British Psychological Society (Developmental Section), Virtual Conference
• Rose, S. E., Taylor, J. & Barlow, C. M. (2021, September). Action Research: Developing an interactive coversheet for student’s written assessments. Paper presented at Celebrating Psychology in the Midlands, Virtual conference.
• Rose S. E. & Hoika E. (2019, May). Assessing Creativity Skills in Young Children. Poster presented at UK Creativity Researchers’ 2019 Conference, Lancaster.
• Rose, S. E. & Pettitt R. (2018, May). Divergent thinking and pretend play: is the relationship reciprocal? Poster presented at Psychology of Creativity 2018: Creative Sides, Canterbury.
• Rose, S. E. & Pettitt R. (2018, April). Divergent thinking and pretend play: is the relationship reciprocal? Poster presented at the British Psychological Society Annual Conference, Nottingham.
• Rose, S. E. (2016, September). The immediate impact of television on young children’s divergent thinking. Paper presented at the British Psychological Society (Developmental Section), Belfast.
• Rose, S. E. & Hoika, E. (2016, September). Assessing divergent thinking in pre-schoolers and toddlers. Paper presented at the British Psychological Society (Developmental Section), Belfast.
• Rose, S. E. & Aldridge, G. (2016, September). How accurately do young children recognise dog’s emotions? Poster presented at the British Psychological Society (Developmental Section), Belfast
• Rose, S. E. & Hoika, E. (2016, September). Assessing divergent thinking in pre-schoolers and toddlers. Paper presented at the British Psychological Society (West Midlands Branch), Birmingham.
• Rose, S. E. & Aldridge, G. (2016, September). How accurately do young children recognise dog’s emotions? Poster presented at the British Psychological Society (West Midlands Branch), Birmingham.
• Rose, S. E. & Jolley, R. P. (2015, September). Children’s Creative Intentions: Where do their ideas for their drawing come from? Paper presented at the British Psychological Society (Developmental Section), Manchester.
• Rose, S.E. (2015, September). Improving Student’s Perceptions of Engagement with Feedback from College to University. Invited talk at Feedback to the Future, Keele University UK.
• Rose, S. E. & Jolley, R. P. (2014, September). Drawing development in mainstream and Steiner schools. Paper presented at the British Psychological Society (Developmental Section), Amsterdam.
• Lamont, A., Rose, S. E. (presenter) & Reyland, N. (2014, September). The effects of pace in television programmes on young children’s viewing behaviour. Paper presented at the British Psychological Society (Developmental Section), Amsterdam.
• Rose, S. E., Ali, N. & Ahmed, L. (2012, June). Students’ perceptions and use of feedback across the three years of their undergraduate psychology degree. Paper presented at Keele Teaching Symposium, Keele University, Newcastle-under-Lyme
• Rose, S.E., Jolley, R.P. & Galbraith, D. (2011, October). Arts as central to the curriculum: pupils’ and teacher’s experiences of Steiner education. Paper presented at the International iJADE Conference, Chester University, Chester.
• Rose, S.E., Jolley, R.P. & Galbraith, D. (2011, September). Drawing development in National Curriculum and Steiner schools. Poster presented at the British Psychological Society (Developmental Section), Newcastle-upon-Tyne.
• Rose, S.E., Jolley, R.P., & Irwin, A. (2010, April). An investigation of the expressive and representational drawing development in national curriculum, Steiner and Montessori Schools. Paper presented in the symposium, “Children’s Engagement in the Arts and its Educational Context” at the Annual Meeting of the British Psychological Society conference, Stratford-upon-Avon.
• Rose, S.E., Jolley, R.P. & Irwin, A. (2007, November). The development of children’s representational and expressive drawing in Steiner, Montessori and National Curriculum schools. In R. P. Jolley (Chair), Understanding and evaluating children’s art and artistic experience from different educational perspectives and methodologies. Symposium conducted at the British Psychological Society (Psychology of Education Section), Stoke-on-Trent.
• Rose, S.E., Jolley, R.P. & Irwin, A. (2007, August). An investigation of the expressive and realistic drawing development in National Curriculum, Steiner and Montessori schools. Presented at the British Psychological Society (Developmental Section), Plymouth.
• Jolley, R.P., Rose, S.E., & Burkitt, E. (2007, August). A Survey of children, teachers and parents on children’s developing drawing attitudes and experience at home and school. Presented at the British Psychological Society (Developmental Section), Plymouth.
• Jolley, R.P., Burkitt, E. & Rose, S. E. (presenter) (2006, September). A Survey of children, teachers and parents on children’s drawing experience at home and at school. Paper presented at the British Psychological Society (Developmental Section), London.
• Jolley, R.P., Burkitt, E. & Rose, S. E. (presenter) (2006, June). A Survey of children, teachers and parents on children’s drawing experience at home and at school. Paper presented at the 36th Annual Meeting of the Jean Piaget Society, Baltimore, USA.

Invited Research Talks:

• Jolley, R. P. & Rose, S. E. (2022). Children’s drawings of their experience of the coronavirus crisis. Centre for health and Development Webinar Series.
• Rose S. E. (2017). Children’s creativity: Issues of measurement and influence. Psychology Research Seminar, Sheffield (17th November, 2017).
• Rose, S. E. (2012). Children’s drawings: The influence of education. Psychology Research Seminars at Derby University, Derby (22nd February, 2012).
• Rose, S.E., Jolley, R.P. & Burkitt, E. (2007). Children’s Experience of Drawing: the attitudes and practices of teachers, parents and children. Child & Youth Studies Research Group Seminar Series at the Open University, Milton Keynes (31st January, 2007).
• Rose, S.E., Jolley, R.P. & Burkitt, E. (2006). Children’s Experiences of Drawing: the attitudes and practices of teachers, parents and children. Postgraduate Research Seminar at Staffordshire University, Stoke-on-Trent (5th December, 2006).

Public Engagement Talks (Selection)

• Rose, S.E. (2019, May). How creative are young children? Pint of Science, Stoke on Trent.
• Rose, S.E. (2018, May). Psychology of Creativity. Psychology in the Pub: Stoke-on-Trent.
• Rose, S.E. (2017, March). Is TV Killing Children’s Creativity? Psychology and Me, Stoke-on-Trent