Angie Garden is a Senior Lecturer at LJMU, teaching mainly on the Early Childhood Studies, Early Years and Special and Inclusive Needs degree programmes at LJMU.
Angie has a firm background in Educational and Child Psychology.
She has worked in a range of schools as a teacher, in various settings as a person-centred counsellor, worked with children in play and art therapy and as a researcher and lecturer firstly at Edge Hill University and for the past 10 years at LJMU.
I researched and published in the field of non-directive play therapy for a number of years. A joint project with Barnardos saw the development of support groups for siblings of disabled children, with peer-reviewed publications emerging from it.
My more recent research concerns the psychological impact of a diagnosis of dyslexia upon the individual higher education student with a focus on their self-esteem and self-concept in relation to their diagnosis. This research has implications for practice at university level.
I am currently completing my Level 3 Forest School training, which will enable me to provide Level 1 Forest School training to our students.
2015, Liverpool John Moores University, United Kingdom, Master of Arts in Advanced Educational Practice (Distinction)
2012, Liverpool John Moores University, United Kingdom, Post Graduate Certificate in Advanced Educational Practice (Dyslexia)
2005, Liverpool John Moores University, United Kingdom, Post Graduate Certificate in Counselling and Psychotherapy
2001, University of Bolton, United Kingdom, Post Graduate Certificate in Further, Higher and Adult Education
1998, University of Liverpool, United Kingdom, BA (Hons) Psychology
Senior Lecturer, Faculty of Education, Health and Community, Liverpool John Moores University, 2006 - present
Lecturer in Psychology, Social Sciences, Edge Hill University, 2002 - 2006
Garden AS. 2016. The impact of a diagnosis of dyslexia on the self-esteem, coping strategies and perceived academic achievement of undergraduate students at one northwest university Liverpool John Moores University Teaching & Learning Conference
Gallard D, Daly A, Garden A, Mills L, Parry L, Smears E. 2014. Student engagement through academic writing: Process reflections of a community of enquiry British Education Studies Association Annual Conference
Daly A, Garden AS, Smears E, Gallard DC. 2014. Early Work by Student Researchers, Spark >Link
Gallard D, Garden A. 2011. The Psychology of Education [CHAPTER] Dufour B, Curtis W. Studying Education: An introduction to the key disciplines in education studies. Berkshire: Open University Press 978-0335241057
Garden AS. 2008. A Study of Professional Curiosity in Non-Directive Play Therapy and its Link to Attachment. New Directions in Psychotherapy and Relational Psychoanalysis, 2 :46-55
Garden AS. 2006. The Ethics of Researching Children in Non-Directive Play Therapy British Journal of Play Therapy, 2
Naylor AS. 2005. When a child plays Counselling and Psychotherapy Journal, 5 :29-31
Naylor AS, Prescott P. 2004. All about my brother Community Care, :34-35
Naylor A, Prescott P. 2004. Invisible children? The need for support groups for siblings of disabled children British Journal of Special Education, 31 :199-206 >DOI
Garden AS. Exploring the self-esteem of undergraduate students with a diagnosis of dyslexia British Journal of Special Education,
Engagement & Impact
Vice Chancellor’s Award for Best Programme or Support Team for SPARK student journal editorial team (June 2014), Vice Chancellor’s Award (Liverpool John Moores University)
The impact of a diagnosis of dyslexia on the self-esteem, coping strategies and perceived academic achievement of undergraduate students at one northwest university, EHC Festival of Research 2016, Titanic Hotel, Liverpool, Poster presentation
Fellowship of the Higher Education Academy, Higher Education Academy
Post Graduate Certificate in Further, Higher and Adult Education