Dr Shane McLoughlin

School of Psychology

I am interested in helping people to (i) discover and (ii) act in accordance with what truly matters to them. Value-congruent behaviour precedes a reduction in psychological suffering and is explicitly the primary outcome of interest in many evidence-based therapies such as Acceptance and Commitment Therapy, Logotherapy, and Functional Analytic Psychotherapy.

My research program, Project Meaning, attempts to address an important gap in behaviour therapy literature in which value-congruent behaviour is conflated with value clarity and vice-versa. My aim is to establish a science of value clarification, which currently does not formally exist.

I am also interested in Open Science and measurement issues in psychology; any results/findings are only valid if the outcomes are measured properly and methodological quality is good enough so that others can replicate our work.

Project Meaning has applications in mental health, and any area affected by it including educational outcomes, workplace productivity, and forensic psychology. As such, I currently collaborate with many others across the School of Psychology, as well as a range of national and international collaborators.

I have been a member of the Association for Contextual Behavioral Science for nine years, where members use functional-analytic psychology to develop interventions to improve well-being and cognition.




2019, University of Chichester, United Kingdom, PhD in Psychology and Education
2019, University of Chichester, United Kingdom, Postgraduate Certificate in Learning and Teaching in Higher Education
2012, Dun Laoghaire Institute of Art, Design, & Technology, Ireland, BSc (Hons.) in Applied Psychology

Academic appointments

Lecturer in Psychology, School of Psychology, Liverpool John Moores University, 2019 - 2020
Lecturer in Applied Psychology, School of Psychology, University of Chester, 2018 - 2019
Associate Lecturer, Department of Psychology & Counselling, University of Chichester, 2016 - 2018
Demonstrator, Department of Psychology & Counselling, University of Chichester, 2015 - 2017


Ashworth E, McLoughlin S, Saini P, Chopra J, Eames C, Hunt A. 2021. Young people's mental health and wellbeing in the north west during the COVID-19 pandemic: The ALICE study evidence briefing Public Url

Journal article

McLoughlin S, Tyndall I, Pereira A. 2020. Convergence of multiple fields on a relational reasoning approach to cognition Intelligence, 83 :1-10 DOI Author Url Publisher Url Public Url

McLoughlin S, Tyndall I, Pereira A, Mulhern T. 2020. Non-verbal IQ Gains from Relational Operant Training Explain Variance in Educational Attainment: An Active-Controlled Feasibility Study Journal of Cognitive Enhancement, DOI Publisher Url Public Url

McLoughlin S, Tyndall I, Pereira A. 2020. Relational Operant Skills Training Increases Standardized Matrices Scores in Adolescents: A Stratified Active-Controlled Trial Journal of Behavioral Education, DOI Author Url Public Url

McLoughlin S, Tyndall I, Mulhern T, Ashcroft S. 2019. Technical notation as a tool for basic research in Relational Frame Theory. The Psychological Record, 69 :437-444 DOI Author Url

Gladwin T, Mobius M, McLoughlin S, Tyndall I. 2019. Anticipatory versus reactive spatial attentional bias to threat. British Journal of Psychology, 110 :3-14 DOI Author Url

McLoughlin S, Tyndall I, Pereira A. 2018. Piloting a brief relational operant training program: analyses of response latencies and intelligence test performance European Journal of Behavior Analysis, 19 :228-246 DOI

McLoughlin S, Stewart I. 2017. Empirical advances in studying relational networks. Journal of Contextual Behavioral Science, 6 :329-342 DOI Author Url

McLoughlin S, Tyndall I, Pereira A, Mulhern T. Relational operant training increases Non-Verbal IQ in primary school children with far transfer towards reading test scores: An active-controlled trial. DOI


McLoughlin S. Investigating the feasibility and efficacy of relational operant training for enhancing cognitive ability and educational outcomes. Tyndall I, Pereira A, Bentham S.


Stewart I, McLoughlin S, Mulhern T, Ming S, Kirsten E. Assessing and teaching complex relational operants: Analogy and hierarchy Fryling M, Rehfeldt R-A, Tarbox J, Hayes L. Applied Behavior Analysis of Language and Cognition New Harbinger. Oakland 9781684031375

Membership of professional bodies:

Faculty Member, Heterodox Academy, https://heterodoxacademy.org/. 2018

Regular Member, International Society for Intelligence Research, http://www.isironline.org/. 2017

Member, Association for Contextual Behavioral Science, https://contextualscience.org/. 2012

External committees:

Contextual Philosophy of Science Special Interest Group, Association for Contextual Behavioral Science, Founding Member. 2016

Other Professional Activity:

Peer reviewing for: Journal of Contextual Behavioral Science The Psychological Record Frontiers in Emotion Science Oxford University Press.

PI on project looking at short and long term impact of Covid-19 lockdown on school age children.