Professor Tracey Cockerton Tattersall BSc, PGCert, MSc, MA, PhD, C.Psychol (Occ), AFBPsS, CMI, UKCP (Retired), Principal Fellow Advance HE

Professor Cockerton Tattersall brings extensive experience in national quality enhancement and policy. She was appointed to the Office for Students (OfS) Teaching Excellence Framework (TEF) subject-level pilot panel for psychology in 2018 and 2019. Professor Cockerton Tattershall continues to contribute to evidence-based practice in education. She has also served as:

• Deputy Chair and long-serving member of the British Psychological Society (BPS) Graduate Education Committee
• Institutional nominee for full Ofsted inspections
• QAA institutional lead for subject-level reviews
• Chair of numerous HE provider accreditation visits across the UK
• A university and secondary school governor, with governance and board-level experience

She has played a key role in building academic partnerships at both national and international levels. Professor Cockerton Tattershall is known for fostering high-performing teams, managing complex projects, and leading strategic educational initiatives.

Her expertise in research ethics led to the publication of a landmark paper in American Psychologist (2024) exploring ethical research practices in the metaverse.

She continues to advise on ethical frameworks and has contributed to the design and evaluation of ethical review systems within higher education institutions

A trained and experienced coach and retired psychotherapist, she has published and presented widely on coaching psychology, emotional intelligence, and psychological wellbeing in professional contexts. 

Professor Cockerton Tattershall remains engaged in academic debates and developments in these fields and integrates psychological insight into her leadership, teaching and mentoring practices.

Professor Cockerton Tattersall has led major institutional change initiatives, including the implementation of a new virtual learning environment and the development and delivery of access and participation Plans in collaboration with APP managers. 

Her quality assurance work spans academic standards, student outcomes, and teaching excellence, underpinned by a rigorous commitment to inclusive, data-informed educational practice.

Professor Cockerton Tattershall's academic work focuses on developing, applying, and evaluating evidence-based psychological principles to improve individual learning, personal development, and professional practice. Her PhD, funded by the ESRC, explored the use of computers to enhance learning. This led to national and international publications, reviews, and conference presentations on effective learning design.

Her subsequent research has investigated a range of psychological theories and interventions including:

• The role of background music in cognitive performance
• The cognitive interview technique in enhancing children’s memory
• Emotional intelligence (EI) in stress management, coaching, and leadership
• Information processing biases (e.g., misinformation effect, confidence–accuracy disconnect)
• The role of metacognition, motivation theory, and growth mindset in learning
• Cultural competence training in professional education
• Reflective practice and feedback-to-feedforward assessment strategies

She is a dedicated educator, committed to inclusive teaching and supporting neurodiverse learners and students with mental health needs. Her academic contributions also include the supervision of ten PhD and Professional Doctorate candidates to successful completion in applied psychology.

• Closing Equity Gaps through the use AI-Assisted Tools for Learning

• Cockerton Tattersall, T. C., Rolli, N., & Butwell, M. (2024). Integrative child psychotherapy: discussion of a common core and unified theory approach. AIMS Medical Science, 11(2), 181-209.
   
• Cockerton, T., Zhu, Y., & Dhami, M. K. (2024). On conducting ethically sound psychological science in the metaverse. American Psychologist, 79(1), 92-108.
   
• Cockerton Tattersall T (2022) Towards a Common Core in Integrative Child Psychotherapy – lead for symposium. SEPI Conference Lausanne, Switzerland, April 21-24 2022. 
   
• Cockerton, T. (2021) Building community in the post-pandemic learning experience. AulaCon 2021 Back to what normal? Attended by over 400 academics across 70 UK institutions.
   
• Cockerton Tattersall, T. (2020) Time-limited psychotherapy with young victims of sexual abuse: risks and benefits working online. Presentation to Child Psychotherapy Peer-Support Forum (online). 
   
• Mitchell, Ian, Tracey Cockerton, Sukhvinder Hara, and Carl Evans. (2018) "SMERF: social media, ethics and risk framework." Cyber Criminology (2018): 203-225.
   
• Cockerton, T. (2017) Apprenticeships – Political Drivers and Employer Responses. Symposium on Critical Debates in Public Sector Developments, Middlesex University, Hendon. 
   
• Cockerton, T. (2017) Resilience in Higher Education – Why is it important? Presentation to Department of Education, Middlesex University, Theobalds Park, Enfield. 
   
• Leliopoulou, C., Cockerton, T. and Traynor, M. (2017) How do nurses feel about their well-being? Presentation at the 13th Conference of the European Sociological Association in Athens. 
   
• Mahmud, A. and Cockerton, T., Sakr, M. & Meredith, J. (2016) The role of Emotional Intelligence in the development of adolescents’ social and emotional abilities.  Conference presentation, Cambridge.  
   
• Cockerton, T. (2013) Developing selection tools for assessing care and compassion in nursing and midwifery applicants.  Presentation at the School of Health and Education Summer Conference, Middlesex University. 
   
• Leliopoulou, C., Cockerton, T. and Traynor, M. (2012) Emotional competence for nursing practice and psychological wellbeing. In: EuroPLAT: European Psychology Learning & Teaching conference, University of Vilnius, Lithuania, 28-30 June 2012.
   
• Cockerton, T. (2009) The role of Emotional Intelligence in coaching. Presentation at the Art of Science in Management Conference, Krakow, Poland.
   
• Edwards, J.A., Guppy, A., and Cockerton, T. (2007). “A Longitudinal Study Exploring the Relationships between Occupational Stressors, non-work Stressors, and Work Performance”, Work & Stress, April-June 2007, 21 (2): 99-116.
   
• Edwards, J.A., Cockerton, T., and Guppy, A. (2007). “A Longitudinal Study Examining the Influence of Work and Non-Work Stressors Upon Well-Being: A Multi-Group Analysis”, International Journal of Stress Management, 14 (3): 294-311
   
• Cockerton, T. (2007). Selection as Prediction, in Muller-Camen, M. Leigh, S. & Croucher, R. (Eds) Human Resource Management, commissioned and published by the Chartered Institute of Personnel Development (CIPD). 
   
• Cockerton, T. & Lelipoulou, C. (2006) Emotional Intelligent Stress Management for Nurses. 7th Annual Interdisciplinary Research Conference. Conference Proceedings of Transforming Healthcare through Research, Education and Technology. November 8th -10th 2006, School of Nursing and Midwifery, Trinity College Dublin.