I have extensive experience of working in higher education in management, teaching and academic consultancy roles. I have worked at the Open University and the University of Surrey teaching on undergraduate and postgraduate psychology programmes, specialising in social psychology and qualitative research methods. As Staff Tutor and Lecturer in Psychology, I currently manage the delivery of the OU Psychology Programme in the North West of England, and am a member of the DE300 module team. I am a Senior Fellow of the Higher Education Academy, and have longstanding experience of module production, including working with the DE100 and DE300 module teams to create interactive online learning resources which support students to develop academic and research skills on the BPS Core Modules. I have developed practitioner research into higher education, particularly focusing on approaches to online learning, as well as supporting widening participation in higher education.
I am a Chartered Psychologist, Registered Test User (Occupational, Ability and Personality) and Member of the Division of Health Psychology with the BPS. I have specialised in supporting the development of healthcare practitioner communication skills and teamworking. I am particularly interested in supporting health and wellbeing at work. I developed an innovative online programme of webinars for the BPS Division of Occupational Psychology in 2017, which drew on an evidence-base to support a discussion about effective interventions to promote wellbeing at work. I currently work on a number of projects developing online professional training resources in workplace contexts. I am a Member of the BPS Special Group in Coaching Psychology, and am developing a specialism in coaching psychology, with a particular interest in wellbeing, leadership and performance coaching.
My main research interests involve applying health psychology taking a ‘one health approach’ for understanding professional-client interactions in ‘making every contact count’ to promote health and wellbeing across a range of contexts.
Recently, I conducted research which used multimethods to explore the role of equine paraprofessionals in supporting horse owners to prevent and manage endocrinopathic laminitis in their horses. I have published research which used a grounded theory approach to identify how equine paraprofessional roles are co-constructed through everyday social practices and, explored how similar and different their roles are to comparable practitioner roles in other healthcare contexts. The research also involved an observation study which applied a conversation analysis approach to video recordings of equine paraprofessional-client interaction to identify how equine paraprofessionals effectively manage ‘epistemic stance’ and ‘deploy the presence of the animal’ to support partnership working with owners leading to problem solving outcomes.
I have also undertaken research, in collaboration with a colleague at the University of Surrey and AMO (a company which specialises in the development of AI chatbots) to understand how the use of repair, turn-taking rights and the management of users’ ‘face’ support the development of social presence, trust and alignment in human-chatbot interactions. We are currently developing this research to explore the potential of programming a chatbot to support practitioner reflection.
Lynden, J., Ogden, J., & Hollands, T. (2018). Contracting for care–the construction of the farrier role in supporting horse owners to prevent laminitis. Equine Veterinary Journal, 50, 658-666 https://doi.org/10.1111/evj.12950
Lynden, J., Ogden, J. & Hollands, T. (2018). “New research study finds that some farriers are supporting horse owners to prevent laminitis”, Forge, September 2018: pp20-22.
Lynden, J., Ogden, J. & Hollands, T. (2017). “The farrier’s role in supporting horse owners to prevent and manage laminitis – a progress report’, Forge, May 2017: pp32-35.
Lynden, J. (2016). ‘Doing your qualitative research project.’ In Kaye, H. and Ness, H. (eds) ‘Investigating Psychology 3’, Oxford, Oxford University Press/Milton Keynes, The Open University.
Lynden J. & Avery, R. E. (2016). Workplace telephone coaching conversations: a unique institutional practice as revealed through interpretive and empiricist multi-method approaches, Coaching: An International Journal of Theory, Research and Practice, 9:1, 5-23, DOI: 10.1080/17521882.2015.1105835
Lynden, J., Parkinson, S., Western-Williams, H. and Williams, A. (2013). Monsters and demons? A discourse analysis of higher education students’ constructions of motivation for study tasks, Open University, Knowledge Network.
Lynden, J. (2008). On-line collaborative support offered for a programme of action research looking into developing pedagogy for etmas. Open University, Knowledge Network.
Catt, R. & Lynden, J. (2008). 'Making sense of e-learning within a changing curriculum'. In Changing the Curriculum. [online]. Retrieved from: www.researchgate.net/...to.../00b49525fc929ad5a3000000
Catt, R. & Lynden, J. (2006). Open Education and the Sussex Learning Network: a partnership perspective, Open University, Knowledge Network.
Taylor, C. and Lynden, J. (2006). Online action learning using FlashMeeting. [on-line]. Retrieved from: http://labspace.open.ac.uk/course/view.php?id=3402.
Selected Conference Papers, Presentations and Workshops
Lynden, J. (October, 2018) Farriers’ roles in ‘making every contact count’: a tale of integration for a mixed methods study design using NVivo, 3rd Word Congress on Qualitative Research, Lisbon, Portugal.
Lynden, J. (December, 2017) Farriers making every contact count in supporting horse owners to prevent and manage laminitis: a qualitative research study. The 10th Asia for Animals Conference, Changing Human behaviour, Kathmandu, Nepal.
Lynden, J. (May, 2017) Developing powerful communication skills which have an impact on everyday workplace conversations. Division of Occupational Psychology, The British Psychological Society, Online.
Lynden, J. (May, 2017) Laminitis Supporting Understanding, Prevention and Care. House & Jackson Equine Veterinary Practice, Essex, Joint Equine Vet and Farrier CPD workshop.
Lynden, J. (April, 2017) Making Every Contact Count & Difficult Client Encounters. Voorjaarsdagen 50th Anniversary European Veterinary Conference, The Hague, The Netherlands.
Lynden, J. (2014, December). Exploring telephone coaching conversations: a multi-method approach. Paper presented at the BPS Special Group in Coaching Psychology 4th International Congress of Coaching Psychology, Bloomsbury, London, UK.
Lynden, J., Parkinson, S., Western-Williams, H. & Williams, A. (2013, June). Exploring higher education students’ experiences of motivation for study tasks. Workshop presented at Associate Lecturer Conference, Tonbridge, UK.
Lynden, J. & Hassan, I. (2009, November). On-line Collaborative Support Offered to Associate Lecturers Involved in a Programme of Action Research/Action Learning and the Ethical Implications Raised. Paper presented at the SEDA 14th Annual Conference, Birmingham, UK.
Lynden, J. (2008, June). Online action learning using FlashMeeting. Workshop held at the Sussex Learning Network Second elearning and Technology Conference, Bramber House, University of Sussex, Brighton, UK.
Lynden, J. & Taylor, C. (2008, February). On-line action learning sets project. Workshop presented at the SLN eLearning Project: Exploring Learning Technologies Conference, Brighton Creativity Centre, University of Brighton, Sussex, UK.
Lynden, J. & Catt, R. (2007, October). Open Education and the Sussex Learning Network: a partnership perspective. OpenLearn: Researching open content in education, The OpenLearn Conference, Open University, Milton Keynes, UK.