The Department of Psychology at Goldsmiths University of London is a thriving centre of excellence in research and teaching with around 568 undergraduates, 118 postgraduates (including PhD and MSc students across 8 postgraduate programmes) and 35 academic staff and a focus on intellectually rigorous thinking and practice. In the December 2014 REF, the department’s research intensity was rated in the top 10 of UK psychology departments, with 72% of its research and 100% of its impact case studies judged as internationally excellent or world-leading. The 2011 QS World University Rankings placed the department in the UK top 20 overall, and 8th for research publications. The department has a track record of attracting significant research income, involving both interdisciplinary and cross-cultural work, thus reinforcing Goldsmiths’ key values.

The department’s research-led teaching is highly rated: in the 2014 National Student Survey, 91% of our students are satisfied with their Psychology course at Goldsmiths, placing us within the top 5th percentile for first degrees in psychology offered nationwide.

The Unit for School and Family Studies at Goldsmiths was founded in 1998. The aims of the Unit are to pursue research in the areas of social development, particularly as they affect children in school, and families. Much of the focus of the Unit’s research activities has been on school bullying, and emotional and behavioural difficulties in school-aged children. The Unit website is at  

About Professor Smith

Peter SmithProfessor Peter K Smith is Emeritus Professor of Psychology at Goldsmiths College, University of London. He has researched extensively in aspects of children’s social development, and was Head of the Unit for School and Family Studies there from 1998-2011. He is a Fellow of the British Psychological Society, the Association of Psychological Sciences, and the Academy of Social Sciences. In 2015 he was awarded the William Thierry Preyer award for Excellence in Research on Human Development at the European Society for Developmental Psychology conference in Braga.

He is co-author (with Helen Cowie and Mark Blades) of Understanding Children’s Development, a widely used text whose 1st edition came out in 1988 and whose 6th edition was published in 2015; and co-editor (with Craig Hart) of the Wiley-Blackwell Handbook of Childhood Social Development (Blackwell, 2002; Wiley-Blackwell, 2010). His authored book Adolescence: A Very Short Introduction (Oxford University Press) is in press. Altogether he is an author or editor of 27 books, several also translated into other languages. Besides books, he has published over 190 refereed journal articles and 120 book chapters.

His most extensive research has been on bullying and violence in schools, where he has led a number of research projects including a COST Action on Cyberbullying (2008-2012) and an Indian-European Network on Bullying, Cyberbullying and School Safety (2012-2015). In the UK he helped produce the national anti-bullying pack Don’t Suffer in Silence (1994, 2nd edition 2000). In 2011 he led a group reporting on Prevention and response to identity-based bullying among local authorities in England, Scotland and Wales to the Equality and Human Rights Commission, and carried out research on the use and effectiveness of anti-bullying strategies in schools for the Department for Education, London.

His recent books in this area include "Cyberbullying in the global playground: Research from international perspectives" (Wiley-Blackwell, 2012), "El acoso escolar y su prevención: Perspectivas internacionales" (Biblioteca Nueva, 2013), "Cyberbullying through the new media: Findings from an international network" (Psychology Press, 2013), "Emotional and behavioural difficulties associated with bullying and cyberbullying" (Routledge, 2014), and "Understanding school bullying: Its nature and prevention strategies" (Sage, 2014). Recently published in 2016 is "School bullying in different cultures: Eastern and western perspectives" (Cambridge University Press).

As a member of the project team, he will assist throughout in the implementation of the Work Plan. He will take lead responsibility for the Communications Plan and the cyberbullying guidance leaflet. He will identify partner schools/community youth settings in his region and organise and co-facilitate the young people's focus groups, as well as arranging for the completion of the online survey. He will host the third transnational meeting in London.