Senior Research Fellow

• To apply highly developed written and verbal communication skills to convey complex and sensitive research, audit, and quality improvement findings clearly to a wide range of audiences, including clinicians, academics, managers, service users, and policy stakeholders.
• To interpret and present complex quantitative and qualitative data and synthesise evidence into accessible outputs for academic publication, professional education, and service development.
• To use advanced interpersonal skills to build collaborative relationships across multi-professional teams, higher education institutions, and external partners, fostering a culture of research and QI within CYPGS and PHS.
• To act as a point of authority for research and QI advice to clinicians within the department, thereby helping support the integration of evidence into practice and service improvement initiatives.
• To employ skills in negotiation, partnership working, and management to achieve stakeholder consensus, particularly when research findings challenge existing practice or service models.
• To disseminate findings through high-quality peer-reviewed publications, conference presentations (national and international), and accessible formats for non-specialist audiences, including service users and carers.
• Please see attached JD for further information.

Desirable

• Postgraduate Certificate in Academic Practice or equivalent (e.g. eligibility to join the Higher Education Academy at Fellow level)
• Doctorate in clinical psychology or equivalent (e.g. DCounsPsy) with current registration as a practitioner psychologist with the Health Care Professions Council

Essential

• Proven ability to design, lead, and manage complex research and/or quality-improvement projects across multidisciplinary or multi-agency settings, from inception through governance approvals, delivery, and dissemination
• Demonstrated experience of developing, managing, and supporting health research, fostering collaborative working and shared learning across clinical and academic environments
• Track record of peer-reviewed publications & conference presentations at national or international level
• Demonstrable understanding of research governance, ethics, and Good Clinical Practice (GCP) principles within NHS and academic contexts
• Evidence of substantial engagement with applied psychological or health research, showing commitment to advancing evidence-based care
• Understanding of safeguarding, consent, confidentiality, data protection, and the legislative frameworks governing research involving children and vulnerable adults
• Excellent analytical and problem-solving skills, with capacity to interpret and synthesise complex, multi-source data.
• Proven ability to work autonomously while maintaining accountability for research quality and integrity.
• ost-doctoral or equivalent experience in psychological, health, or social-science research relevant to gender and gender diversity

Desirable

• Experience of building collaborations and networks with NHS, HEI, and third-sector partners.
• Knowledge of the UK health and research landscape, including NHS, NIHR, and UKRI funding structures and research networks, with a track record of successful funding bids
• Experience of preparing and delivering research proposals, fellowships, or grant applications as lead or co-applicant, including post-award project and budget management
• Evidence of providing formal teaching, supervision, and mentorship in research or technical skills to staff and students at undergraduate and postgraduate levels
• Evidence of leadership and training experience, including development of research colleagues and supervision of junior staff
• Participation in peer-review processes for journals, funding panels, or ethics committees
• Completion of a recognised management or leadership qualification or equivalent experience.
• Experience of introducing or implementing new technologies or digital research tools (e.g. e-consent, electronic data capture, or analytic software
• Experience of undergraduate and postgraduate teaching in health or psychological sciences

Essential

• Ability to design, conduct, and interpret complex psychological or health research, including assessment of psychosocial needs using validated measures and structured data collection tools
• Advanced competence in quantitative and qualitative analysis, including use of software such as R, MATLAB, Python, SPSS, Stata, or NVivoi, with experience handling large, longitudinal, or multi-site datasets and integrating mixed-methods evidence.
• Proven ability to manage and analyse data securely and transparently, maintaining accurate, reproducible records in compliance with NHS, university, and UK GDPR standards
• Skilled in research design, statistical modelling, and data visualisation, with commitment to open-science and reproducible research practices
• Ability to integrate and synthesise complex quantitative and qualitative findings to generate evidence-based interpretations and recommendations that inform research and service development.
• Ability to lead and manage research or quality-improvement projects, ensuring adherence to governance, ethics, and data integrity standards while coordinating timelines, staff, and stakeholder engagement.
• Strong organisational and time-management skills, with the ability to prioritise multiple workstreams and deliver to agreed deadlines with minimal supervision
• Demonstrated understanding of project management processes, including goal monitoring and reporting
• Proven ability to work collaboratively and respectfully across multidisciplinary and multi-agency teams, promoting a psychologically safe and research-positive culture.
• Broad and applied understanding of research methodologies, theoretical frameworks, and data analysis approaches within psychological and health research
• Capacity to travel to regional or national research meetings and participating sites as required

Desirable

• Demonstrated competence in teaching and training, including delivery of workshops or seminars to clinical, academic, or service teams, and supervision of MSc, DClinPsy, or PhD students in applied research
• Skilled in identifying and applying principles of clinical and research governance, including risk management, safeguarding, and ethical oversight in studies involving children and vulnerable groups
• High level of digital literacy and IT proficiency, including use of electronic health records (EHRs), databases (e.g. REDCap, Medrio), and data-visualisation platforms (e.g. Tableau, ggplot2, MATLAB).
• Evidence of translational capability, applying research evidence to improve service models, clinical pathways, and policy development.
• Experience of engaging with children, young people, families, and public contributors to co-design, refine, or disseminate research
• Experience of psychometric, neuropsychological, or developmental assessments relevant to health or psychosocial research
• Experience of psychometric, neuropsychological, or developmental assessments relevant to health or psychosocial research
• Ability to supervise and develop junior researchers or assistants, supporting their skill acquisition and project delivery
• Experience of implementing innovative or digital research technologies, such as e-consent systems, app-based data capture, wearable sensors, or AI-assisted analytics

Essential

• Emotional intelligence and resilience in managing emotionally demanding or sensitive material, such as work involving trauma, self-harm, or identity-related distress
• Commitment to equality, diversity, inclusion, and cultural competence in all aspects of research and collaboration
• Excellent written and verbal communication skills, with experience producing high-quality reports, peer-reviewed publications, ethics submissions, and presentations at local, national, and international levels
• Capacity for long and intense periods of concentration during data analysis and interpretation
• Proven capacity to communicate complex and sensitive information clearly and compassionately to diverse audiences, including clinical populations, families, clinicians, researchers, and policy stakeholders, adapting to emotional, cognitive, and cultural needs.