2012

1. Callaghan, J. (2012) Communities and professional identities: South African women students’ accounts of Applied Psychology training. In: Walker, C., Johnson, K. and Cunningham, L. (eds.) Community Psychology and the Socioeconomics of Mental Distress: International Perspectives. Basingstoke: Palgrave MacMillan. pp. 141-155.

2011

1. Callaghan, J. (2011) Becoming a psychologist: knowledge and skills in context. Paper presented to: 14th Biennial Conference of The International Society for Theoretical Psychology (ISTP 2011), Thessaloniki, Greece, 27 June - 01 July 2011.

2010

1. Callaghan, J. (2010) Working with 'the community': student accounts of community based work in South Africa. Paper presented to: 3rd Qualitative Research on Mental Health Conference (QRMH3): The Disabled Self: Theoretical and Empirical Approaches to Stigma and Recovery, University of Nottingham, 25-27 August 2010.
2. Callaghan, J. (2010) All about me? Professional identities, whiteness and reflexivity. Paper presented to: British Psychological Society Psychology of Women Section (POWS) Annual Conference 2010, Windsor, England, 14-16 July 2010.
3. Maunder, R. (2010) Learning through transition: the use of cultural tools, social comparison and personal reflection to negotiate the higher education journey. Paper presented to: British Psychological Society Psychology of Education Section Annual Conference 2010, Milton Keynes, England, 12-14 November 2010.
4. Maunder, R., Cunliffe, M. and Mjali, S. (2010) Transition experiences in HE: the role of expectations, social identity and personal growth. Poster presented to: 2nd Annual Aim Higher West Yorkshire Symposium: What is Transition?, University of Leeds, England, 16 July 2010.
5. Maunder, R., Gingham, J. and Rogers, J. (2010) Transition in Higher Education: exploring the experiences of first and second year psychology undergraduate students. The Psychology of Education Review. 34(1), pp. 50-54. 0262-4087.
6. Maunder, R., Mjali, S. and Cunliffe, M. (2010) Exploring transition in HE for first and second year undergraduate psychology students: the role of expectations, personal growth and social identity in shaping experiences. Paper presented to: 2nd Annual Aim Higher West Yorkshire Symposium: What is Transition?, University of Leeds, England, 16 July 2010.

2009

1. Maunder, R. (2009) A review of 'Favorite Activities for the Teaching of Psychology' / Ludy T Benjamin Jr (Ed), 2008, American Psychological Association. Psychology Learning and Teaching (PLAT). 8(2), p. 62.
2. Maunder, R., Gingham, J. and Rogers, J. (2009) Transition in higher education: exploring the experiences of first and second year psychology undergraduate students. Paper presented to: British Psychological Society Psychology of Education Annual Conference, Preston, 30 October - 01 November 2009.

2008

1. Callaghan, J. (2008) Race, class and gender in women students' accounts of professional training in Psychology. Invited Presentation presented to: Department of Psychology, University of Witwatersrand, Johannesburg, South Africa, 6 March 2008.

2006

1. Callaghan, J. (2006) Becoming a psychologist: feminism, activism, professionalism. In: Shefer, T., Boonzaier, F. and Kiguwa, P. (eds.) The Gender of Psychology. Cape Town: Juta. pp. 293-300.

2005

1. Callaghan, J. (2005) Professionalisation and depoliticisation: South African women students in professional psychological training. International Journal of Critical Psychology. 8, pp. 117-138. 1471-4167.
2. Callaghan, J. (2005) Becoming a psychologist: professionalism, feminism, activism. Annual Review of Critical Psychology. 4, pp. 139-154. 1746-739X.

2003

1. Callaghan, J. (2003) Exploring South African psychology: township girls, the community and identity in women students' talk about professional training. Agenda. 57, pp. 34-44. 1013-0950.
2. Maunder, R. and Harrop, A. (2003) Investigating students' perceptions of what contributes to productive seminars and lectures, and staff predictions of students' perceptions: how well do staff know their students? Journal of Further and Higher Education. 27(4), pp. 443-456. 1469-9486.