Associate Editor for Simply Psychology
Psychology Theories, Neuroscience, Educational Psychology
BSc (Hons), Psychology, MSc, Psychology of Education
Olivia Guy-Evans has worked as both a Writer and Associate Editor for Simply Psychology since 2020. She has a keen interest in developing her writing and editing career further.
Olivia has written many articles, primarily in the areas of Neuroscience, Mental Health, and Psychological Theories. Olivia has recently branched out into writing Sociological articles for Simply Sociology, with a focus on feminist theories and Marxism.
Her articles have been internationally cited in academic papers, her most cited being Bronfenbrenner’s Ecological Systems Theory.
Aside from writing, Olivia is experienced working within the healthcare sector, supporting adults with learning disabilities, Autism, and mental health conditions to live fulfilling lives.
- Associate Editor for Simply Psychology since 2022.
- Writer for Simply Psychology since 2020.
- Support worker positions working with adults with learning disabilities, Autism, and mental health conditions. Over 2 years in management positions within the healthcare sector (2016-2022).
- Research Assistant for a professor at Edge Hill University (2013).
- Teaching Assistant and school placements at various Primary Schools in the West Midlands (2012-2016).
- MSc in Psychology of Education with distinction, University of Bristol (2019)
- Relevant modules: Cognition and Learning, Developmental Psychology, Individual Differences, Psychophysiological Methods, Social Psychology, and Statistics in Education.
- The dissertation explored how schools can promote mental health and well-being through Personal, Social, and Health Education (PSHE).
- BSc (Hons) in Educational Psychology, first class, Edge Hill University (2015)
- Relevant modules: Biological Psychology, Clinical Psychology, Educational Psychology, Personality, and Individual Differences, Research Methods, and Data Analysis.
- The dissertation investigated how the personality of a learner can contribute to their potential to be intrinsically motivated.