Tony is Programme Director for the Doctorate in Education and Child Psychology. He has previously worked as an Educational Psychologist in Sheffield and Wakefield and as a Secondary School Teacher in a number of schools in the North of England.
Tony´s research interests are focused in areas of critical psychology and psychoanalytic concepts and theory. To date his research has focused on contributing to the concept of a critical educational psychology. Related areas of interest include group dynamics, conceptions of mental health and emotional wellbeing, case study research and the use of reflexive and interpretative research methods.
Williams, A, Billington, T. and Goodley, D. (eds.) (2016). Critical Educational Psychology: Research and Practice. Wiley Blackwell
Williams, A. and Billington, T. (2017) The national and international growth in qualitative research within the field of educational psychology. In Hobbs, C and Hardy, J. (eds.) qualitative methologies and voice of the child. London: BPS
Williams, A. and Goodley, D. (2017) The problematisation of children and the celebration of difference. In Hobbs, C and Hardy, J. (eds.) qualitative methologies and voice of the child. London: BPS
Williams, A. (2016) Psychoanalysis. In Williams, A, Billington, T. and Goodley, D. (eds.) (In Press). Critical educational psychology: Research and practice. Wiley Blackwell
Williams, A. (2016) Are we all psychologists now? In Williams, A, Billington, T. and Goodley, D. (eds.) (In Press). Critical educational psychology: Research and practice. Wiley Blackwell
Billington, T. and Williams, A. (2015) Education. In I. Parker (ed.) The Handbook of critical psychology. London: Routledge.
Stammers, L., and Williams, A. (2019). Recognising the role of emotion in the classroom; an examination of how the psychoanalytic theory of containment influences learning capacity. Psychodynamic Practice, 1-11. https://doi.org/10.1080/14753634.2018.1563498
Liu, X. and Williams, A. Int J Adv Counselling (2018). Exploring How Chinese Primary School Psychological Counsellors Understand and Use Therapeutic Stories https://doi.org/10.1007/s10447-018-9343-1
Greig, A., MacKay, T., Roffey, S. and Williams, A. (2016). Guest Editorial: The Changing Context for Mental Health and Wellbeing in Schools. Educational and Child Psychology, 33(2), 5-12. Leicester: British Psychological Society.
Roffey, S., Williams, A., Greig, A. & MacKay, T. (2016). Guest Editorial. Mental health and wellbeing in schools: Concerns, challenges and opportunities. Educational and Child Psychology, 33(4), 5-8. Leicester: British Psychological Society.
Rizwan, R., & Williams, A. R. (2015). ‘Only the wind hears you…’The experiences of Pakistani girls in a primary school: An Interpretative Phenomenological Analysis. Educational & Child Psychology, 32(2).
Williams, A., Weerasinghe, D. & Hobbs, C. (2015). Guest Editorial. ‘Race’, Culture and Ethnicity in Educational Psychology. Educational and Child Psychology 32(2), 5-8. Leicester: British Psychological Society.
Williams, A. (2013). ‘Critical Educational Psychology: Fostering emancipatory potential within the therapeutic project’ Power and Education, 5: 3, 304-317
Williams, A. (2013) Critical reflective practice: exploring a reflective group forum through the use of Bion’s theory of group processes, Reflective Practice: International and Multidisciplinary Perspectives, 14:1, 75-87