Sam Waldron


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Personal profile

Research interests

Dr Sam Waldron (PhD, DClin Psy) has been seconded to the University of Bath from AWP NHS Trust as a part-time Teaching Fellow to lead on CAMHS elements of our Doctorate in Clinical Psychology programme.

Child and adolescent mental health is Sam’s specialist research interest. He has previously published work regarding outreach CBT, mindfulness, anxiety prevention programs, and routine outcome monitoring. He is interested in third-wave therapeutic groups, capacity/demand issues in CAMHS, and service user voice.

Sam has also published work regarding early years wellbeing and cognitive psychology. He completed his PhD in applied cognitive psychology at Cardiff University in 2007.

In addition to CAMHS, he has worked for local government, the Office for National Statistics and in various post-doctoral research positions (Cardiff and Exeter University).


Publication list


Waldron, S. M., Maddern, L., & Wynn, A. (2019). Cognitive-behavioural outreach for an adolescent experiencing social anxiety, panic and agoraphobia: a single case experimental design. Journal of Child and Adolescent Psychiatric Nursing, 31, 120-126.


Waldron, S. M., Loades, M. E., and Rogers, L. (2018). Routine outcome monitoring in CAMHS: how can we enable implementation in practice? Child and Adolescent Mental Health, 23, 328-333.


Waldron, S. M., Stallard, P., Grist, R., & Hamilton-Giachritsis, C. (2018). The ‘long-term’ effects of universal school-based anxiety prevention trials: a systematic review. Mental Health & Prevention, 11, 8-15.


Waldron, S.M., Gauntlett-Gilbert, J., Marks, E., Loades, M.E., & Jacobs, K. (2018). Dispositional mindfulness and its relationship with distress and functioning in adolescents with chronic pain and low-level pain. Journal of Pediatric Psychology, 43, 1038-1046.


Power, S., Taylor, C., Rhys, M., & Waldron, S. M. (2018). How child-centred education favours some learners more than others. Review of Education,


Taylor, C., Rhys, M., & Waldron, S. M. (2016). Implementing curriculum reform in Wales: the case of the Foundation Phase. Oxford Review of Education, 42, 299-315.


Waldron, S. M., Rhys, M., & Taylor, C. (2014). Evaluating the Foundation Phase: key findings on child involvement and wellbeing. Social Research No. 44/2014, Cardiff: Welsh Government.


Waldron, S. M., Rhys, M., & Taylor, C. (2014). Evaluating the Foundation Phase: key findings on children and families. Social Research No. 94/2014, Cardiff: Welsh Government.


Taylor, C. Rhys, M. & Waldron, S. M. (2013). The Best Start in Life: what do we know about the impact of early interventions on children's life chances? Welsh Institute for Social and Economic Research and Data.


Maynard, T., Taylor, C., Waldron, S. M., Rhys, M., Smith, R., Power, S., & Clement, J. (2013). Evaluating the Foundation Phase: Policy logic model and programme theory. Social Research No. 37/2012, Cardiff: Welsh Government.


Nuri, R. P., Hoque, T., Akand, M. K., & Waldron, S. M. (2012). Impact assessment of a vocational training program for persons with disabilities in Bangladesh. Disability, CBR & Inclusive Development, 23(3), 76-89.


Waldron, S. M., Patrick, J., & Duggan, G. B. (2011). The influence of goal-state access cost on planning during problem solving. Quarterly Journal of Experimental Psychology, 64, 485-503.


Waldron, S. M. (2010). Measuring subjective wellbeing in the UK. Office for National Statistics Working Paper.


Morgan, P. L., Patrick, J., Waldron, S. M., King, S., & Patrick, T. (2009). Improving memory after interruption: Exploiting soft constraints and manipulating information access cost. Journal of Experimental Psychology: Applied, 15(4), 291-306.


Waldron, S. M., Patrick, J., Duggan, G. B., Banbury, S., & Howes, A. (2008). Designing information fusion for the active encoding of visual-spatial information. Ergonomics, 51, 775-797.


Waldron, S. M., Patrick, J., Morgan, P. L., & King, S. (2007). Influencing cognitive strategy by manipulating information access. The Computer Journal, 50, 694-702.



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