Chelsea Harmsworth
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Email
charms@essex.ac.uk -
Location
Colchester Campus
Profile
Biography
I am a PhD student in the Department of Psychology, where my research focuses on understanding how teachers vocal tones impact students with attention deficit disorder (ADHD) and how educators can tailor their communication to better support these students psychological needs, co-operation, motivation and self-disclosure. I completed my BSc in Psychology and my masters by Dissertation at the University of Essex. My masters thesis investigated emotional prosody communication in the long- abstinent alcoholics. I have extensive clinical experience working as an assistant and trainee Psychologist in various clinical settings within the NHS and private hospitals. Publications Harmsworth, C. (2015). Emotional Prosody Communication In Long-Term Abstained Alcoholics (Doctoral dissertation, University of Essex). Maltezou-Papastylianou, C., Russo, R., Wallace, D., Harmsworth, C., & Paulmann, S. (2022). Different stages of emotional prosody processing in healthy ageingevidence from behavioural responses, ERPs, tDCS, and tRNS. Plos one, 17(7), e0270934.
Qualifications
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MSd Psychology University of Essex (2015)
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BSc Psychology University of Essex (2013)
Research and professional activities
Thesis
The Power of a Teacher's Voice
This research program explores how vocal tones and feedback styles influence the educational experiences of students with and without ADHD, aiming to improve teacher communication strategies, positive classroom environments and classroom inclusivity.
Supervisor: Professor Silke Paulmann
Research interests
How teachers communicate through voice with students with ADHD
The current research program aims to identify voice patterns that are “ideal” for creating positive outcomes for students with ADHD, based on existing motivational prosody research, and to develop training programs to help teachers apply these patterns effectively in classroom settings. A core objective is to create a practical "voice map," guiding educators on which vocal tones are most appropriate for specific situations to optimise learning and positive classroom environments.
