Allan Laville

Clinical Practice Resources

• Laville, A., Kell, L. and Ruth, L. (2022). Faces and Facets of Practice - A reflection. CBT Today, 50(3), 10-12.

• Laville, A. (2022). LGBT+ History Month: The importance of awareness and understanding for LGBT+ considerations within clinical practice. CBT Today, 50(1), 14-15. Available at: CBT Today featured article - February 2022 (babcp.com)
• Kell, L. and Laville, A. (2021). Diversity and Inclusion Vignettes: For Psychological Wellbeing Practitioner Training Programmes. British Psychological Society. Available at: PWP Diversity and Inclusion Vignettes.pdf (bps.org.uk)
• Cocks, L., Jonas, K., and Laville, A (2019). Exploring LGBT mental health and recommendations for clinical practice. CBT Today, 47(3), 10-11.
• Laville, A. (2017). The importance of data collection, signposting and 'appropriate' awareness in working with sexual orientation. CBT Today, 45(4), 14-15.
• Laville, A. (2013). Diversity matters. CBT Today, 41(2), 15.

Published T&L Case Studies

Laville, A., Kilmister, M., Majid, N., and Nair, V. (2022). Decolonising the curriculum through collaboration, partnership and dissemination. Times Higher Education. Available here: Decolonising the curriculum through collaboration | THE Campus Learn, Share, Connect (timeshighereducation.com)

Laville, A. (2022). Decolonising the Curriculum at the University of Reading. Oxford University Press. Available at: http://fdslive.oup.com/www.oup.com/academic/pdf/he/a_laville_heptoty22.pdf

Laville, A (2022). What are the benefits of inclusive leadership- for an organisation, an individual and employees? British Psychological Society. Available at: What are the benefits of inclusive leadership- for an organisation, an individual and employees? - British Psychological Society (bps.org.uk)

Laville, A (2022) Race Equality Review and the curriculum at the University of Reading. Advance HE. Available at: Race Equality Review and the curriculum at the University of Reading | Advance HE (advance-he.ac.uk)

Warley, W. and Laville, A. (2021). Supporting the wellbeing of Trainee Psychological Wellbeing Practitioners. Teaching and Learning Exchange, CQSD; University of Reading. 

Laville, A. (2020). Improving student assessment literacy & engaging students with rubrics. Teaching and Learning Exchange, CQSD: University of Reading. 

Laville, A. (2020). Exploring the Experience of LGBT+ students. Student Voice and Partnership Toolkit. University of Reading.

Laville, A., and Adams, L. (2020). Considering wellbeing within the placement module assessment. Teaching and Learning Exchange, CQSD: University of Reading. 

Laville, A., and Field, C. (2020). Developing psychoeducational materials for individuals with learning disabilities. Teaching and Learning Exchange, CQSD: University of Reading.

Abdulsattar, Z., Wiehe, T., and Laville, A. (2020). Using psychological techniques to get the most out of your feedback. Teaching and Learning Exchange, CQSD: University of Reading.

Laville, A., Chessell, C., and Wiehe, T. (2020). Developing and embedding electronic assessment overviews. Teaching and Learning Exchange, CQSD: University of Reading.

Laville, A. (2019). Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice. Teaching and Learning Exchange, CQSD: University of Reading.

Laville, A. (2019). Developing diversity and inclusion teaching: Sexuality. Teaching and Learning Exchange, CQSD: University of Reading.

Laville, A. (2019). Developing innovative teaching: The importance of reflective practice. Teaching and Learning Exchange, CQSD: University of Reading.