Siobhán O’Neill is an experienced and dynamic researcher with a strong interest in cross‑disciplinary and multi‑disciplinary domains. Her work spans psychophysiology in adolescents, curriculum and intervention design, domestic and sexual violence, and human–computer interaction.

Her current research focuses on the development of human‑centric workplace technologies. She examines how co‑designed and inclusive technology development influences workers’ trust, understanding, and perceptions of fairness and trustworthiness, as well as its broader effects on productivity, autonomy, satisfaction, and wellbeing.

Siobhán holds a BA (Applied Psychology) from University College Cork and is currently completing her PhD research in the School of Applied Psychology. Siobhán also holds a Higher Diploma in Computer Science (Software Development), a Postgraduate Diploma in Teaching and Learning in Higher Education, a Postgraduate Diploma in Executive Management, and a Professional Diploma in AI with Computer Vision.

Siobhán’s research interests span a wide range of interconnected domains, unified by a focus on human wellbeing, development, and experience. Her work examines how daily and cumulative life experiences shape psychobiological wellbeing, with particular attention to the factors that heighten vulnerability to low wellbeing and those that strengthen resilience and recovery. Drawing on a biopsychosocial framework and a developmental perspective, she investigates behavioural and biological responses to stress and how these processes unfold across the life course.

Her research also explores the complex relationship between technology use and wellbeing, including its influence on sleep quality, daily functioning, and broader psychosocial outcomes. This extends into her human–computer interaction work, where she studies how people engage with emerging technologies and how inclusive, human‑centred design can support trust, fairness, autonomy, and positive user experience.

Siobhán has a strong interest in the development and evaluation of intervention programmes aimed at preventing assault and relationship violence, with a particular focus on adolescence and third‑level education settings. She also investigates teaching, learning, and assessment practices, emphasising innovative, creative approaches grounded in Universal Design for Learning and inclusive assessment principles.

Keywords

Psychobiological wellbeing; stress physiology; daily experiences sampling; human-computer interaction; human-centred design; co-design and participatory design; equity and inclusion; sexual and domestic violence; violence prevention; curriculum design; innovative pedagogy; applied research.

My teaching spans several core areas of psychology, including Social, Developmental, Biological, and Health Psychology. I am currently a lecturer on the Certificate in Arts (Psychology) Level 6 programme in ACE, where I teach the AD1065 module An Introduction to Social and Developmental Perspectives in Psychology.

In addition to these areas, I have strong teaching interests in human–computer interaction, research methods, and statistical analysis.

Teaching Philosophy

My teaching philosophy is grounded in inclusivity and guided by the principles of Universal Design for Learning (UDL). I aim to create learning environments that recognise and support the diverse strengths, needs, and backgrounds of all students.

A key influence on my approach is the Teaching for Understanding (TfU) framework, which emphasises the application of knowledge to new and varied contexts. This approach encourages students to move beyond surface learning and towards genuine mastery of the subject matter.

I believe that education should be meaningfully connected to real‑world settings. For this reason, I strive to equip students not only with theoretical knowledge but also with practical, transferable skills. Embedding theory in practice is central to fostering deeper understanding, and I incorporate strategies that promote active engagement and deep learning, drawing on Biggs’ (2012) learner‑focused Level 3 teaching approach.

At the heart of my philosophy is a commitment to student‑centred learning. I recognise that no two students learn in the same way, and I aim to provide multiple means of engagement, action, and expression to support students in demonstrating their achievement of learning outcomes. My overarching goal is to cultivate an inclusive, supportive environment that empowers students to build on their strengths and reach their full potential.