Dr Lucie Ollis

Lecturer in Psychology
PhD Health Psychology (University of Surrey), MSc Health Psychology (University of Surrey), BSc (HONS) Psychology (University of the West England). HCPC Registered Health Psychologist
09AC04 Usual office hours 9:00-17:30, usually office-based Mon-Weds (term-time)

Academic and research departments

School of Psychology, Health Psychology research group.


University roles and responsibilities

  • Lecturer in Psychology

    My qualifications

    September 2013 - July 2016
    BSc (HONS) Psychology, First Class
    University of the West of England
    September 2016 - September 2017
    MSc Health Psychology, Distinction
    University of Surrey
    October 2017 - October 2021
    PhD Health Psychology
    University of Surrey
    Graduate Certificate in Learning and Teaching
    Advanced Higher Education Academy

    Affiliations and memberships


    Research projects



    Shanahan, P., Ollis, L., Balla, K., Patel, R., & Long, K. (2020) Experiences of transition from children’s to adult’s healthcare services for young people with a neurodevelopmental condition. Health & Social Care in the Community,1 - 10.

    Previous research has highlighted a lack of continuity of care when young people with a neurodevelopmental condition make the transition from children's to adult specialist healthcare services. A lack of planning, consistency, and availability of adult services has been found to lead to; increased anxiety, poor health outcomes, reduced support and some young people not receiving healthcare. The majority of transition research has focused on what health professionals consider important in the transition process, rather than focusing on the experiences of the young people and those closest to them. Our objective was to gather evidence from young people (and their families) who had experienced transition from children's to adult specialist healthcare services through semi‐structured interviews. Volunteers were recruited from two London boroughs. All young people were aged between 18 and 25 years with a neurodevelopmental condition (Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder and/or an Intellectual Disability). Overall, we interviewed six young people with support from a family member. Five further family members were interviewed on behalf of the young person. In total, ten semi‐structured interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis. Four themes emerged from the analysis: (a) Parents as advocates, (b) Availability of adult's specialist health and social care services, (c) Lack of information sharing and (d) Transition as a binary, abrupt change. Our findings suggest the transition experience could be improved by changing service specifications to incorporate assessment and handover across the age range of 16–20 years. Additionally, statutory services should understand and provide the coordination role now offered by parents in transition. We suggest future research could evaluate the feasibility of a patient‐owned online information sharing tool with information about relevant services for young people and their families.

    Ollis, L. & Gravett, K. (2020) The Emerging Landscape of Student–Staff Partnerships in Higher Education in Enhancing Student-Centred Teaching in Higher Education: The Landscape of Student-Staff Research Partnerships

    This chapter examines the growing literature on student–staff partnerships. Within the context of higher education, conceptualising students as partners is a way for students and staff to work together to enhance teaching and learning experiences. These partnerships can be characterised in a variety of ways and may occur in many different educational settings. Students can take on a number of different roles, including consultant, co-researcher, pedagogical co-designer and representative. This chapter considers how to define what a student–staff partnership is and explores the benefits of partnership approaches, including enhanced student engagement, enhanced student employability and improved student–staff relations. It also examines purported challenges such as funding and time constraints, and the difficulty of power relations between staff and students.