APrf Charles Marley
Associate Professor
School of Allied Health and Human Performance
College of Health
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Associate Professor and Academic Lead at Adelaide University’s School of Allied Health and Human Performance. My educational work is in the interprofessional learning and interprofessional collaborative practice space. I have an interest in designing, embedding, and evaluating IPL across curricula in ways that move beyond episodic activities to programmatic, developmentally scaffolded learning that meaningfully prepares students for contemporary health systems. My work emphasises the development of relational, communicative, and ethical capabilities required for collaborative practice, alongside discipline-specific expertise, and is informed by educational theory, workforce needs, and service realities.
Previously at the University of Edinburgh, I was involved in teaching and research in child mental health and wellbeing, including overseeing the MSc Mental Health of Children and Young People: Psychological Approaches. I maintain full registration as a practitioner psychologist with the HCPC (UK) and AHPRA (Australia) and am listed on the British Psychological Society Register of Approved Applied Psychology Supervisors.
My research is influenced by Michel Foucault, Nickolas Rose, Carol Bacchi, and João Biehl. I combine their approaches to explore the interconnected cultural, political, and economic factors that shape mental health practices. I utilise a critical ethnographic framework to investigate healthcare practices, highlighting how these are shaped by a complex 'apparatus' of social, institutional, and policy-related factors. This approach has enabled me to develop detailed ethnographic case studies that link everyday social actions to the broader contextual elements that influence them, thus providing a nuanced understanding of mental health conceptualisation and intervention.
My research interests extend to global mental health studies, particularly focusing on how diverse cultural, political, and economic factors interact with local contexts to influence health practices and policies. This includes work on research ethics and integrity and the WHO mhGap approach, advocating for culturally and systemically informed health interventions.
I am interested in how the knowledges and practices that structure everyday social action relating to mental health and wellbeing emerge from within an ‘apparatus’ of interconnected cultural, political, and economic factors. My approach draws on the work of Michel Foucault, Nickolas Rose, Carol Bacchi, and João Biehl. By utilising various strands of their approaches, my approach engages with the nexus of elements that condition how we understand problems and the solutions generated to solve them. I utilise a critical ethnographic approach to create ethnographic ‘case studies’ that connect everyday social action to a multitude of influencing social, institutional, political/policy factors that play a role in conditioning the possibility of these everyday practices to be in place. My work also extends into global mental health studies. There have been calls within this theoretical domain for approaches that consider cultural, political, and economic factors and their interaction with local contextual factors. My work in this area relates to the research ethics and integrity in global health / global mental health research.
| Date | Position | Institution name |
|---|---|---|
| 2021 - ongoing | Senior Lecturer in Allied Health Science and Practice | University of Adelaide |
| 2021 - ongoing | Clinical Psychologist | Umbrella Psychology |
| 2019 - 2021 | Lecturer in Clinical Education | University of Edinburgh |
| 2017 - 2021 | Director of Technology Enhanced Learning | University of Edinburgh |
| 2010 - 2021 | Lecturer in Applied Psychology | University of Edinburgh |
| 2007 - 2011 | Clinical Psychologist | National Health Service Scotland |
| Date | Type | Title | Institution Name | Country | Amount |
|---|---|---|---|---|---|
| 2013 | Research Award | International Postgraduate Research Scholarship | University of Queensland | Australia | - |
| 2013 | Research Award | UQ Centennial Scholarship | University of Queensland | Australia | - |
| Date | Institution name | Country | Title |
|---|---|---|---|
| 2013 - 2018 | University of Queensland | Australia | PhD: Critical Theory and Medical Ethnography |
| 2004 - 2007 | University of Birmingham | United Kingdom | Doctorate: Clinical Psychology |
| 2002 - 2003 | University of Strathclyde | United Kingdom | MSc Research Methods in Psychology |
| 1993 - 1998 | Glasgow Caledonian University | United Kingdom | BSc (Hons): Combined Studies Psychology and Chemistry |
| Date | Title | Institution name | Country |
|---|---|---|---|
| 2021 | General Registration with endorsement in clinical psychology | Australian Health Practitioner Regulation Agency | Australia |
| 2021 | Register of Applied Psychology Practice Supervisors | British Psychological Society | United Kingdom |
| 2021 | Chartered Psychologist | British Psychological Society | United Kingdom |
| 2020 | Practitioner Psychologist | Health Care Professionals Council | United Kingdom |
| Year | Citation |
|---|---|
| 2026 | Pollock, D., Marley, C., Holland, G., Hasanoff, S., Tieu, M., Montagu, A., . . . Davies, E. (2026). Design, delivery, implementation, and evaluation of simulated clinical placements: a scoping review and evidence and gap map of the current state of evidence. Advances in Simulation, 1-37. |
| 2025 | Pollock, D., Marley, C., McBride, G., Dias, M., Kanukula, R., Hasanoff, S., . . . Davies, E. (2025). Simulated clinical placements in health care education: a scoping review and evidence and gap map protocol. JBI Evidence Synthesis, 23(6), 1207-1220. |
| 2024 | Thompson, J., Verrall, C., Bogaardt, H., Thirumanickam, A., Marley, C., & Boyle, M. (2024). Responding to the real problem of sustainable resuscitation skills with real assessment. Mixed-methods evaluation of an authentic assessment programme. Journal of Evaluation in Clinical Practice, 30(6), 989-999. Scopus2 WoS1 |
| 2024 | Chibwana, K., Hoelterhoff, M., Kawale, P., Guerra, C., Marley, C., Amos, A., . . . Reid, C. (2024). Exploring Professional and Carer Stakeholder Conceptualizations of Child and Adolescent Mental Health in Malawi Using a Contextual Co-Design Methodology: The Interplay of Pathology, the Supernatural, and a Pathway to Healing. Journal of Cross-Cultural Psychology, 55(6), 619-637. Scopus1 WoS1 |
| 2023 | Petagna, M., Marley, C., Guerra, C., Calia, C., & Reid, C. (2023). Mental Health Gap Action Programme intervention Guide (mhGAP-IG) for Child and Adolescent Mental Health in Low- and Middle-Income Countries (LMIC): A Systematic Review. Community Mental Health Journal, 59(1), 192-204. Scopus21 WoS19 Europe PMC18 |
| 2023 | Marley, C. (2023). Investigating ADHD across education and health: a critical ethnographic approach. International Journal of Research and Method in Education, 46(4), 434-446. Scopus1 |
| 2023 | Wong, P. S., Chong, D. W. K., & Marley, C. (2023). Pharmacy students' perceptions of instructional methods of cognitive apprenticeship in clinical teaching: A qualitative study. Pharmacy Education, 23(1), 491-498. |
| 2022 | Zaghal, A., Marley, C., Rahhal, S., Hassanieh, J., Saadeh, R., El-Rifai, A., . . . Hoballah, J. J. (2022). Face-to-face versus distance learning of basic suturing skills in novice learners: a quantitative prospective randomized trial. BMC Medical Education, 22(1), 290-1-290-18. Scopus25 WoS22 Europe PMC21 |
| 2022 | Calia, C., Guerra, C., Reid, C., Marley, C., Barrera, P., Oshodi, A. -G. T., & Boden, L. (2022). Developing an Evidence-base to Guide Ethical Action in Global Challenges Research in Complex and Fragile Contexts: A Scoping Review of the Literature. Ethics and Social Welfare, 16(1), 54-72. Scopus8 WoS7 |
| 2021 | Marley, C., Calia, C., Reid, C., Guerra, C., Abdul-Gafar, O., Amos, A., . . . Grant, L. (2021). Ethical challenges in the COVID-19 research context: a toolkit for supporting analysis and resolution. Ethics and Behavior, 31(1), 60-75. Scopus21 WoS16 |
| 2020 | Anderson, J., Marley, C., Gillespie-Smith, K., Carter, L., & MacMahon, K. (2020). When the mask comes off: Mothers’ experiences of parenting a daughter with autism spectrum condition. Autism, 24(6), 1546-1556. Scopus24 WoS22 Europe PMC16 |
| 2020 | Marley, C., Fryer, D., & Stambe, R. (2020). The reproduction of compliant labour power through (re)constitution of the child and adult subject: critical knowledge-work. Awry: Journal of Critical Psychology, 1(1), 35-49. |
| 2019 | Marley, C., & Mauki, B. (2019). Resilience and protective factors among refugee children post-migration to high-income countries: a systematic review. European Journal of Public Health, 29(4), 706-713. Scopus85 WoS73 Europe PMC36 |
| 2018 | Marley, C., O'Leary, A., & Nikopoulou, V. (2018). Broken brains or flawed studies? An update on Leo and Cohen's (2003) critical review of ADHD neuroimaging. Journal of Mind and Behavior, 39(3), 333-355. |
| 2018 | Marley, C., O’Leary, A. M., & Nikopoulou, V. A. (2018). Broken brains or flawed studies? An update on Leo and Cohen’s critical review of ADHD neuroimaging. Journal of Mind and Behavior, 39(3), 205-228. |
| 2017 | Marley, C., Jones, J., & Jones, C. A. (2017). Testing the Trower and Chadwick model of paranoia: Is ‘poor-me’ and ‘bad-me’ paranoia acting as a defence?. Psychiatry Research, 258, 66-71. Scopus2 WoS1 Europe PMC1 |
| 2014 | Marley, C., & Fryer, D. (2014). Social change through critical knowledge work: The case of ADHD. The Journal of Critical Psychology, Counselling and Psychotherapy, 14, 11-19. |
| 2007 | Wilson, G. B., Galloway, J., Shewan, D., Marshall, L., Vojt, G., & Marley, C. (2007). “Phewww, bingoed!”: Motivations and variations of methods for using heroin in Scottish prisons. Addiction Research & Theory, 15(2), 205-224. |
| 2006 | Baxter, J. S., Boon, J. C. W., & Marley, C. (2006). Interrogative pressure and responses to minimally leading questions. Personality and Individual Differences, 40(1), 87-98. |
| Year | Citation |
|---|---|
| 2020 | Marley, C. (2020). Problematising Young People: A Critical Ethnographic Investigation of ADHD (1 ed.). Bingley, UK: Emerald Publishing Ltd. DOI Scopus1 |
| Year | Citation |
|---|---|
| 2025 | Marley, C., & Fryer, D. (2025). Schooling and the turn to psy. In Elgar Encyclopedia of the Sociology of Education (pp. 283-286). Edward Elgar Publishing. DOI |
| 2022 | Marley, C., & Fryer, D. (2022). The ADHD Industry: The Psychiatrisation of the School System in its labour market context. In M. Harbusch (Ed.), Troubled Persons Industries - The Expansion of Psychiatric Categories beyond Psychiatry (1st ed., pp. 77-106). New York, NY, USA: Springer International Publishing. DOI |
| 2021 | Marley, C., Faye, A. D., Hurst, E., Moeller, J., & Pinkerton, A. (2021). Moving beyond ‘You said, we did’: Extending an ethic of hospitality to the student feedback process. In T. Fawns, G. Aitken, & D. Jones (Eds.), Beyond Technology: Online Postgraduate Education in a Postdigital World (pp. 1-19). Switzerland: Springer International Publishing. DOI |
| Year | Citation |
|---|---|
| 2023 | Marley, C. (2023). Taking a developmental approach to depression and anxiety. In 5th Annual Physiotherapy Clinical Education Symposium. University of South Australia. |
| 2020 | Marley, C., Stambe, R., & Fryer, D. (2020). Are ‘critical’ community psychology and qualitative research incompatible? Some challenges of critical methodology. In https://internationalcommunitypsychology.com/iccp2020/. Melbourne. |
| 2019 | Marley, C. (2019). A Foucauldian-inspired ethnographic investigation: The emergence of the everyday social practice of ADHD. In https://kuleuvencongres.be/ecqi2019. Edinburgh. |
| Year | Citation |
|---|---|
| 2011 | Marley, C., & Sproule, J. (2011). Better all round: Effective early intervention, easier access and increased efficiency. |
| 2006 | Marley, C., Shewan, D., Marshall, L., Wilson, G., Vojt, G., & Galloway, J. (2006). SPS Strategy on the Management of Drug Misuse. Pathways and Progression: An Evaluation of Referral, Assessment, and Intervention. |
| Year | Citation |
|---|---|
| - | Marley, C. (n.d.). A Foucauldian-inspired ethnographic investigation: The emergence of the everyday social practice of ADHD. |
| Year | Citation |
|---|---|
| 2022 | Marley, C., Morris, S., Huppatz, E., & Dickson, C. (2022). Relationship-building: the key to effective teaching. |
| 2021 | Calia, C., Corrine, R., Liz, G., Cristóbal, G., Action, A., Abdul-Gafar Tobi, O., . . . Joseph, B. (2021). Ethical Action in Global Research: A Toolkit. The University of Edinburgh. |
| Year | Citation |
|---|---|
| 2023 | Marley, C., Woodhead, S., Calia, C., Guerra, C., Reid, C., Burke, J. P., & Amos, A. (2023). Manuscript Title: Maternal Mental Health in Sub-Saharan Africa: A Systematic Review of Interventions for Common Perinatal Mental Health Disorders. DOI |
2019
CAHSS SFC ODA Global Challenges Internal Fund: GBP 50,000
- Strong minds, strong lives: Building enduring partnerships through co-design of a rural mental health service and research strategy
SFC ODA Global Challenges Internal Fund: GBP 80,000
- Leadership in Ethics, Integrity and Research Conduct in Complex LMIC-UK partnership project
2020
CAHSS SFC ODA Global Challenges Internal Fund: GBP 94, 346
- Leadership in Ethics, Integrity and Research Conduct in Complex LMIC-UK partnership project: Phase II
2021-Present: University of Adelaide
Communication in Professional Practice
Foundations of Health and Wellbeing
Evidence-Based Practice in Allied Health
2011-2021: University of Edinburgh
Applied Developmental Psychopathology
Trauma and Resilience in a Developmental Context
Critical Psychology and Child Mental Health
Social Inequality and Child and Adolescent Mental Health
Community Psychology and Clinical Practice
Research Methods in Clinical Education
Current Issues in Clinical Education
| Date | Role | Research Topic | Program | Degree Type | Student Load | Student Name |
|---|---|---|---|---|---|---|
| 2025 | Co-Supervisor | How can the integration of technologies in the physiotherapy curriculum bridge the gap between theoretical training and real-world application? | Doctor of Philosophy | Doctorate | Part Time | Mrs Amanda Maddern |
| 2025 | Co-Supervisor | Understanding the themes and factors contributing to retention of Early Career Australian Allied Health Professionals. | Master of Philosophy (Public Health) | Master | Part Time | Kellie Matthews |
| 2025 | Co-Supervisor | Pedagogy in place: The influence of the physical space and active learning pedagogy in enhancing student learning in anatomy and physiology. | Doctor of Philosophy | Doctorate | Part Time | Mrs Ingrid Sierp |
| 2025 | Co-Supervisor | How can the integration of technologies in the physiotherapy curriculum bridge the gap between theoretical training and real-world application? | Doctor of Philosophy | Doctorate | Part Time | Mrs Amanda Maddern |
| 2025 | Co-Supervisor | Understanding the themes and factors contributing to retention of Early Career Australian Allied Health Professionals. | - | Master | Part Time | Kellie Matthews |
| 2025 | Co-Supervisor | Pedagogy in place: The influence of the physical space and active learning pedagogy in enhancing student learning in anatomy and physiology. | Doctor of Philosophy | Doctorate | Part Time | Mrs Ingrid Sierp |
| 2024 | Principal Supervisor | Explore the impact of life-course events and admission-related trauma on the experience of breathlessness and clinical outcomes for ICU patients | Doctor of Philosophy | Doctorate | Part Time | Leigh Rushworth |
| 2024 | Principal Supervisor | Explore the impact of life-course events and admission-related trauma on the experience of breathlessness and clinical outcomes for ICU patients | Doctor of Philosophy | Doctorate | Part Time | Leigh Rushworth |
| 2024 | Principal Supervisor | Explore the impact of life-course events and admission-related trauma on the experience of breathlessness and clinical outcomes for ICU patients | - | Doctorate | Part Time | Leigh Rushworth |
| 2022 | Co-Supervisor | Developmental Language Disorder for adolescents: Perceptions of identity | Doctor of Philosophy | Doctorate | Part Time | Ms Lucy Christine Farrar |
| 2022 | Co-Supervisor | Developmental Language Disorder for adolescents: Perceptions of identity | Doctor of Philosophy | Doctorate | Part Time | Ms Lucy Christine Farrar |
| 2022 | Co-Supervisor | Developmental Language Disorder for adolescents: Perceptions of identity | - | Doctorate | Part Time | Ms Lucy Christine Farrar |
| Date | Role | Research Topic | Location | Program | Supervision Type | Student Load | Student Name |
|---|---|---|---|---|---|---|---|
| 2021 - 2021 | Principal Supervisor | A Case of Neoliberal Eudaimonia: A Critical Policy Analysis of Children and Young People's Success and Wellbeing in Scotland | University of Edinburgh | MSc Psychology of Mental Health | Master | Full Time | Electra Tzini |
| 2020 - 2021 | Principal Supervisor | Mental Health Interventions for Children and Young People in Low- and Middle-Income Countries: A Thematic Analysis | University of Edinburgh | MSc Mental Health in Children and Young People: Psychological Approaches | Master | Full Time | Jennifer Whiteoak |
| 2020 - 2021 | Principal Supervisor | Critical Discourse Analysis of Resistance in ADHD Clinical Appointments | University of Edinburgh | MSc Mental Health in Children and Young People: Psychological Approaches | Master | Full Time | Amanda Pilmore-Bedford |
| 2020 - 2021 | Principal Supervisor | Trauma-Informed Training Programmes to Improve Foster Care Knowledge and Practice: A Systematic Review | University of Edinburgh | MSc Mental Health in Children and Young People: Psychological Approaches | Master | Full Time | Clare Lord |
| 2020 - 2021 | Principal Supervisor | A Cross-National Comparison of Mental Wellbeing Discourse Between Indian and UK Policy Documents | University of Edinburgh | MSc Psychology of Mental Health | Master | Full Time | Kartik Rai |
| 2020 - 2021 | Principal Supervisor | Contextual Constraints Around Mental Health Support in Humanitarian Settings: A Critical Discourse Analysis | University of Edinburgh | MSc Psychology of Mental Health | Master | Full Time | Emma Casey |
| 2020 - 2021 | Principal Supervisor | Medical Student's Stress and Burnout: A Systematic Review and Meta-Analysis | University of Edinburgh | MSc Clinical Education | Master | Full Time | Mohamed Abdelrahim |
| 2020 - 2021 | Principal Supervisor | Student Perception and Expectation on Learning Trauma Medicine in Malaysia | University of Edinburgh | MSc Clinical Education | Master | Full Time | Umparan Govindan |
| 2020 - 2021 | Principal Supervisor | Face-to-Face versus Distance Learning of Basic Suturing Skills in Novice Learners | University of Edinburgh | MSc Clinical Education | Master | Full Time | Ahmad Zagal |
| 2020 - 2021 | Principal Supervisor | Experiences of Medical Students and Facilitators of Online and Hybrid Case-Based Learning (CBL) | University of Edinburgh | MSc Clinical Education | Master | Full Time | Harveen Sudarshan |
| 2020 - 2021 | Principal Supervisor | Gamified Learning for Inculcating Patient Safety Concepts in Dentistry | University of Edinburgh | MSc Clinical Education | Master | Full Time | Song Yi Lin |
| Date | Role | Membership | Country |
|---|---|---|---|
| 2021 - 2022 | Member | The British Psychological Society | United Kingdom |
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