Natasha Baxter
پژوهشگر ارشد · Autism Spectrum Disorders
Royal Holloway, University of Londonمعرفی
Natasha Baxter is a Postdoctoral Teaching Associate in the Department of Psychology at Royal Holloway, University of London. She holds a PhD in Psychology from the University of York (2024), an MSc in Development, Disorders, and Clinical Practice (2020), and a BSc in Psychology from Brunel University London (2019). Her academic work spans teaching and research in clinical and cognitive psychology, with a focus on autism spectrum conditions and educational barriers.
Her educational background includes:
- PhD in Psychology, University of York (2024) - Thesis: "Face processing in Autism Spectrum Conditions: the role of alexithymia, mood disorder symptoms and gaze behaviour."
- MSc in Development, Disorders, and Clinical Practice, University of York (2020)
- BSc in Psychology, Brunel University London (2019)
Natasha's research interests revolve around autism spectrum disorders, particularly face processing and emotional factors, and barriers to higher education for non-traditional students. She employs cognitive-behavioral experimental methods, eye tracking, and qualitative approaches. Her work contributes to Sustainable Development Goals related to education and reducing inequalities.
Her recent publications (2023-2024) focus on the impact of face masks on face processing in autistic adults, emotional factors in autism, and adaptations for therapy services. These articles demonstrate a strong interdisciplinary approach combining clinical psychology, cognitive science, and educational research.
She has received the York open Science Award in 2021. Her current active projects include:
- "The impact of face masks on face and information processing" (as PI)
- "Breaking Barriers: Insight from non-traditional backgrounds into barriers in Higher Education" (as PI)
Natasha teaches first-year introductory psychology modules, Social Psychology in the real world, Affective Neuroscience, and postgraduate statistics. She is actively engaged in research that bridges clinical practice and educational accessibility.
