Liliana Araújo is Research Associate at the Royal College of Music and an honorary Research Associate at Imperial College London. She currently works on Musical Impact, a major four-year project funded by the Arts and Humanities Research Council to investigate and promote musicians’ health and wellbeing. Liliana’s research focuses on performance psychology, with a particular emphasis on expertise and career development. She is especially interested in studying how performers from different domains develop and employ psychological skills and their impact on performers’ health, wellbeing, and success.
Liliana holds a PhD in psychology from the University of Minho, as well as a PGDip in educational psychology and a Licenciatura in psychology from University of Évora, Portugal. She has also trained extensively in dance education. Before coming to the RCM, she worked at Trinity Laban Conservatoire of Music and Dance supported by a Leonardo da Vinci mobility grant. Liliana has lectured widely on performance psychology, across Europe and in South America, and is a member of the research group in Music and Performing Arts at i2ADS (Research Institute in Arts, Design and Society, University of Porto), the Order of Psychologists (Portugal), the Portuguese Society for Sport Psychology, and the Portuguese Society for Positive Psychology.
Cruder C, Falla D, Mangili F, Azzimonti L, Araújo L, Williamon A, & Barbero M (forthcoming), Profiling the location and extent of musicians’ pain using digital pain drawings, Pain Practice [DOI].
Perkins R, Reid H, Araújo L, Clark T, & Williamon A (forthcoming), Perceived enablers and barriers to optimal health among music students: a qualitative study in the music conservatoire setting, Frontiers in Psychology [DOI].
Araújo L, Cruz JFA, & Almeida LS (2016), Achieving scientific excellence: an exploratory study of the role of emotional and motivational factors, High Ability Studies, 1-16 [DOI].
Araújo L, Cruz J, & Almeida L (2013), Managing social interactions: psychological skills of excellent dancers, in A Williamon & W Goebl (eds.), Proceedings of the International Symposium on Performance Science 2013 (pp. 41-46), European Association of Conservatoires.
Araújo L, Prieto M, & Bezelga I (2012), Danza tradicional na escola: relato de duas experiencias de inclusión da danza tradicional no programa curricular do ensino básico [Folk dances in school: two initiatives for embedding folk dances in the curriculum in primary education], Musicrearte Digital, 1, 43-53.
Araújo L, Cruz J, & Almeida L (2011), Inspirational teachers: their role in the development of excellence in professional dancers, in A Williamon, D Edwards & L Bartel (eds.), Proceedings of the International Symposium on Performance Science 2011 (pp. 49-54), European Association of Conservatoires.
Araújo L, Cruz J, & Almeida L (2010), A entrevista no estudo da excelência: uma proposta [The interview in the study of excellence: a proposal], Psychologica, 52, 253-279.
Araújo L, Almeida L, & Cruz J (2009), Pathways of excellence in science and dance: lessons learned from a Portuguese case study, in A Williamon, S Pretty, & R Buck (eds.), Proceedings of the International Symposium on Performance Science 2009 (pp. 139-144), European Association of Conservatoires.
Araújo L, Almeida L, & Cruz J (2007), Excellence on achievement contexts: psychological science applications and future direction, in A Williamon & D Coimbra (eds.), Proceedings of the International Symposium on Performance Science 2007 (pp. 17-22), European Association of Conservatoires.
Araújo L, Cruz J, & Almeida L (2007), Excelência humana: teorias explicativas e o papel determinante do professor [Human excellence: explanatory theories and the determinant role of teachers], Revista Psicologia, Educação e Cultura, 11, 197-222.