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I’m a lecturer and researcher in the Division of Psychology, School of Applied Sciences. My time at LSBU is focused primarily on the delivery of the undergraduate and post-graduate curricula. I also oversee MSc students in their professional work-based placements.
Before joining the Division of Psychology, I worked as a theatre director, wellbeing practitioner, outreach worker, and project coordinator of many community and prison arts and theatre-based projects in London and across the U.K. In my applied work, I promote the active participation of young people in their own community with a special focus on young people at risk of social exclusion due to cultural, social, and economic obstacles. I remain dedicated to expanding the personal and professional horizons of gang-affiliated youths and other marginalised, and vulnerable young people.
As a researcher, I specialise in the field of forensic psychology, principally focusing on juvenile offending, as well as mental health, adolescence, and family communication. My research work aims to inform psychological and criminological concepts, theories, methods, policies, and practices through the use of creative, qualitative methodologies.
I am particularly interested in digital life story work which draws upon the use of computers, software, smartphones, and other audio-visual recording devices in a range of contemporary and exciting ways. As well as utilising qualitative interviewing and focus group techniques, I also employ arts-based methods, including visual and performative arts, such as creative writing, photography, music, sculpture, and textile arts and crafts.
I have a keen interest in the geographies of children, youth, and families, which deals, chiefly, with the study of places and spaces of family life. I am especially interested in graphic participatory mapping techniques and qualitative methodologies that capture the abstract realm of emotions, feelings, and connections with others.
I have a broad range of research interests and would be pleased to work with students and researchers on topics related to:
Policing and crime in the community; criminal careers through the life-course; systems of justice, including transitions from juvenile to adult criminal justice systems; youth offending; gang affiliation; families, relationships and relational change; communication practices; dark communication; adolescent mental health; childhood; geographies of children, young people and families; disability, intimacy and sexuality.
Psychology - BSc (Hons)
Psychology (Clinical Psychology) - BSc (Hons)
Psychology with Criminology - BSc (Hons)
Mental Health and Clinical Psychology - MSc
Psychology - MSc
Psychology - PhD
London South Bank University
London South Bank University
- assessing the needs of young people to correctly plan and deliver programmes related to areas such as mental health, gangs, violence, and relationships
- setting up and run arts-based activities, community/environmental projects, residential activities
- developing a relationship with young people based on respect and trust, ensuring they have a safe place to develop their identitifying and place in society
- supporting young people in different settings, including outreach work mentor, coach and support individuals, encouraging greater social inclusion
- working in partnership with families and other key people in the young person's life, as well as with professionals from other organisations involved with young people such as social care, health, police, education, youth offending teams, and local authorities, in order to build a strong support network
- attending and contributing to multi-agency meetings, bringing together practitioners from different sectors as part of a 'team around the family' (TAF) approach
- working with parents and community groups to win support for the improved provision and act as an advocate for young people's interests
‘Access to Justice for Children with Autism Spectrum Disorder’ Project: working in schools with young people (5 - 10 years) who have a diagnosis of autism; examining their ability to learn, remember, and recall events experienced in the past.
Scholarly activities include planning small group seminars, preparing teaching resources and classroom activities, running twice-weekly student support sessions (including how to plan and write effective essays, correct use of English language, structuring academic arguments, developing study skills, providing coursework and dissertation guidance) as well as monitoring and recording student progress, giving feedback, marking coursework submissions and exam papers.
Teaching English, Drama and Theatre Studies (Key Stages 3, 4, & 5: GCSE/A’Level/BTEC) to a cohort of 11 to 18-year-olds in a large community secondary school. As well as providing emotional/pastoral care for students, responsibilities included lesson planning in accordance with National Curriculum guidelines, developing new and exciting modules of work, producing dynamic, fun teaching materials, monitoring student outcomes and tracking educational progress/attainment, setting and marking work and providing feedback for improvement, overseeing a variety of Sixth Form learning projects (16-18 years), organizing and planning after-school clubs/activities.
Legal professionals and witness statements from people with a suspected mental health diagnosis.
Reavey, P, Wilcock, R, Brown, SD, Batty, R and Fuller, S (2016). Legal professionals and witness statements from people with a suspected mental health diagnosis. International Journal of Law and Psychiatry. 46, pp. 94-102. https://doi.org/10.1016/j.ijlp.2016.02.040