Participants at Seminar #1: people and biographies

PARTICIPANTS at Seminar #1

Organisers

Ed Hall University of Dundee, Geography; Murray Simpson University of Dundee, Social Work; Chris Philo University of Glasgow, Geographical & Earth Sciences

List of core ‘presenters’

Julie Allan University of Stirling, School of Education; Lisia Carlson Providence College, Rhode Island, USA, Philosophy; Jennifer Clegg University of Nottingham, Community Health Sciences; Chris Goodey Independent Consultant; Ed Hall University of Dundee, Geography; Andrew Jahoda University of Glasgow, Psychological Medicine; Andrew Power University of Southampton, Geography & Environment; Marcus Redley University of Cambridge, Intellectual & Developmental Disability Health Unit; Hans Reinders Vrije Universiteit, Amsterdam, Netherlands, Theology

List of invited attendees

Carrie Bradbury-Jones University of Dundee, Nursing; Martin Campbell University of St.Andrews, Psychology; Karen Deakin University of Glasgow, Health & Wellbeing; Nicola Grove “Openstorytellers”; Divya Jindal-Snape University of Dundee, Education; Tim Kelly University of Dundee, Social Work; Thilo Kroll University of Dundee, Nursing/Psychology; Fiona Mitchell University of Glasgow, Health & Wellbeing; Victoria Smillie University Glasgow, Geography/Health & Wellbeing; Niall Smith University of Glasgow, Geography; Ciara Stiles University of Glasgow, Health & Wellbeing; Hannah Young University of Dundee, PAMIS

Brief biographical details of organisers and core presenters

Julie Allan is Professor of Education in the School of Education, University of Stirling, Scotland and Visiting Professor at the University of Borås, Sweden. Her research interests are in disability, inclusion and children’s rights and she has undertaken both theoretical and empirical work in these areas. She has worked with Council of Europe on research on diversity and as an Expert Adviser for meetings of European Government Ministers. Her most recent books are Rethinking inclusive education: the philosophers of difference in practice (published by Springer); Doing inclusive education research (with Roger Slee and published by Sense); Social capital, children and young people: implications for practice policy and research (with Ralph Catts and published by Policy Press); and Social capital, professionalism and diversity (with Jenny Ozga and Geri Smyth and published by Sense).

Jennifer Clegg is Associate Professor University of Nottingham (UoN) and Consultant Clinical Psychologist, Nottinghamshire Healthcare NHS Trust. She leads the clinical psychology service for adults with ID in Nottinghamshire, and works with people admitted to the acute Assessment and Treatment Service. Her research and practice examine/elaborate a relational perspective on ID. Empirical articles on transition from child services critically examine the concepts framing ID and propose alternatives. Conceptual pieces draw on Virtue Ethics and Deleuze. Current research projects/doctoral students examine patterns of aggression over time; attachment; staff-patient interactions; and Psychomotor Therapy – a European approach to addressing challenging behaviour by enhancing physical awareness rather than by addressing the way people think or behave. With David Charnock, she has designed a post-qualifying teaching module for health and social care professionals which runs at UoN School of Nursing from January 2013: Psychological-Mindedness in ID. This explores the vulnerable self and how professionals can compensate for precarious aspects of that self interactionally. It is grounded in Daniel Stern’s synthesis of developmental research with philosophical and psychotherapeutic understandings of the emergent self.

Licia Carlson received her Ph.D. in philosophy from the University of Toronto and is an associate professor of philosophy at Providence College in Rhode Island. The primary focus of her research has been on philosophy and intellectual disability, and she has published numerous articles on disability in the context of bioethics, feminist philosophy, phenomenology, and the work of Michel Foucault. She is the author of The Faces of Intellectual Disability: Philosophical Reflections (Indiana University Press, 2010) and co-editor of Cognitive Disability and Its Challenge to Moral Philosophy (Wiley-Blackwell, 2010). She is currently writing a book on music, philosophy, and intellectual disability, and has also begun a project on direct-to-consumer genetic testing.

Chris Goodey specialised in the teaching of mature and unconventionally qualified students in higher education, first at Ruskin College, then the Open University and finally the Institute of Education. Concurrently, and since, he has been an independent consultant and researcher working with children and young people and their families on inclusive education, desegregation, and person-centred planning in adult learning disability services, connected with Valuing People and the new legislation arising out of the 2011 Green Paper on Disability and Special Needs. He is the author of A History of Intelligence and “Intellectual Disability”: The Shaping of Psychology in Early Modern Europe.

Ed Hall is a Lecturer in Geography at the University of Dundee. My first research strand is geographies of disability, welfare and social exclusion, covering three themes. Firstly, I have developed a significant research interest in social exclusionary (and inclusionary) geographies of learning disability. This work has recently focused on the role of creative arts in the social inclusion and belonging of people with learning disabilities. Secondly, I have recently completed a project for Scottish Government on self-directed support and accessing employment for disabled people. Thirdly, I am developing research and knowledge exchange on the vulnerability and resilience of disabled people, older people and people with chronic illness in natural disaster events in the UK. In my second research strand, new medical geographies, I have an established research interest in the transformation of medical and lay knowledges of health and disease in the context of new genetic claims and technologies. A recent ESRC-funded project looked at networks of scientific, clinical, policy and lay knowledges on the role of genes in heart disease. I am now extending this research strand with projects on the mainstreaming of genetic healthcare in primary care and general practice, and the conceptualisation of gene-environment relationships amongst biomedical scientists.

Andrew Jahoda was appointed as Chair of Learning Disabilities in October 2007, and he also works as an Honorary Consultant Clinical Psychologist in the Glasgow Learning Disability Partnership. He carried out research for his doctorate at Stirling University and completed his clinical training at Edinburgh University. His research interests include the mental health and well-being of people with intellectual disabilities, and the contribution made by a range of psychological and social factors. He is also interested in adapting psychotherapeutic approaches, particularly Cognitive Behavioural Therapy, for people with intellectual disabilities. Recent and current research projects have been funded by the Chief Scientist’s Office, the Baily Thomas Trust and NHS R&D.

Chris Philo was appointed to a Chair in Geography at the University of Glasgow in 1995, where I have also served as Head of Department. My research interests concern the historical, cultural and rural geographies of mental ill-health, supplemented by scholarship in the following fields as well: social geographies of ‘outsiders’; children’s geographies; new animal geographies; Foucauldian studies; the history, historiography and theoretical development of geography. I brought together much of my historical research on ‘madness’ and asylums in Philo, C. 2004. A Geographical History of Institutional Provision for the Insane from Medieval Times to the 1860s in England and Wales: The Space Reserved for Insanity (Edwin Mellen Press). In the context of this research, I encountered the story/plight of ‘idiots’ in lunatic asylums, workhouses and other spaces of detention, leading me to wonder about the possible geographies to be written about people with learning/intellectual disabilities. In 2005, I co-edited (with Deborah Metzel) a theme section of the journal Health and Place on ‘geographies of intellectual disability’.

Andrew Power is currently Lecturer in Human Geography at the University of Southampton. He received his PhD from the National Institute for Regional and Spatial Analysis at the National University of Ireland Maynooth, after which he worked as a researcher at the Centre for Disability Law and Policy at the National University of Ireland Galway. He has two established research interests; firstly in family care-giving, exploring the dynamic and contested nature of care as a concept within different contexts; and secondly, adult social care for persons with learning disabilities from an international perspective. His recent work has focused comparatively on how different countries have implemented the individualisation of service delivery to enable people with disabilities become more independent. This work includes a particular interest in the roll-out of personal budgets and the reform of conventional services to become more responsive and flexible to meet people’s requirements.

Marcus Redley has a background in sociology, and have pursued a career in research that has encompassed studies of high and low income families, the management of public and private bodies, and self-harm amongst the urban poor. Over the past eight years I have been a member of the Cambridge Intellectual and Developmental Disability Research Group (www.ciddrg.org.uk). My research within the CIDDRG covers a range of topics: aspects of the Mental Capacity Act 2005, including the Deprivation of Liberty Safeguards; the voting rights of citizens with learning disabilities; the management of epilepsy in persons with learning disabilities by family carers; the provision of mealtime assistance to ensure safe and adequate nutrition; the organisation and management of specialist community learning disability services; Adult Safeguarding, access to healthcare, and the goal of social inclusion through work. My research endeavours are animated by a wish to comprehend how we, the affluent and mentally able, understand our responsibilities towards people who are financially poorer and mentally less able.

Hans Reinders is a Professor of Theology and Ethics at Vrije Universiteit, Amsterdam. His publications include: ‘The Ethics of Normalization. Remarks on the Moral Presuppositions of Community Care Policy.’ In: Cambridge Quarterly of Healthcare Ethics 6 (1997) 4, 480-493; ‘Mental Retardation and the Quest for Meaning: Philosophical Remarks on “The Meaning of Life” in Modern Society.’ In: Joop Stolk, Theo A. Boer and R. Seldenrijk. (Eds.) Meaningful care. A multidisciplinary approach to the meaning of care for people with mental retardation. Dordrecht/Boston: Kluwer, 2000, pp. 65-84; The Future of the Disabled in Liberal Society. An Ethical Analysis. Notre Dame: The University of Notre Dame Press, 2000 (290 p.); ‘The Good Life for Citizens with Intellectual Disabilities.’ In: Journal of Intellectual Disability Research 46 (2002), January: 1-5; ‘Being Thankful: Parenting the Mentally Disabled.’ In: Stanley M. Hauerwas and Samuel Wells. (Eds.) The Blackwell Companion to Christian Ethics. London: Blackwell, 2004, pp. 427-440; ‘Human Dignity in the Absence of Agency.’ In: R. Kendall Soulen and Linda Woodhead. (Eds.) God and Human Dignity. Grand Rapids: Eerdmans, 2006, pp. 121-139; ‘Nouvelle réflections sur la relation entre éthique et handicap.’ In: Denis Müller, Michael Sherwin OP, Nathalie Maillard, and Graig Steven Titus. (Eds.) Sujet Morale et Communauté. Fribourg: Academic Press, 2007, pp. 372-391; ‘Life’s Goodness: On Disability, Genetics, and ‘Choice’. In: John Swinton and Brian Brock. (Eds.) Theology, Disability and The New Genetics. London: T&T Clark, 2007, pp. 163-181; Receiving the Gift of Friendship. Profound Disability, Theological Anthropology, and Ethics. Grand Rapids: Eerdmans, 2008.

Murray Simpson is a Senior Lecturer in Social Work at the University of Dundee. He worked in residential settings for adults with learning disabilities with the Church of Scotland and Barnardos, becoming a member of staff at the University in 1992, initially as a researcher on alcohol misuse, later registering for a PhD before becoming a Lecturer and Senior Lecturer. A book, Speaking the Truth of Idiocy: Towards a Discursive Theory of Intellectual Disability, is shortly to appear with Edwin Mellen Press. He has published on the social and cultural histories of learning disability, drawing upon Foucauldian theories of power/knowledge, and he has also researched issues to do with criminality, marriage, parenting and other contemporary ‘social’ dimensions of learning disability. From 2010, he has been a trustee on behalf of the University of Dundee with the Scottish Consortium for Learning Disability; in 2006, he developed a protocol on Risk Assessment and Management for Adults with Complex Needs Living in the Community for West Lothian Council; in 1999, he assisted in producing the Dundee City Council Review of Day Services for Adults with Learning Disabilities (he led the investigation of staff perspectives on the proposed changes to day services).

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