Hansford, Lorraine - University of Exeter

个人简介

Since 2012 Lorraine has worked as an Associate Research Fellow on the STARS Trial and is part of the child mental health team. STARS (Supporting Teachers and childRen in Schools) is investigating whether training teachers in the ‘Incredible Years Teacher Classroom Management’ strategies has benefits for the child and the teacher, specifically improving child behaviour and academic attainment and improving teachers’ sense of professional efficacy and mental health. The RCT started in September 2012 and will work with 80 primary schools and up to 1600 families in Devon over five years. Prior to this Lorraine worked as an Associate Research Fellow on the 'Helping Children Achieve' trial, investigating the effectiveness of 2 parenting programmes to reduce anti-social behaviour and improve reading in deprived inner-city primary school children. Lorraine also carried out some secondary analysis of the 'Sharptalk' data; using qualitative data from an online forum to explore the experiences and views of young people accessing health care after self-harming. Before moving into research Lorraine worked as a qualified youth and community worker for 17 years, working with a wide range of young people and families, including teenage parents, young people in care, children at risk of exclusion and adults with learning disabilities. From 2005-2009 Lorraine worked as a freelance consultant in roles mainly involving service evaluations, reviews and policy development, with local authorities, voluntary organisations and as an Additional Inspector for Youth Services with Ofsted.

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Owens, Hansford L, Sharkey S, Ford T (In Press). Needs and fears of young people presenting at Accident & Emergency department following an act of self-harm: Secondary analysis of qualitative data. British Journal of Psychiatry Abstract. Full text. Nye E, Gardner F, Hansford L, Edwards V, Hayes R, Ford T (2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Emotional and Behavioural Difficulties, 1-18. Abstract. Full text. Hansford L (2015). Review of 'The SAGE handbook of child research'. CHILD AND ADOLESCENT MENTAL HEALTH, 20(2), 126-126. Author URL. Marlow R, Hansford L, Edwards V, Ukoumunne O, Norman S, Ingarfield S, Sharkey S, Logan S, Ford T (2015). Teaching classroom management – a potential public health intervention?. Health Education, 115(3-4), 230-248. Abstract. Full text. Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract. Author URL. Full text. Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract. Author URL. Marlow R, Norwich B, Ukoumunne OC, Hansford L, Sharkey S, Ford T (2014). A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II). Assessment in Education: Principles, Policy and Practice, 21(4), 412-426. Abstract. Full text. Article has an altmetric score of 2 Norman S, Dean S, Hansford L, Ford T (2014). Clinical practitioner's attitudes towards the use of Routine Outcome Monitoring within Child and Adolescent Mental Health Services: a qualitative study of two Child and Adolescent Mental Health Services. Clin Child Psychol Psychiatry, 19(4), 576-595. Abstract. Author URL.