Laura Anne Winter
Biographic Data
| ID | 2749348 |
|---|---|
| NAME | Laura Anne Winter |
| GIVEN NAMES | Laura Anne |
| FAMILY NAME | Winter |
| SIGNATURE | WINTER L A |
| AFFILIATIONS | University of Manchester |
| ORCID | 0000-0001-9324-460X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Single adult homeless women’s experiences of skills training and education
The skills, education and training needs of homeless adults, as well as the available service provision within the UK is an under researched area (Goodacre & Sumner, 2021; Jones, 2021). Knowledge specifically regarding the needs of single, homeless women is rarer still, as research examining women’s experiences throughout the course of homelessness remain anomalous (Bretherton, 2020). Furthermore, there is little understanding of what single, hom…
Practical applications of a social justice agenda in counselling and psychotherapy: The relational equality in education framework (Reef)
Recently there has been an increasing focus on the social justice agenda in counselling and psychotherapy. To ensure that this does not merely function as rhetoric, therapists must consider how to translate their social justice values into action. In this paper we aim to extend current understandings of social justice by foregrounding an emphasis on relational equality and power. We consider the importance of educational settings as a site of soc…
‘Quiet activism’ in schools: Conceptualising the relationships between the personal, the political and the Political in education
This paper presents a novel conceptualisation of the school context by examining the ‘personal’ (emotional wellbeing), the ‘political’ (everyday political actions and power relations) and the ‘Political’ (the Political system, including electoral politics and governmental policy) and how these interrelate. Informed by literatures from a range of disciplines, the authors use this conceptual lens to consider data from two projects which explored th…
Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective
BackgroundSchools are commonly asked to take on roles that support the emotional well-being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs.AimsTo explore whether professionals in schools believe that their work supporting pupils' emotional well-being has ch…
Relational equality in education: What, how, and why?
Relational equality is broadly understood to be about relating to others as moral equals. I consider three questions of relational equality as applied to education: what, how, and why? Relational equality is important on a macro (societal) level, a meso (school) level structuring of relationships, and a micro (interpersonal relationships) level. I focus on micro level relational equality in schools, and connect theoretical perspectives from two n…
In)validation and (mis)recognition in higher education: The experiences of students from refugee backgrounds
Students from refugee backgrounds face unique challenges within higher education. This article reports analysis from a systematic review of qualitative research which aimed to explore these students’ experiences. Four databases were searched, inclusion/exclusion criteria applied and the remaining studies subjected to a quality assessment, leaving eight studies. The research adopted meta-ethnography as a method of data synthesis. An overarching th…
Sage Handbook of Counselling and Psychotherapy
Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective
There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education
In)validation and (mis)recognition in higher education: The experiences of students from refugee backgrounds
Students from refugee backgrounds face unique challenges within higher education. This article reports analysis from a systematic review of qualitative research which aimed to explore these students’ experiences. Four databases were searched, inclusion/exclusion criteria applied and the remaining studies subjected to a quality assessment, leaving eight studies. The research adopted meta-ethnography as a method of data synthesis. An overarching th…
Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective
BackgroundSchools are commonly asked to take on roles that support the emotional well-being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs.AimsTo explore whether professionals in schools believe that their work supporting pupils' emotional well-being has ch…
Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective
There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education
Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective
There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the ‘bedroom tax’. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships between psychological well-being, sociopolitical factors and education
In)validation and (mis)recognition in higher education: The experiences of students from refugee backgrounds
Students from refugee backgrounds face unique challenges within higher education. This article reports analysis from a systematic review of qualitative research which aimed to explore these students’ experiences. Four databases were searched, inclusion/exclusion criteria applied and the remaining studies subjected to a quality assessment, leaving eight studies. The research adopted meta-ethnography as a method of data synthesis. An overarching th…
Sage Handbook of Counselling and Psychotherapy
Relational equality in education: What, how, and why?
Relational equality is broadly understood to be about relating to others as moral equals. I consider three questions of relational equality as applied to education: what, how, and why? Relational equality is important on a macro (societal) level, a meso (school) level structuring of relationships, and a micro (interpersonal relationships) level. I focus on micro level relational equality in schools, and connect theoretical perspectives from two n…
‘Quiet activism’ in schools: Conceptualising the relationships between the personal, the political and the Political in education
This paper presents a novel conceptualisation of the school context by examining the ‘personal’ (emotional wellbeing), the ‘political’ (everyday political actions and power relations) and the ‘Political’ (the Political system, including electoral politics and governmental policy) and how these interrelate. Informed by literatures from a range of disciplines, the authors use this conceptual lens to consider data from two projects which explored th…
Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective
BackgroundSchools are commonly asked to take on roles that support the emotional well-being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students' needs.AimsTo explore whether professionals in schools believe that their work supporting pupils' emotional well-being has ch…
Practical applications of a social justice agenda in counselling and psychotherapy: The relational equality in education framework (Reef)
Recently there has been an increasing focus on the social justice agenda in counselling and psychotherapy. To ensure that this does not merely function as rhetoric, therapists must consider how to translate their social justice values into action. In this paper we aim to extend current understandings of social justice by foregrounding an emphasis on relational equality and power. We consider the importance of educational settings as a site of soc…
Single adult homeless women’s experiences of skills training and education
The skills, education and training needs of homeless adults, as well as the available service provision within the UK is an under researched area (Goodacre & Sumner, 2021; Jones, 2021). Knowledge specifically regarding the needs of single, homeless women is rarer still, as research examining women’s experiences throughout the course of homelessness remain anomalous (Bretherton, 2020). Furthermore, there is little understanding of what single, hom…
Political science (6 works) · Sociology (6 works) · Psychology (5 works) · Law (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Youth Education and Societal Dynamics (3 works) · Austerity (2 works) · Early Childhood Education and Development (2 works) · Humanism (2 works)