Rebecca J Ward
Biographic Data
| ID | 6154361 |
|---|---|
| NAME | Rebecca J Ward |
| GIVEN NAMES | Rebecca J |
| FAMILY NAME | Ward |
| SIGNATURE | WARD R J |
| AFFILIATIONS | Centre for Homelessness Research and Practice University of Southampton Southampton UK |
| ORCID | 0000-0001-7703-8670 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Realist Synthesis Protocol to Understand How and Why Attention-Deficit/Hyperactivity Disorder Contributes to Homelessness and Housing Instability
Homelessness is associated with profound and enduring health and social inequalities, yet the processes through which individuals come to experience, and remain within, homelessness are not completely understood. Attention-deficit/hyperactivity disorder (ADHD) is consistently over-represented within homelessness and inclusion health populations, but existing research has focused predominantly on establishing prevalence rather than explaining why …
“Where the h*ck are we going to get a real dragon from?” A mixed methods study investigating gender differences of playtime behaviours of autistic children in mainstream primary school
Play is a human right and a vital part of development, highlighting the importance of school playtime. Play is considered an area of fundamental difference for autistic children, which may present differently in autistic boys and girls. Previous research has rarely explored what children want from their playtime or examined whether this aligns with their actual play behaviours, while also accounting for potential gender differences. Accordingly, …
The Effectiveness of Psychologically Informed Environments in Homelessness Services
Objectives Psychologically informed environments have shown promise in supporting people experiencing homelessness, yet evidence of effectiveness and mechanisms is lacking. This systematic review evaluated current evidence on their effectiveness in homelessness settings. Methods A mixed‐method approach combined quantitative evaluation studies with qualitative studies exploring mechanisms for change. Searches were conducted in MEDLINE, PsycINFO an…
Resourced provision in mainstream schools for students with special educational needs and/or disabilities
Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to (i) evaluate with the participants the effective practices and challenges in educating students with SEND …
‘It Is Good to See the Person As a Whole Person and… Continue to Improve Our Psychologically Informed Working’
OBJECTIVES: The National Framework for Inclusion Health identified the need for collaborative action between the NHS and third sector health to improve access and outcomes for Inclusion Health groups. Clinical psychology trainee placements in homelessness settings could be a valuable pathway to improving access to psychological support for people experiencing homelessness and the provision of clinical services, which is key to developing the work…
The effectiveness of psychological interventions for people experiencing homelessness
Homelessness is a complex social, economic and psychological issue, and compared with the general population, people experiencing homelessness suffer disproportionately from mental health and substance use issues. Evidence suggests that psychological interventions can improve the quality‐of‐life of people experiencing homelessness. A systematic review and meta‐analysis were conducted on studies identified in five databases. Global studies publish…
‘Our Stories…’
The voices of autistic children and their families are routinely underestimated and overlooked in research and practice. Research is challenged methodologically in accessing the views of autistic people who, by definition, are characterised by social and communication difficulties. Consequently, many voices remain unheard and experiences undocumented. This has important implications for the validity of research that is interested in improving the…
Using a collaborative working group model to develop an ADHD resource for school staff
Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative workin…
No prominent works on this page.
‘Our Stories…’
The voices of autistic children and their families are routinely underestimated and overlooked in research and practice. Research is challenged methodologically in accessing the views of autistic people who, by definition, are characterised by social and communication difficulties. Consequently, many voices remain unheard and experiences undocumented. This has important implications for the validity of research that is interested in improving the…
Using a collaborative working group model to develop an ADHD resource for school staff
Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative workin…
Resourced provision in mainstream schools for students with special educational needs and/or disabilities
Although the number of resource provision (RP) classrooms for the education of students with special educational needs and/or disabilities (SEND) in English mainstream schools has increased, very little is known about their functioning and impact. Through collaborative research, based on critical communicative methodology, this study aims to (i) evaluate with the participants the effective practices and challenges in educating students with SEND …
‘It Is Good to See the Person As a Whole Person and… Continue to Improve Our Psychologically Informed Working’
OBJECTIVES: The National Framework for Inclusion Health identified the need for collaborative action between the NHS and third sector health to improve access and outcomes for Inclusion Health groups. Clinical psychology trainee placements in homelessness settings could be a valuable pathway to improving access to psychological support for people experiencing homelessness and the provision of clinical services, which is key to developing the work…
The effectiveness of psychological interventions for people experiencing homelessness
Homelessness is a complex social, economic and psychological issue, and compared with the general population, people experiencing homelessness suffer disproportionately from mental health and substance use issues. Evidence suggests that psychological interventions can improve the quality‐of‐life of people experiencing homelessness. A systematic review and meta‐analysis were conducted on studies identified in five databases. Global studies publish…
A Realist Synthesis Protocol to Understand How and Why Attention-Deficit/Hyperactivity Disorder Contributes to Homelessness and Housing Instability
Homelessness is associated with profound and enduring health and social inequalities, yet the processes through which individuals come to experience, and remain within, homelessness are not completely understood. Attention-deficit/hyperactivity disorder (ADHD) is consistently over-represented within homelessness and inclusion health populations, but existing research has focused predominantly on establishing prevalence rather than explaining why …
“Where the h*ck are we going to get a real dragon from?” A mixed methods study investigating gender differences of playtime behaviours of autistic children in mainstream primary school
Play is a human right and a vital part of development, highlighting the importance of school playtime. Play is considered an area of fundamental difference for autistic children, which may present differently in autistic boys and girls. Previous research has rarely explored what children want from their playtime or examined whether this aligns with their actual play behaviours, while also accounting for potential gender differences. Accordingly, …
The Effectiveness of Psychologically Informed Environments in Homelessness Services
Objectives Psychologically informed environments have shown promise in supporting people experiencing homelessness, yet evidence of effectiveness and mechanisms is lacking. This systematic review evaluated current evidence on their effectiveness in homelessness settings. Methods A mixed‐method approach combined quantitative evaluation studies with qualitative studies exploring mechanisms for change. Searches were conducted in MEDLINE, PsycINFO an…
Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Homelessness and Social Issues (3 works) · Medicine (3 works) · Pedagogy (3 works) · Political science (3 works) · Attention Deficit Hyperactivity Disorder (2 works) · Autism Spectrum Disorder Research (2 works) · Mainstream (2 works)