Joyce Senior
Biographic Data
| ID | 6690151 |
|---|---|
| NAME | Joyce Senior |
| GIVEN NAMES | Joyce |
| FAMILY NAME | Senior |
| SIGNATURE | SENIOR J |
| AFFILIATIONS | University College Dublin |
| ORCID | 0000-0001-7036-3956 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Social and Emotional Factors Affecting the Mental Health of Gifted Students with ADHD
Gifted students with neurodivergent profiles such as ADHD, autism, or dyslexia demonstrate unique cognitive and learning characteristics that can shape their educational experiences and socio-emotional development. Often referred to as twice-exceptional (2e), these students benefit from environments that recognise their strengths while responding to their diverse learning needs. Understanding the interplay between giftedness and neurodivergence i…
Methods of studying pathological demand avoidance in children and adolescents
The construct of pathological demand avoidance (PDA) is relatively new and contested. Clinical reports indicate a population who obsessively resist everyday demands and have an extreme need for control. Children and adolescents who might experience PDA, and their families, struggle significantly in their daily lives, creating a need for more research into the phenomenon. To assist the developing research field, this scoping review focuses on the …
Practicing psychologists’ accounts of demand avoidance and extreme demand avoidance in children and adolescents
The construct of pathological or extreme demand avoidance (EDA) is used to describe the experience of avoiding demands and having an extreme need for control. However, the EDA construct is contested by researchers and educational psychology practitioners. To investigate the utility and validity of the construct of EDA, this qualitative study explored psychologists’ experience and conceptualisation of demand avoidance and extreme demand avoidance,…
Special schools at the crossroads of inclusion
A philosophy of inclusion, based on the fundamental principles of human rights and equal opportunities for all, has become central to the education of students with special educational needs (SEN) in an inclusive education system, in accordance with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (UN, United Nations Convention on the Rights of Persons with Disabilities. https://www.un.org/development/desa/disabil…
Developing inclusive schools
This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interre…
Developing inclusive schools
This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interre…
Developing inclusive schools
This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interre…
Practicing psychologists’ accounts of demand avoidance and extreme demand avoidance in children and adolescents
The construct of pathological or extreme demand avoidance (EDA) is used to describe the experience of avoiding demands and having an extreme need for control. However, the EDA construct is contested by researchers and educational psychology practitioners. To investigate the utility and validity of the construct of EDA, this qualitative study explored psychologists’ experience and conceptualisation of demand avoidance and extreme demand avoidance,…
Special schools at the crossroads of inclusion
A philosophy of inclusion, based on the fundamental principles of human rights and equal opportunities for all, has become central to the education of students with special educational needs (SEN) in an inclusive education system, in accordance with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (UN, United Nations Convention on the Rights of Persons with Disabilities. https://www.un.org/development/desa/disabil…
Methods of studying pathological demand avoidance in children and adolescents
The construct of pathological demand avoidance (PDA) is relatively new and contested. Clinical reports indicate a population who obsessively resist everyday demands and have an extreme need for control. Children and adolescents who might experience PDA, and their families, struggle significantly in their daily lives, creating a need for more research into the phenomenon. To assist the developing research field, this scoping review focuses on the …
The Social and Emotional Factors Affecting the Mental Health of Gifted Students with ADHD
Gifted students with neurodivergent profiles such as ADHD, autism, or dyslexia demonstrate unique cognitive and learning characteristics that can shape their educational experiences and socio-emotional development. Often referred to as twice-exceptional (2e), these students benefit from environments that recognise their strengths while responding to their diverse learning needs. Understanding the interplay between giftedness and neurodivergence i…
Sociology (4 works) · Computer Science (3 works) · Psychology (3 works) · Qualitative research (3 works) · Applied Psychology (2 works) · Autism Spectrum Disorder Research (2 works) · Cognition (2 works) · Collaborative Teaching and Inclusion (2 works) · Developmental psychology (2 works) · Family and Disability Support Research (2 works)