Tom Billington
Biographic Data
| ID | 756948 |
|---|---|
| NAME | Tom Billington |
| GIVEN NAMES | Tom |
| FAMILY NAME | Billington |
| SIGNATURE | BILLINGTON T |
| AFFILIATIONS | University of Sheffield |
| ORCID | 0000-0002-1125-6402 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Conditions for mental health in education
There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational ap…
Psychological assessments of young people in family courts
This paper considers the conduct of psychological assessments of young people in family courts and research into those professional practices. It extends the potentially progressive construct of reflective practice (Family Justice Council / British Psychological Society, 2016) by attending to issues of relationality, experience and representation which are not routinely prioritized in some assessment and training models and, significantly, it ins…
Just deal with it’
There are different ways of theorising dyslexia and different ways of constructing meanings around dyslexia in different learning contexts. This paper considers the role of neoliberalist ideology in shaping conversations about dyslexia and ‘fairness’ during two focus group conversations analysed as part of a study into the discursive construction of dyslexia in higher education. Ideological analysis was undertaken with reference to Gee's discours…
Educational inclusion and critical neuroscience
Momentum is continuing to grow in the circulation of neuroscientific discourse, \ninforming aspects of how we live but affecting too how we think about education and \nlearning. Neurologically-informed intrusions into education frequently align with \npsychology which has until now largely adopted a ‘medical model’, supporting \npolicies and practices which ultimately invoke psychopathology and arguably render \nindividual young people more vulne…
The discursive construction of dyslexia by students in higher education as a moral and intellectual good
Interest in dyslexia as a topic of discussion in education, and in the media, runs through peaks and troughs. Dyslexic students in higher education must navigate their way through the possible meanings attached to the label, appropriating some and rejecting others, yet needing the label as a means to access support. The aim of this article is to explore the ways in which dyslexic university students constructed dyslexia and being dyslexic as mora…
Constructing Critical Resources for Research and Professional Practice with Young People
This article is a contribution to the continuing project of a critically informed psychology—in particular, relating to direct work with young people conducted by researchers and practitioners. Despite the development and ongoing reformation of critical thrusts, the incorporation of critical ideas within regimes of professional practice remains difficult to achieve. I attempt to move beyond the “semiotics of accusation” (Motzkau 2009 Motzkau, JF.…
Autism
The Curious Incident of the Dog in the Night-time Mark Haddon, 2004 London, New South Wales: Vintage AUD $12.95(pbk), 240 pp., ISBN 0-385-51210-4 AUD $23.95 (hbk), 240 pp., 1-4000-3271-7 AUD $9.95
Working with autistic children and young people
This paper aims to create narratives of autistic experience that are not restricted by a primary consideration of impairments or deficits but rather related to ideas about ‘assets’ as a means of developing professional practice. It is argued that children's rights legislation (UN Convention on Children's Rights, 1989, and in the UK, the Special Educational Needs and Disability Act, 2001) can encourage professionals working with autistic young peo…
The discursive construction of dyslexia by students in higher education as a moral and intellectual good
Interest in dyslexia as a topic of discussion in education, and in the media, runs through peaks and troughs. Dyslexic students in higher education must navigate their way through the possible meanings attached to the label, appropriating some and rejecting others, yet needing the label as a means to access support. The aim of this article is to explore the ways in which dyslexic university students constructed dyslexia and being dyslexic as mora…
Working with autistic children and young people
This paper aims to create narratives of autistic experience that are not restricted by a primary consideration of impairments or deficits but rather related to ideas about ‘assets’ as a means of developing professional practice. It is argued that children's rights legislation (UN Convention on Children's Rights, 1989, and in the UK, the Special Educational Needs and Disability Act, 2001) can encourage professionals working with autistic young peo…
Conditions for mental health in education
There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational ap…
Educational inclusion and critical neuroscience
Momentum is continuing to grow in the circulation of neuroscientific discourse, \ninforming aspects of how we live but affecting too how we think about education and \nlearning. Neurologically-informed intrusions into education frequently align with \npsychology which has until now largely adopted a ‘medical model’, supporting \npolicies and practices which ultimately invoke psychopathology and arguably render \nindividual young people more vulne…
Psychological assessments of young people in family courts
This paper considers the conduct of psychological assessments of young people in family courts and research into those professional practices. It extends the potentially progressive construct of reflective practice (Family Justice Council / British Psychological Society, 2016) by attending to issues of relationality, experience and representation which are not routinely prioritized in some assessment and training models and, significantly, it ins…
Working with autistic children and young people
This paper aims to create narratives of autistic experience that are not restricted by a primary consideration of impairments or deficits but rather related to ideas about ‘assets’ as a means of developing professional practice. It is argued that children's rights legislation (UN Convention on Children's Rights, 1989, and in the UK, the Special Educational Needs and Disability Act, 2001) can encourage professionals working with autistic young peo…
Autism
The Curious Incident of the Dog in the Night-time Mark Haddon, 2004 London, New South Wales: Vintage AUD $12.95(pbk), 240 pp., ISBN 0-385-51210-4 AUD $23.95 (hbk), 240 pp., 1-4000-3271-7 AUD $9.95
Constructing Critical Resources for Research and Professional Practice with Young People
This article is a contribution to the continuing project of a critically informed psychology—in particular, relating to direct work with young people conducted by researchers and practitioners. Despite the development and ongoing reformation of critical thrusts, the incorporation of critical ideas within regimes of professional practice remains difficult to achieve. I attempt to move beyond the “semiotics of accusation” (Motzkau 2009 Motzkau, JF.…
The discursive construction of dyslexia by students in higher education as a moral and intellectual good
Interest in dyslexia as a topic of discussion in education, and in the media, runs through peaks and troughs. Dyslexic students in higher education must navigate their way through the possible meanings attached to the label, appropriating some and rejecting others, yet needing the label as a means to access support. The aim of this article is to explore the ways in which dyslexic university students constructed dyslexia and being dyslexic as mora…
Just deal with it’
There are different ways of theorising dyslexia and different ways of constructing meanings around dyslexia in different learning contexts. This paper considers the role of neoliberalist ideology in shaping conversations about dyslexia and ‘fairness’ during two focus group conversations analysed as part of a study into the discursive construction of dyslexia in higher education. Ideological analysis was undertaken with reference to Gee's discours…
Educational inclusion and critical neuroscience
Momentum is continuing to grow in the circulation of neuroscientific discourse, \ninforming aspects of how we live but affecting too how we think about education and \nlearning. Neurologically-informed intrusions into education frequently align with \npsychology which has until now largely adopted a ‘medical model’, supporting \npolicies and practices which ultimately invoke psychopathology and arguably render \nindividual young people more vulne…
Psychological assessments of young people in family courts
This paper considers the conduct of psychological assessments of young people in family courts and research into those professional practices. It extends the potentially progressive construct of reflective practice (Family Justice Council / British Psychological Society, 2016) by attending to issues of relationality, experience and representation which are not routinely prioritized in some assessment and training models and, significantly, it ins…
Conditions for mental health in education
There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational ap…
Psychology (8 works) · Social Psychology (5 works) · Social Psychology (5 works) · Political science (4 works) · Sociology (4 works) · Educational and Psychological Assessments (3 works) · Narrative (3 works) · Children's Rights and Participation (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works)