Emma Maynard
Dados Biográficos
| ID | 4776574 |
|---|---|
| NOME | Emma Maynard |
| PRENOMES | Emma |
| SOBRENOME | Maynard |
| ASSINATURA | MAYNARD E |
| AFILIAÇÕES | King's College London |
| ORCID | 0000-0003-3994-0158 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Parental Mental Ill‐Health
Background Families in which a parent experiences mental ill‐health often face complex and evolving challenges, with individual family members’ needs impacting one another across generations. Accessing appropriate support frequently requires the navigation of multiple services and systems, which can be overwhelming for both families and professionals, potentially leading to barriers in care. To address the challenges inherent with navigating comp…
Using digital qualitative diaries to understand how socioeconomic disadvantage shaped young people’s academic experiences and mental health during the Covid-19 pandemic
The Accidental Hub
Current English policy for child protection and promoting children’s wellbeing (child safeguarding) has placed increased emphasis on schools. Our study investigated how four English primary schools with attached nurseries (ages <11) in deprived communities are supporting families. Our findings illuminate the geographies and pressure points of school-based family support and the significance of this for schools, their multi agency partners and gov…
Family stories
This article presents our Family Stories model identifying self-reported change behaviours and environments by families developed from our two-phase research in an inner-city area in the south of England. The research focused on parents whose families had experienced complex issues affecting the behaviour, wellbeing, learning and/or safety of children, and who had received social care support from services that had broadly adopted a trauma-inform…
Tags, tagging, tagged, # - undisciplining organ-ization of [academic] bodies
We write as a collaborative mode of embodied writing that moves, tags, and re-sites us elsewhere, that mis/dis/aligns self-other, and permeates various stable body(boundaries). We write as a group of (un)bounded (virtual) bodies who aim to collectively create and tag arguments. We write as a collective body where materialities, ideas, discussions and writing become in the doing. Different relational collective practices shared here disturb, dispe…
Teachers’ Perceptions of Supporting Young Carers in Schools
Recognition and support for young carers has improved steadily in the past two decades; with stronger legislation and more visibility and awareness of the challenges that many of the YC face, especially with respect to their education. Recent UK-based initiatives providing toolkits and guidance for school staff have provided much needed direction for schools, to support the loosely defined statutory requirements. The aim of the current research w…
Child-centred harm reduction
Harm reduction has become increasingly influential in drug policy and practice, but has developed primarily around adult drug use. Theoretical, practical, ethical and legal issues pertaining to children and adolescents under the age of majority - both relating to their own use and the effects of drug use among parents or within the family - are less clear. This commentary proposes a sub-field of drug policy at the intersection of harm reduction a…
I hate having my mental health’ – Making sense of mental health through coproduction and visual methods with young people with complex needs
There is evidence that research involving young people in conceptual stages of the design can be empowering, leading to a sense of personal agency, sustainable outcomes, interventions and resilience. Yet, despite calls for greater involvement of young people in services that affect them, in reality this is often tokenistic or a ‘tick box’ exercise. This article presents the findings from a practical ‘on-the-ground’ project, drawing on visual meth…
Because ‘grown-ups don’t always get it right’
This study engaged children as research allies throughout the research process from developing research questions to authorship. Our approach recognises children’s right to participation under the United Nations Convention on the Rights of the Child by developing a form of inquiry that invited children’s critique of adult knowledge and authority. The project was fully co-constructed with children, with adults who guided them through planning, ana…
Tags, tagging, tagged, # - undisciplining organ-ization of [academic] bodies
We write as a collaborative mode of embodied writing that moves, tags, and re-sites us elsewhere, that mis/dis/aligns self-other, and permeates various stable body(boundaries). We write as a group of (un)bounded (virtual) bodies who aim to collectively create and tag arguments. We write as a collective body where materialities, ideas, discussions and writing become in the doing. Different relational collective practices shared here disturb, dispe…
I hate having my mental health’ – Making sense of mental health through coproduction and visual methods with young people with complex needs
There is evidence that research involving young people in conceptual stages of the design can be empowering, leading to a sense of personal agency, sustainable outcomes, interventions and resilience. Yet, despite calls for greater involvement of young people in services that affect them, in reality this is often tokenistic or a ‘tick box’ exercise. This article presents the findings from a practical ‘on-the-ground’ project, drawing on visual meth…
Because ‘grown-ups don’t always get it right’
This study engaged children as research allies throughout the research process from developing research questions to authorship. Our approach recognises children’s right to participation under the United Nations Convention on the Rights of the Child by developing a form of inquiry that invited children’s critique of adult knowledge and authority. The project was fully co-constructed with children, with adults who guided them through planning, ana…
Teachers’ Perceptions of Supporting Young Carers in Schools
Recognition and support for young carers has improved steadily in the past two decades; with stronger legislation and more visibility and awareness of the challenges that many of the YC face, especially with respect to their education. Recent UK-based initiatives providing toolkits and guidance for school staff have provided much needed direction for schools, to support the loosely defined statutory requirements. The aim of the current research w…
Child-centred harm reduction
Harm reduction has become increasingly influential in drug policy and practice, but has developed primarily around adult drug use. Theoretical, practical, ethical and legal issues pertaining to children and adolescents under the age of majority - both relating to their own use and the effects of drug use among parents or within the family - are less clear. This commentary proposes a sub-field of drug policy at the intersection of harm reduction a…
I hate having my mental health’ – Making sense of mental health through coproduction and visual methods with young people with complex needs
There is evidence that research involving young people in conceptual stages of the design can be empowering, leading to a sense of personal agency, sustainable outcomes, interventions and resilience. Yet, despite calls for greater involvement of young people in services that affect them, in reality this is often tokenistic or a ‘tick box’ exercise. This article presents the findings from a practical ‘on-the-ground’ project, drawing on visual meth…
Family stories
This article presents our Family Stories model identifying self-reported change behaviours and environments by families developed from our two-phase research in an inner-city area in the south of England. The research focused on parents whose families had experienced complex issues affecting the behaviour, wellbeing, learning and/or safety of children, and who had received social care support from services that had broadly adopted a trauma-inform…
Tags, tagging, tagged, # - undisciplining organ-ization of [academic] bodies
We write as a collaborative mode of embodied writing that moves, tags, and re-sites us elsewhere, that mis/dis/aligns self-other, and permeates various stable body(boundaries). We write as a group of (un)bounded (virtual) bodies who aim to collectively create and tag arguments. We write as a collective body where materialities, ideas, discussions and writing become in the doing. Different relational collective practices shared here disturb, dispe…
Using digital qualitative diaries to understand how socioeconomic disadvantage shaped young people’s academic experiences and mental health during the Covid-19 pandemic
The Accidental Hub
Current English policy for child protection and promoting children’s wellbeing (child safeguarding) has placed increased emphasis on schools. Our study investigated how four English primary schools with attached nurseries (ages <11) in deprived communities are supporting families. Our findings illuminate the geographies and pressure points of school-based family support and the significance of this for schools, their multi agency partners and gov…
Parental Mental Ill‐Health
Background Families in which a parent experiences mental ill‐health often face complex and evolving challenges, with individual family members’ needs impacting one another across generations. Accessing appropriate support frequently requires the navigation of multiple services and systems, which can be overwhelming for both families and professionals, potentially leading to barriers in care. To address the challenges inherent with navigating comp…
Psychology (5 obras) · Sociology (4 obras) · Mental health (3 obras) · Political science (3 obras) · Qualitative research (3 obras) · Child Abuse and Trauma (2 obras) · Children's Rights and Participation (2 obras) · Developmental psychology (2 obras) · Early Childhood Education and Development (2 obras) · Family Caregiving in Mental Illness (2 obras)