Hamilton, Professor Lorna G.

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Contact

profile_image:

Name:

Hamilton, Professor Lorna G.

Email:

L.Hamilton1@yorksj.ac.uk

Department:

School of Education, Language & Psychology

Organisation:

York St John University

Address:

Lord Mayors Walk York YO30 7EX

Country:

Homepage:

https://www.yorksj.ac.uk/health--life-sciences/faculty-of-hls/staff-contact-details/psychology-staff/lorna-hamilton.aspx

Biography

Expertise:

Cognitive development, Neurodiversity, Autism, Dyslexia, Inclusive education, Home literacy environments

Job title:

Associate Professor in Psychology

Biography:

Lorna is Professor of Developmental Psychology and Inclusive Education at York St John University.

Qualifications:

PhD Psychology: University of York; PGDip Psychology (conversion for postgraduates) - Open; University - Distinction MPhil Philology - Cambridge University - Distinction; BA(Hons) Anglo-Saxon, Norse & Celtic - Cambridge University - 1st class

My Latest

Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Williams, James and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2024) Inclusive Neurodiverse Campuses. In: Neurodiversity in Higher Education 2, 13/09/2024, York St John University. (Unpublished)
Vincent, Jonathan ORCID: https://orcid.org/0000-0001-6278-4670, Harkry, Lisa and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Creating a diversity climate in the workplace: A mixed methods study into knowledge of autism and attitudes toward hiring autistic people in the United Kingdom. Journal of Vocational Rehabilitation, 61 (2). pp. 303-314.
Heasman, Brett ORCID: https://orcid.org/0000-0002-3621-3863, Williams, Gemma, Charura, Divine ORCID: https://orcid.org/0000-0002-3509-9392, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Milton, Damian and Murray, Fergus (2024) Towards Autistic flow theory: a non-pathologising conceptual approach. Journal for the Theory of Social Behaviour..
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Knight, Ruth ORCID: https://orcid.org/0000-0003-0660-4588 (2024) Bridging double empathy gaps in the higher education classroom. In: Milton, Damian, (ed.) The Double Empathy Reader. Pavilion Publishing (In Press)
Sutcliffe-Khan, Farzana, Larkin, Fionnuala ORCID: https://orcid.org/0000-0003-3838-9165 and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Parents' and professionals' views on autistic motherhood using a participatory research design. Current Psychology, 43 (25). pp. 21792-21807.
Deakin, Michelle, Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Heasman, Brett ORCID: https://orcid.org/0000-0002-3621-3863 and Hamilton, Lorna ORCID: https://orcid.org/0000-0003-0526-8252 (2024) A critical reflection on definitions of autistic wellbeing. Brain and behavior, 14 (7). e3572.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313 (2024) Corrigendum: Compassionate pedagogy for neurodiversity in higher education: a conceptual analysis. Frontiers Media S.A..
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2024) Emotionally based school avoidance in the aftermath of the COVID-19 pandemic: Neurodiversity, agency and belonging in school. Education Sciences, 14 (2).
Fernandes-Jesus, Maria ORCID: https://orcid.org/0000-0002-8868-1968, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Heinemeyer, Catherine ORCID: https://orcid.org/0000-0001-6300-5544 and Parks, Judith (2024) Qualitative Research Methods in the Living Lab: Reflecting upon a learning and teaching approach for promoting psychological literacy. Psychology Learning and Teaching, 23 (2). pp. 235-247.
Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Lambarth, Shauna and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 (2023) Rethinking anxiety and depression for autistic adults through personal narratives: mixed-method analysis of blog data. Counselling and Psychotherapy Research.

My Most Viewed

#	Item title
1	Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis	590	480
2	Neurodiversify your curriculum	357
3	"We are different, that's a fact, but they treat us like we're different-er": Understandings of autism and adolescent identity development	316	821
4	"There's a lot of places I'd like to go and things I'd like to do": Personalised social care, austerity, and adults with learning disabilities in York. A report on the 'LD Voices, York' project.	261	93
5	"There's lot of places I'd like to go and things I'd like to do": The daily living experiences of adults with mild to moderate intellectual disabilities during a time of personalised welfare reform in the UK	223	351
6	Does personalised social care meet the needs of adults with mild to moderate intellectual disabilities?	195	74
7	The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia	189	213
8	Child and environmental risk factors predicting readiness for learning in children at high-risk of dyslexia.	180	344
9	Dyslexia	176
10	Fiction reading experience predicts narrative production skills in 9- to 12-year-old children.	149	69