Browse by York St John Author
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Hamilton, Professor Lorna G.
- Associate Professor in Psychology
- School of Education, Language & Psychology
Article
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.
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.
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..
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.
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.
Lewis, Kathryn, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Vincent, Jonathan
ORCID: https://orcid.org/0000-0001-6278-4670
(2023)
Exploring the experiences of autistic pupils through creative research methods: Reflections on a participatory approach.
Infant and Child Development, 33 (3).
Martinez, Marion, Clarke, Leesa, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Hall, Christopher J
ORCID: https://orcid.org/0000-0001-9038-1238
(2023)
Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar.
Language awareness, 33 (2).
pp. 304-327.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Kelly, Laura and Mesa, Sue
ORCID: https://orcid.org/0000-0001-5933-3270
(2023)
“I’m able to function better when I know there’s a beginning and an end time”: Autistic adolescents’ experiences of lockdowns during the Covid-19 pandemic.
Autism and Developmental Language Impairments, 8.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Petty, Stephanie
ORCID: https://orcid.org/0000-0002-1453-3313
(2023)
Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis.
Frontiers in Psychology, 14.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Hayiou-Thomas, M.E. and Snowling, Margaret
(2021)
Shared storybook reading with children at family risk of dyslexia.
Journal of Research in Reading, 44 (4).
pp. 859-881.
Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G.
ORCID: https://orcid.org/0000-0003-0526-8252
(2021)
"We are different, that's a fact, but they treat us like we're different-er": Understandings of autism and adolescent identity development.
Advances in Autism.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, O'Halloran, Isabelle and Cutting, Nicola
ORCID: https://orcid.org/0000-0002-3155-9566
(2020)
Individual differences in narrative production in late childhood: Associations with age and fiction reading experience.
First Language.
Puglisi, Marina, Hulme, Charles, Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Snowling, Margaret
(2017)
The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development.
Scientific Studies of Reading, 21 (6).
pp. 498-514.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Mesa, Sue
ORCID: https://orcid.org/0000-0001-5933-3270, Hayward, Emily, Price, Rhiannon and Bright, Graham
(2017)
"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.
Disability & Society, 32 (3).
pp. 287-307.
Dilnot, J., Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Maughan, B. and Snowling, Margaret
(2017)
Child and environmental risk factors predicting readiness for learning in children at high-risk of dyslexia.
Development & Psychopathology, 29 (1).
pp. 235-244.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252, Hayiou-Thomas, M.E., Hulme, C. and Snowling, Margaret
(2016)
The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia.
Scientific Studies of Reading, 20 (5).
pp. 401-419.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252
(2014)
Early exposure to storybooks in the home: Validation of title/author checklist measures in a sample of children at elevated risk of reading difficulty.
Assessment & Development Matters, 6 (1).
pp. 31-34.
Gibson, Stephen ORCID: https://orcid.org/0000-0002-5648-7669 and Hamilton, Lorna G.
ORCID: https://orcid.org/0000-0003-0526-8252
(2013)
Knowledge, autonomy and maturity: developmental and educational concerns as rhetorical resources in adolescents' discussions regarding the age of electoral majority in England.
Journal of Youth Studies, 16 (1).
pp. 34-53.
Gibson, Stephen ORCID: https://orcid.org/0000-0002-5648-7669 and Hamilton, Lorna G.
ORCID: https://orcid.org/0000-0003-0526-8252
(2011)
The rhetorical construction of polity membership: identity, culture and citizenship in young people's discussions of immigration in northern England.
Journal of Community & Applied Social Psychology, 21 (3).
pp. 228-242.
Book Section
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)
Petty, Stephanie ORCID: https://orcid.org/0000-0002-1453-3313, Hamilton, Lorna G.
ORCID: https://orcid.org/0000-0003-0526-8252, Heasman, Brett
ORCID: https://orcid.org/0000-0002-3621-3863 and Fiberesima, N.
(2023)
Social justice informed therapy and neurodiversity.
In: Winter, Laura Anne and Charura, Divine
ORCID: https://orcid.org/0000-0002-3509-9392, (eds.)
The SAGE Handbook of Social Justice in the Psychological Therapies: Power, Politics and Change.
London, Sage, pp. 114-125
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Hayiou-Thomas, M. E.
(2022)
Foundations of literacy.
In: Snowling, Margaret, J., Hulme, Charles and Nation, Kate, (eds.)
The Science of Reading: A Handbook.
2nd ed.
Wiley
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252
(2017)
Dyslexia.
In: Hopkins, B, Geangu, E and Linkenauger, S, (eds.)
The Cambridge Encyclopedia of Child Development.
2nd ed.
Cambridge, Cambridge Encyclopedia of Child Development
Monograph
Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G.
ORCID: https://orcid.org/0000-0003-0526-8252
(2022)
School transitions for autistic young people in mainstream settings.
Project Report.
Institute for Social Justice, York.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue
ORCID: https://orcid.org/0000-0001-5933-3270
(2016)
"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.
Project Report.
York St John University.
(Unpublished)
Conference or Workshop Item
Grose-Hodge, Magdalena and Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252
(2023)
Neurodiversify your curriculum.
In: Unconference on Open Scholarship Practices in Education Research, 9-10th March 2023, Online.
(Unpublished)
Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G.
ORCID: https://orcid.org/0000-0003-0526-8252
(2021)
"We are different, that’s a fact, but they treat us like we’re different-er”
Understandings of autism and adolescent identity development.
In: ACOT Occupational Therapy 15th Biannual Scientific conference, 20th October 2021, Cayman Islands.
(Submitted)
Mesa, Sue ORCID: https://orcid.org/0000-0001-5933-3270 and Hamilton, Lorna G.
ORCID: https://orcid.org/0000-0003-0526-8252
(2021)
"We are different, that’s a fact, but they treat us like we’re different-er” Multi-informant perspectives on identity development in autistic adolescents.
In: Royal College of Occupational Therapy Annual Conference 2021, 30th June 1st July, Online.
(Unpublished)
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue
ORCID: https://orcid.org/0000-0001-5933-3270
(2019)
The transitions project: Exploring the journey from Year 6 to Year 9 for young people on the autism spectrum in mainstream education.
In: York Celebrates Autism, 6th April 2019, SPARK York.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Cutting, Nicola
ORCID: https://orcid.org/0000-0002-3155-9566
(2018)
Fiction reading experience predicts narrative production skills in 9- to 12-year-old children.
In: British Psychological Society Developmental Section conference 2017, 13-15 September 2017, Stratford-upon-Avon.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Cutting, Nicola
ORCID: https://orcid.org/0000-0002-3155-9566
(2018)
Fiction reading experience predicts narrative production skills in 9- to 12-year-old children.
In: Child Language Symposium, 25th - 26th June, 2018, Reading, UK.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue
ORCID: https://orcid.org/0000-0001-5933-3270
(2018)
York Autism Community of Practice.
In: British Psychological Society Annual Conference, Nottingham.
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Brigstocke, Sophie
(2017)
Relationships between paired associated learning (PAL) performance and arithmetic skills in primary-aged children.
In: British Psychological Society Developmental Section conference 2017, 13-15 September 2017, Stratford-upon-Avon.
(Unpublished)
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252 and Mesa, Sue
ORCID: https://orcid.org/0000-0001-5933-3270
(2015)
Does personalised social care meet the needs of adults with mild to moderate intellectual disabilities?
In: BPS North East of England Branch Annual Conference - Psychology across the lifespan, 7 September 2015, York St John University.
(Unpublished)
Thesis
Hamilton, Lorna G. ORCID: https://orcid.org/0000-0003-0526-8252
(2013)
The role of the home literacy environment in the early literacy development of children at family-risk of dyslexia.
Doctoral thesis, University of York.
Other
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..