COLLEGE OF MEDICINE AND HEALTH
Medicine, Nursing and Allied Health Professions

Profile

Loading content
 Lorraine Hansford

Lorraine Hansford

Research Fellow

 2578

 01392 722578

 South Cloisters 2.01

 

South Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

Lorraine Hansford is a Research Fellow based at the Wellcome Centre for Cultures and Environments of Health, and is also part of the Relational Health Group at the Medical School. She has a professional background in youth and community work, and takes an engaged approach to research, working alongside communities and community organisations. Research interests include health inequalities, particularly in the areas of mental health, end of life and bereavement, and the experiences of low-income communities.

Qualifications

MSc Educational Research, University of Exeter

 

Links

Research

Research projects

Lorraine’s fellowship explores the impact of poverty on end of life and bereavement experiences in the UK. The Checking Out project is using a range of qualitative approaches to advance understanding of the ways in which end of life care and bereavement services may be failing to meet the needs of those living on a very low income.  The research explores the notion of ‘a good death’, working in partnership with community organisations, health practitioners and those with lived experience to sensitively explore the ways that individuals talk about and experience terminal illness and dying. It will explore possibilities for new ways of introducing and talking about death within communities, and implications for social policy and public health approaches to palliative care.

Lorraine is also working as part of a Wellcome Trust funded secondment at Colab Exeter during 2021. Colab is a wellbeing hub hosting over 30 statutory and voluntary sector organisations supporting people with complex needs (homelessness, addiction, involvement with the criminal justice system, mental ill health). The secondment looks at the role of research and reflection in third sector responses to complex and fast-changing circumstances (e.g. Covid-19) and implications for future practice.  It focuses particularly on ‘Colab Connect’, a pilot programme bringing together different organisations to co-design and test new ways of providing a ‘community response’ to mental health support in Exeter.

Lorraine is also working with colleagues Professor Catherine Leyshon and Dr Shukru Esmene (Social Innovation Group, Centre for Geography and Environmental Sciences), as part of an ESRC Impact Accelerator Account funded project to develop a bespoke version of their ‘Guided Conversation’ toolkit for people with complex needs in Exeter. The Guided Conversation is a place-based, person-centred tool which will be co-produced by people with lived experience of homelessness and practitioners in the field, to support individuals to identify needs and aspirations and organisations to respond to those needs.

Lorraine previously worked on the De-Stress study: an ESRC funded research project running from November 2016 to April 2019, examining the medicalisation of distress in low-income communities. The study examined the ways in which moral narratives (relating to individual responsibility and welfare entitlements) impact on healthcare decisions, prescribing practice and experiences of health and wellbeing.

Prior to this Lorraine worked as an Associate Research Fellow within the Child Mental Health research group.

Links


Publications

Key publications | Publications by category | Publications by year

Key publications


Hansford L, Thomas F, Wyatt K (2019). The impact of the Work Capability Assessment on mental health: claimants’ lived experiences and GP perspectives in low-income communities. Journal of Poverty and Social Justice, 27(3), 351-368. Abstract.

Publications by category


Journal articles

Owens, Hansford L, Sharkey S, Ford T (In Press). Needs and fears of young people presenting at Accident & Emergency department following an act of self-harm: Secondary analysis of qualitative data. British Journal of Psychiatry Abstract.
Thomas F, Wyatt K, Hansford L (In Press). The violence of narrative: embodying responsibility for poverty-related distress. Sociology of Health and Illness: a journal of medical sociology
Thomas F, Hansford L, Wyatt K, Byng R, Coombes K, Finch J, Finnerty K, Ford J, Guppy K, Guppy R, et al (2020). An engaged approach to exploring issues around poverty and mental health: a reflective evaluation of the research process from researchers and community partners involved in the DeStress study. Health Expectations, 24(S1), 113-121.
Thomas F, Hansford L, Ford J, Wyatt K, McCabe R, Byng R (2019). How accessible and acceptable are current GP referral mechanisms for IAPT for low-income patients? Lay and primary care perspectives. Journal of Mental Health, 29(6), 706-711.
(2019). Practical Justice: Principles, Practice and Social Change.
Allen KL, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (2019). Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. British Journal of Educational Psychology Abstract.
Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial. Journal of Educational Psychology Abstract.
Hansford L, Thomas F, Wyatt K (2019). The impact of the Work Capability Assessment on mental health: claimants’ lived experiences and GP perspectives in low-income communities. Journal of Poverty and Social Justice, 27(3), 351-368. Abstract.
Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research, 7
Thomas F, Hansford L, Ford J, Wyatt K, McCabe R, Byng R (2018). Moral narratives and mental health: rethinking understandings of distress and healthcare support in contexts of austerity and welfare reform. Palgrave Communications, 4
Thomas F, Hansford L, Ford J, Wyatt K, McCabe R, Byng R (2018). Moral narratives and mental health: rethinking understandings of distress and healthcare support in contexts of austerity and welfare reform. Palgrave Communications, 4 Abstract.
Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health, 166, 53-56.
Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological Medicine Abstract.
Nye E, Gardner F, Hansford L, Edwards V, Hayes R, Ford T (2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Emotional and Behavioural Difficulties, 1-18. Abstract.
Hansford L (2015). Review of 'The SAGE handbook of child research'. CHILD AND ADOLESCENT MENTAL HEALTH, 20(2), 126-126. Author URL.
Marlow R, Hansford L, Edwards V, Ukoumunne O, Norman S, Ingarfield S, Sharkey S, Logan S, Ford T (2015). Teaching classroom management – a potential public health intervention?. Health Education, 115(3-4), 230-248. Abstract.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.
Marlow R, Norwich B, Ukoumunne OC, Hansford L, Sharkey S, Ford T (2014). A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II). Assessment in Education: Principles, Policy and Practice, 21(4), 412-426. Abstract.
Norman S, Dean S, Hansford L, Ford T (2014). Clinical practitioner's attitudes towards the use of Routine Outcome Monitoring within Child and Adolescent Mental Health Services: a qualitative study of two Child and Adolescent Mental Health Services. Clin Child Psychol Psychiatry, 19(4), 576-595. Abstract.  Author URL.

Chapters

Thomas F, Hansford L (2019). Supporting mental health in low-income communities: Implications for justice and equity. In  (Ed) Practical Justice: Principles, Practice and Social Change, 54-68.

Conferences

Hansford L (2021). The Impact of Poverty on end of Life and Bereavement Experiences: Lived Experience of Bereaved Individuals and Professionals Working in Low-Income Communities in the United Kingdom. Public Health Research in Palliative Care: Towards Solutions for Global Challenges. 17th - 18th Nov 2020. Abstract.

Publications by year


In Press

Owens, Hansford L, Sharkey S, Ford T (In Press). Needs and fears of young people presenting at Accident & Emergency department following an act of self-harm: Secondary analysis of qualitative data. British Journal of Psychiatry Abstract.
Thomas F, Wyatt K, Hansford L (In Press). The violence of narrative: embodying responsibility for poverty-related distress. Sociology of Health and Illness: a journal of medical sociology

2021

Hansford L (2021). The Impact of Poverty on end of Life and Bereavement Experiences: Lived Experience of Bereaved Individuals and Professionals Working in Low-Income Communities in the United Kingdom. Public Health Research in Palliative Care: Towards Solutions for Global Challenges. 17th - 18th Nov 2020. Abstract.

2020

Thomas F, Hansford L, Wyatt K, Byng R, Coombes K, Finch J, Finnerty K, Ford J, Guppy K, Guppy R, et al (2020). An engaged approach to exploring issues around poverty and mental health: a reflective evaluation of the research process from researchers and community partners involved in the DeStress study. Health Expectations, 24(S1), 113-121.

2019

Thomas F, Hansford L, Ford J, Wyatt K, McCabe R, Byng R (2019). How accessible and acceptable are current GP referral mechanisms for IAPT for low-income patients? Lay and primary care perspectives. Journal of Mental Health, 29(6), 706-711.
(2019). Practical Justice: Principles, Practice and Social Change.
Thomas F, Hansford L (2019). Supporting mental health in low-income communities: Implications for justice and equity. In  (Ed) Practical Justice: Principles, Practice and Social Change, 54-68.
Allen KL, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T (2019). Teachers’ perceptions of the impact of the Incredible Years® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. British Journal of Educational Psychology Abstract.
Hayes RA, Titheradge D, Allen K, Allwood M, Byford S, Edwards V, Hansford L, Longdon B, Norman S, Norwich B, et al (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work related stress and general well-being: results from the STARS randomised controlled trial. Journal of Educational Psychology Abstract.
Hansford L, Thomas F, Wyatt K (2019). The impact of the Work Capability Assessment on mental health: claimants’ lived experiences and GP perspectives in low-income communities. Journal of Poverty and Social Justice, 27(3), 351-368. Abstract.
Ford T, Hayes RA, Edwards V, Logan GS, Norwich B, Allen KL, Hansford L, Longdon BM, Norman S, Price A, et al (2019). Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. Public Health Research, 7

2018

Thomas F, Hansford L, Ford J, Wyatt K, McCabe R, Byng R (2018). Moral narratives and mental health: rethinking understandings of distress and healthcare support in contexts of austerity and welfare reform. Palgrave Communications, 4
Thomas F, Hansford L, Ford J, Wyatt K, McCabe R, Byng R (2018). Moral narratives and mental health: rethinking understandings of distress and healthcare support in contexts of austerity and welfare reform. Palgrave Communications, 4 Abstract.
Titheradge D, Hayes R, Longdon B, Allen K, Price A, Hansford L, Nye E, Ukoumunne O, Byford S, Norwich B, et al (2018). Psychological distress amongst primary school teachers: a comparison with clinical and population samples. Public Health, 166, 53-56.
Ford T, Hayes RA, Byford S, Edwards V, Fletcher M, Logan G, Norwich B, Pritchard W, Allen K, Allwood M, et al (2018). The effectiveness and cost-effectiveness of the Incredible Years® Teacher Classroom Management programme in primary school children: results of the STARS cluster randomised controlled trial. Psychological Medicine Abstract.

2015

Nye E, Gardner F, Hansford L, Edwards V, Hayes R, Ford T (2015). Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. Emotional and Behavioural Difficulties, 1-18. Abstract.
Hansford L (2015). Review of 'The SAGE handbook of child research'. CHILD AND ADOLESCENT MENTAL HEALTH, 20(2), 126-126. Author URL.
Marlow R, Hansford L, Edwards V, Ukoumunne O, Norman S, Ingarfield S, Sharkey S, Logan S, Ford T (2015). Teaching classroom management – a potential public health intervention?. Health Education, 115(3-4), 230-248. Abstract.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.

2014

Marlow R, Norwich B, Ukoumunne OC, Hansford L, Sharkey S, Ford T (2014). A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II). Assessment in Education: Principles, Policy and Practice, 21(4), 412-426. Abstract.
Norman S, Dean S, Hansford L, Ford T (2014). Clinical practitioner's attitudes towards the use of Routine Outcome Monitoring within Child and Adolescent Mental Health Services: a qualitative study of two Child and Adolescent Mental Health Services. Clin Child Psychol Psychiatry, 19(4), 576-595. Abstract.  Author URL.

Refresh publications

Teaching

Supervision / Group

Back | Edit Profile