My Research Vision
I am particularly interested in exploring the interactional ways in which children who experience social, emotional and behavioural difficulties are supported to talk about their experiences, and supported to improve their difficulties and emotional well-being. I am also interested in looking at how categories are used in everyday life to describe children experiencing social, emotional and behavioural difficulties, and in looking at how these categories impact on a child’s identity and sense of self.
Louise graduated from Loughborough University with a first class honours degree in Social Psychology in 2011. She then completed her PhD under the supervision of Dr Carly Butler at Loughborough University to examine interactions between professionals and children experiencing social, emotional and behavioural difficulties. The focus of her PhD was to identify the ways in which professionals packaged and delivered their support, and managed psychological concepts to do with ‘self’. After completing her PhD in 2015 Louise worked as a postdoctoral researcher on a project at Loughborough University with Carly Butler. The project developed and delivered evidence-based workshops and resources for a charity organisation that supports children with attention deficit hyperactivity disorder (ADHD). Louise continues her research at Coventry University within the Atypical Development Research Theme.
- Bradley, L., and Butler, C.W. ‘An interactional analysis of one-to-one pastoral care delivery within a primary school’. Pastoral Care in Education. [under review]
- Bradley, L. and Butler, C.W. (2015) ‘Managing and Normalising Emotions and Behaviour: A Conversation Analytic Study of ADHD Coaching’. In The Palgrave Handbook of Child Mental Health. Ed. By Lester, J.N., and O’Reilly, M. UK: Palgrave Macmillan, 480-499.
- Bradley, L. (2015) ‘Reassurance as an interactional practice’. International Institute for Ethnomethodology and Conversation Analysis. Held August 2015 in Kolding, Denmark.
- Bradley, L. (2012) ‘Children with ADHD’. Celebrating Childhood Diversity. Held July 2012 in Sheffield, UK.
- Children and teacher experiences of what makes learning difficult in a Primary School: The aim of this project is to support children who find some aspects of school difficult, and those who support these children, better understand and manage difficulties in a positive way to help them build self-esteem, form healthy relationships, and enjoy being at school. The project will allow for greater insight into the types of difficulties being experienced by children and put into practice new learning strategies that will manage these difficulties in a positive way.
- The Forgotten Half Million: New Methods for Mapping Mental Health Outcomes in Adults with Autism in the UK