Jade Davies (she/her)
@jaderdavies
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PhD researcher @OfficialUOM @EducationUOM researching social media use and adolescent mental health and wellbeing. Views my own.
Joined October 2019
"The right support is life-changing and the wrong support is life-ending” – powerful words from an autistic young person in our new study, published yesterday in @AutismAdulthood. Free for 30 days: . @LauraMayCrane @WillClinPsy @AmbitiousAutism.
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RT @TooledUpTips: Have smartphones and social media led to an anxious generation?. We were fascinated to learn about Dr Margarita Panayioto….
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RT @Margarita_KP: What scale development and cognitive interview prep looks like. From a critical reading of Normal People's chapter on res….
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RT @Bethlehemtekola: Interesting paper on the mental health of people doing qualitative research:. Historically, those doing qualitative wo….
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RT @DrLilyVerity: 🚀 Calling all youth (10-24 yrs)! 🧠 The YLS project team wants to understand your thought process on our youth loneliness….
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Very late to the party, I know, but I just finished reading @drlucyfoulkes first book on mental heath/illness and loved it! . Interesting, well balanced and very accessibly written. Really looking forward to reading the newest one🥰📖
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A huge thank you to my supervisor @_CBagnall and of course all the disability support staff who participated. I'm really thrilled to see this published😊 7/7.
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Overall, we need systemic change to better support autistic students in their transition to university. And, as always, we need to listen more to students themselves. 6/7.
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Staff recommendations for improvement:. 1. Comprehensive preparation and sustained support.2. Better communication between stakeholders (e.g., students, parents/carers, and services).3. Creating an accessible and inclusive university culture (e.g., universal design) 5/7.
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Support offered includes both academic (e.g., in-class support) and non-academic (e.g., social groups) aspects. But staff said they face barriers to giving the proactive support they want to give, meaning they rely on autistic students to self-advocate for their needs. 4/7.
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Key findings: Staff viewed the transition as an ongoing process, not a single event. It's complex and involves changes across several life domains (e.g., education, social, environment) which can be challenging for students. 3/7.
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I interviewed 11 disability support staff from 7 UK universities to understand the support they offer and their recommendations for improving this support. 2/7.
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Thrilled to share my Masters research, which examined the experiences of disability support staff in supporting autistic students in the transition to university 1/7🧵.
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RT @BeeWellUK: Are you a school in GM interested in networking & collaborating with @EducationUoM researchers, other schools & colleges int….
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RT @neilhumphreyUoM: 📢 New! Fully funded PhD studentship focusing on children's wellbeing in the transition from primary to secondary schoo….
findaphd.com
PhD Project - The implementation and evaluation of a cohesive primary and secondary school emotional literacy curriculum to improve children’s emotional wellbeing at The University of Manchester,...
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RT @mollyroseorg: In a couple of clips, Ian Russell sets out why all parties must commit to stronger regulation in this election, not socia….
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RT @ExPANDKCL: We loved meeting fellow #earlycareer Researchers and Youth Panel members today from @UKRI_News Adolescence, Mental Health an….
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RT @AutismAdulthood: Codesign of peer support program: @jaderdavies describes codesign of support for autistic young people navigate their….
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RT @WillClinPsy: New paper on 'Codesign and Initial Evaluation of a Peer Support Program for Autistic Young Adults'.@jaderdavies @LucyPortw….
osf.io
Post-diagnostic support can be useful for any autistic person, but it may be especially important for young adults (16 – 25 years) who may be negotiating their autistic identity while also navigating...
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