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Judy Purton, Julius Sim & Susan M. Hunter. (2023) Stroke survivors’ views on their priorities for upper-limb recovery and the availability of therapy services after stroke: a longitudinal, phenomenological study. Disability and Rehabilitation 45:19, pages 3059-3069.
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Tal Sela & Michal Bat-Or. (2023) Cutting and pasting in adults’ descriptions of experiences of secrets in childhood. International Journal of Art Therapy 0:0, pages 1-12.
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Heather Lassmann. (2023) Oh What a Difference a “Good” Worker Can Make. Fostering Children with Complex Medical Needs: A Phenomenological Study. Journal of Social Service Research 49:2, pages 191-204.
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David William Stoten. (2023) Thinking beyond the third space: how can we conceptualise the position of Associate Lecturers in Higher Education?. Journal of Further and Higher Education 47:2, pages 265-279.
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Dimitris Tsekouras & Lida Anagnostaki. (2023) Lesbian-parent families in Greece: the experience of preschool and primary school teachers. Journal of LGBT Youth 0:0, pages 1-17.
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Sharon Skehill. (2022) Fusing the horizons between aspirations of continuing professional development and the realities of educators’ experiences in practice: Interpretative hermeneutic phenomenology in early childhood education. Indo-Pacific Journal of Phenomenology 22:1.
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Natalie Stechler & Isabel Henton. (2022) “If only he were blind”: Shame, trauma, and dissociation among women with body dysmorphic disorder in physically intimate relationships. International Journal of Qualitative Studies on Health and Well-being 17:1.
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Tara Morrey, Michael Larkin & Alison Rolfe. (2022) ”Screaming isolation” when is a chair more than a chair? Photographic encounters, IPA and capturing out of awareness experiencing: A novel approach to working with temporal, spatial and embodied dimensions. Qualitative Research in Psychology 19:4, pages 1064-1093.
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Elizabeth A. Cutrer-Párraga, Kendra M. Hall-Kenyon, Erica Ellsworth Miller, Morgan Christensen, Jessi Collins, Emily Reed & Tyler Beer. (2022) Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?. Teacher Development 26:4, pages 587-605.
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Andrea Jardí, Ignasi Puigdellívol, Cristina Petreñas & Dorys Sabando. (2021) The role of teaching assistants in managing behaviour in inclusive Catalan schools. European Journal of Special Needs Education 36:2, pages 265-277.
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Dominika Lisiecka, Helen Kelly & Jeanne Jackson. (2021) How do people with Motor Neurone Disease experience dysphagia? A qualitative investigation of personal experiences. Disability and Rehabilitation 43:4, pages 479-488.
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Kitty Maria Suddick, Vinette Cross, Pirjo Vuoskoski, Kathleen T. Galvin & Graham Stew. (2021) Honouring the opening: Unfolding the rich ground between the philosophical thinking of Martin Heidegger and practice-based empirical work. Indo-Pacific Journal of Phenomenology 21:1.
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Joanne Marie Ratcliffe & Biza Stenfert Kroese. (2021) Qualities valued in nursing staff working with women with a diagnosis of borderline personality disorder in secure care: a multi-perspective study. The Journal of Forensic Psychiatry & Psychology 32:1, pages 79-106.
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Megan Speciale & Dean Khambatta. (2020) Kinky & Queer: Exploring the Experiences of LGBTQ + Individuals who Practice BDSM. Journal of LGBT Issues in Counseling 14:4, pages 341-361.
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Fiadhnait O’Keeffe, Johann Dunne, Maeve Nolan, Clodagh Cogley & John Davenport. (2020) “The things that people can’t see” The impact of TBI on relationships: an interpretative phenomenological analysis. Brain Injury 34:4, pages 496-507.
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Luke P. Vinter, Gayle Dillon, Belinda Winder & Craig A. Harper. (2023) A Multi-Perspective Qualitative Study About Working With Autistic Individuals in Prison-Based Interventions to Address Sexual Offending. Sexual Abuse.
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Lida Anagnostaki & Alexandra Zaharia. (2023) “Children don’t think about these things”: Qualitative research on the relationship views and experiences of former unaccompanied refugee children. Journal of Social and Personal Relationships 40:11, pages 3464-3484.
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