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Sarah Golightley

Sarah Golightley
Name
Sarah Golightley
Title
Organisation
Social Work School of Social and Political Science University of Edinburgh
Telephone
E-Mail
Research Interests
Sociological Theory, Mad Studies, Anti-Oppressive Social Work Practice, Therapeutic Communities, Boarding Schools, Young People in Care, Social Policy, LGBT, Transgender, Domestic Abuse, Feminism, Intersectionality, Peer research, Peer Support, Homelessness, Narrative Inquiry, Disability, Disability Studies
URL
http://www.sps.ed.ac.uk/gradschool/community_and_representation/research_student_profiles/social_work/sarah_golightley

PROVISIONAL PHD TITLE
Therapeutic Boarding Schools in the USA: Narratives of Former Students 

PHD TOPIC
My PhD research aims to gain insight into the experiences, perspectives, and narratives of former therapeutic boarding school students. Therapeutic boarding schools are residential facilitates for teenagers in the USA who are considered to have had mental health or substance misuse problems. The main aspect of the research is in-depth interviews with former therapeutic boarding school students. Findings will contribute to improving social work practice and informing social policy. If you are interested in finding out more about the research, please see the project website: Therapeutic Boardings Schools Research Study.

PHD SUPERVISORS
Dr Autumn Roesch-Marsh and Dr Sumeet Jain

PUBLICATIONS
BOOK CHAPTERS
Tosh, J. and Golightley, S.  (2016) 'The Caring Professions, Not So Caring?: An Analysis of Bullying and Emotional Distress in the Academy', in Burstow, B. (eds.) Psychiatry Interrogated: An Institutional Ethnography. New York: Palgrave Macmillan, pp. 143-160.

REPORTS
Billsborough, J., Currie, R., Gibson, S., Gillard, S., Golightley, S., Kotecha-Hazzard, R., Mesaric, A., Mohammed, S., Pinfold, V., Sweet, D., Thompson, R. and White, S. (2017) Evaluating the Side by Side peer support programme. London: St George's University of London and The McPin Foundation.

MAGAZINE/NEWSPAPER ARTICLES
Golightley, S. (2016) 'Disabling Madness: Disrupting the mind-body divide', Asylum Magazine: The Magazine for a Democratic Psychiatry, Special Issue: Mad Studies Comes of Age (Part 1), 23(4), PCCS Books, Winter 2016.

Golightley, S. (2014) 'Demand homes not jails: queer homelessness is being criminalized', openDemocracy, 19 March.

Golightley, S. (2014) 'Why Campaign for LGBTQ Divorce?', The Occupied Times of London, 25 March.

CREATIVE WRITING/POETRY
Golightley, S. (2017) 'dlrow' & 'CV Template, Disability 2.0', in Alland, S., Barokka, K. & Sluman, D. (eds.) Stairs and Whispers: D/deaf and Disabled Poets Write Back. Rugby, UK: Nine Arches Press, pp. 77-81.

SELECT CONFERENCE PRESENTATIONS AND PANELS
Ableism in the Curriculum Roundtable Discussion, Critical Interventions in Higher Education Series. London, UK, 16 February 2018, University of Westminster.

 'Disabling Madness: Disrupting Mind Body Dichotomies', Disability Studies Conference. Lancaster, UK, 8 September 2016, University of Lancaster.

'Transforming Survival - Transgender People’s Access to Domestic Violence Refuges', Transgender Europe Conference. Budapest, Hungary, 3 May 2014, TGEU.

ADDITIONAL RESEARCH PROJECTS
2017- 2019 Teaching Feminisms, Transforming Lives: Questions of Identity, Pedagogy and Violence in India and the UK -- a collaboration of feminist academics from the University of Edinburgh and Ambedkar University Delhi. Funded by the UK-India Educational Research Initiative.

TUTORING
Spring 2018- From Research into Practice: Landmarks in Social Work Research

EDUCATION
2017- MScR Social Work - Distinction, University of Edinburgh
2013- MA Social Work - Distinction, University of Sussex
2009- BA Sociology (Minor Psychology), McGill University

AWARDS
2016- 2020 Economic Social Research Council Studentship, University of Edinburgh

PROFESSIONAL REGISTRATION
Social Worker, Scottish Social Services Council

ACADEMIC PROFILES
Academia.edu
ResearchGate
ORCID
LinkedIn

* Please note that I am currently a PhD student so I am NOT able to supervise other PhD students.