Professor Alex Hassett
| Name | Professor Alex Hassett |
|---|---|
| Job title | Deputy Director of the Salomons Institute for Applied Psychology |
| Research institute | Salomons Institute for Applied Psychology |
Research outputs
“They needed the attention more than I did”: How do the birth children of foster carers experience the relationship with their parents?
Hassett, A., Adams, E. and Lumsden, V. 2019. “They needed the attention more than I did”: How do the birth children of foster carers experience the relationship with their parents?‘Who am I?’ How female care-leavers construct and make sense of their identity.
Hassett, A. and Colbridge, A. 2019. ‘Who am I?’ How female care-leavers construct and make sense of their identity.Grieving in the workplace: How do grieving employees perceive their experience of workplace support from management?
Flux, L., Hassett, A. and Callanan, M. 2020. Grieving in the workplace: How do grieving employees perceive their experience of workplace support from management? Policy and Practice in Health and Safety. https://doi.org/10.1080/14773996.2020.1796084Supervision on the frontline
Guindi, A., Hassett, A. and Callanan, M. 2019. Supervision on the frontline. 92 (9), pp. 45-47.How employers respond to employees who return to the workplace after experiencing the death of a loved one? A review of the literature
Flux, L., Hassett, A. and Callanan, M. 2019. How employers respond to employees who return to the workplace after experiencing the death of a loved one? A review of the literature. Policy and Practice in Health and Safety. https://doi.org/10.1080/14773996.2019.1590764Online social support group use by breastfeeding mothers: a content analysis
Wagg, A., Callanan, M. and Hassett, A. 2019. Online social support group use by breastfeeding mothers: a content analysis. Heliyon. 5 (3). https://doi.org/10.1016/j.heliyon.2019.e01245Service user involvement in cognitive behavioural therapy training; an interpretive phenomenological analysis
Garwood, P. and Hassett, A. 2019. Service user involvement in cognitive behavioural therapy training; an interpretive phenomenological analysis. Journal of Mental Health Training, Education and Practice. https://doi.org/10.1108/JMHTEP-02-2018-0014What do we know about the impact of stress on foster carers and contributing factors?
Adams, E., Hassett, A. and Lumsden, V. 2018. What do we know about the impact of stress on foster carers and contributing factors? Adoption and Fostering. 42 (4), pp. 338-353. https://doi.org/10.1177/0308575918799956Parental involvement: a grounded theory of the role of parents in adolescent help seeking for mental health problems
Green, C., Hassett, A. and Zundel, T. 2018. Parental involvement: a grounded theory of the role of parents in adolescent help seeking for mental health problems. SAGE Open. 8 (4). https://doi.org/10.1177/2158244018807786“They needed the attention more than I did”: how do the birth children of foster carers experience the relationship with their parents?
Adams, E., Hassett, A. and Lumsden, V. 2018. “They needed the attention more than I did”: how do the birth children of foster carers experience the relationship with their parents? Adoption and Fostering. 42 (2), pp. 135-150. https://doi.org/10.1177/0308575918773683Youth offending teams: a grounded theory of the barriers and facilitators to young people seeking help from mental health services
Hassett, A. and Lane, C. 2018. Youth offending teams: a grounded theory of the barriers and facilitators to young people seeking help from mental health services. Global Journal of Human-Social Science Research. 18 (2).The use of computer mediated communication in providing patient support: a review of the research literature
Wagg, A., Callanan, M. and Hassett, A. 2018. The use of computer mediated communication in providing patient support: a review of the research literature. International Journal of Nursing Studies. 82, pp. 68-78. https://doi.org/10.1016/j.ijnurstu.2018.03.010Young men’s experiences of accessing and receiving help from child and adolescent mental health services following self-harm
Hassett, A. and Isbister, C. 2017. Young men’s experiences of accessing and receiving help from child and adolescent mental health services following self-harm. SAGE Open. 7 (4). https://doi.org/10.1177/2158244017745112‘Who am I?’ How female care-leavers construct and make sense of their identity
Hassett, A. and Colbridge, A. 2017. ‘Who am I?’ How female care-leavers construct and make sense of their identity.Experiences of engaging with mental health services in 16-18 year olds: An interpretative phenomenological analysis
Hassett, A. and Jones, S. 2017. Experiences of engaging with mental health services in 16-18 year olds: An interpretative phenomenological analysis.Experiences of engaging with mental health services in 16- to 18-year-olds: an interpretative phenomenological analysis
Jones, S., Hassett, A. and Sclare, I. 2017. Experiences of engaging with mental health services in 16- to 18-year-olds: an interpretative phenomenological analysis. SAGE Open. 7 (3). https://doi.org/10.1177/2158244017719113PhD in professional practice: psychological perspectives
Hassett, A. 2017. PhD in professional practice: psychological perspectives.Exploring how parents make sense of change in parent-child psychotherapy
Kenny, M., Hassett, A. and Pae, L. 2017. Exploring how parents make sense of change in parent-child psychotherapy. Journal of Infant, Child and Adolescent Psychotherapy. 16 (1), pp. 73-92. https://doi.org/10.1080/15289168.2016.1248200Experiences of engaging in mental health services in 16-18 year olds: an interpretative phenomenological analysis
Jones, S., Hassett, A. and Sclare, I. 2016. Experiences of engaging in mental health services in 16-18 year olds: an interpretative phenomenological analysis.Young men’s experiences of accessing and receiving help from child and adolescent mental health services following self-harm
Hassett, A. and Isbister, C. 2014. Young men’s experiences of accessing and receiving help from child and adolescent mental health services following self-harm.The importance of measuring outcomes related to looked after young people’s emotional wellbeing and mental health
Hassett, A. and Neal, A. 2011. The importance of measuring outcomes related to looked after young people’s emotional wellbeing and mental health.Solihull Approach training in Solihull and Kent- working together to implement The Solihull Approach through a cascade model
Hassett, A. and Rheeston, M. 2011. Solihull Approach training in Solihull and Kent- working together to implement The Solihull Approach through a cascade model.Exploring how parents make sense of change in parent-child psychotherapy
Kenny, M., Hassett, A. and Pae, L. 2016. Exploring how parents make sense of change in parent-child psychotherapy.CAMHS Information Project: a resource kit for outcomes measurement in Kent Child and Adolescent Mental Health Services
Neal, A. and Hassett, A. 2011. CAMHS Information Project: a resource kit for outcomes measurement in Kent Child and Adolescent Mental Health Services.‘Who am I?’ How female care-leavers construct and make sense of their identity
Colbridge, A., Hassett, A. and Sisley, E. 2017. ‘Who am I?’ How female care-leavers construct and make sense of their identity. SAGE Open. https://doi.org/10.1177/2158244016684913Brain development and impact of trauma and stress on children
Hassett, A. 2016. Brain development and impact of trauma and stress on children.Domains pilot: Kent County Council HeadStart Project. Case studies in promoting resilience in vulnerable children
Hassett, A. and Kerr, M. 2016. Domains pilot: Kent County Council HeadStart Project. Case studies in promoting resilience in vulnerable children.What have we learnt? Where are we going? HeadStart Kent, Knowledge Seminar Four Report
Hassett, A. and Kerr, M. 2015. What have we learnt? Where are we going? HeadStart Kent, Knowledge Seminar Four Report.Evidence based approaches: what is happening in Kent. HeadStart Kent, Knowledge Seminar Three Report
Hassett, A. and Kerr, M. 2015. Evidence based approaches: what is happening in Kent. HeadStart Kent, Knowledge Seminar Three Report.Measuring outcomes: HeadStart Kent, Knowledge Seminar Two Report
Hassett, A. and Kerr, M. 2015. Measuring outcomes: HeadStart Kent, Knowledge Seminar Two Report.Conceptualising resilience: the beginning of the definition and understanding for Kent. HeadStart Kent, Knowledge Seminar Report
Hassett, A. and Kerr, M. 2014. Conceptualising resilience: the beginning of the definition and understanding for Kent. HeadStart Kent, Knowledge Seminar Report.Evaluation of the Solihull Approach in Kent: drawing conclusions from the data
Hassett, A. 2015. Evaluation of the Solihull Approach in Kent: drawing conclusions from the data.Understanding your pupil’s behaviour: a pilot study from two primary schools in Kent
Hassett, A. and Appleton, R. 2016. Understanding your pupil’s behaviour: a pilot study from two primary schools in Kent.The Solihull approach: understanding your pupils' behaviour: a pilot study in four primary schools
Hassett, A. 2014. The Solihull approach: understanding your pupils' behaviour: a pilot study in four primary schools.Exploring the impact of the Solihull Approach Understanding Your Pupils Behaviour on a range of teacher variables and on their perceptions of their work with young people
Hassett, A. 2015. Exploring the impact of the Solihull Approach Understanding Your Pupils Behaviour on a range of teacher variables and on their perceptions of their work with young people.A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, B., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.Supporting public health practitioners to support the emotional well-being of young people
Hassett, A. 2007. Supporting public health practitioners to support the emotional well-being of young people.323
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