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Outputs (22)

‘Victims’ versus ‘offenders’ in British political discourse: the construction of a false dichotomy (2013)
Journal Article

This article evaluates the contemporary discursive status of victims and people convicted of criminal offences. The rhetoric used by British politicians to convey the meaning of ‘rights’ is explored within media output, parliamentary speech-making an... Read More about ‘Victims’ versus ‘offenders’ in British political discourse: the construction of a false dichotomy.

Second-hand emotion?: exploring the contagion and impact of trauma and distress in the asylum law context (2013)
Journal Article

Applicants' accounts of experiences of fear, trauma, violence, and persecution are central to the process of claiming asylum. These narratives are, at a human level, primed to provoke emotional responses, not only in the narrator but also in those to... Read More about Second-hand emotion?: exploring the contagion and impact of trauma and distress in the asylum law context.

A Framework for the Investigation and Modeling of Online Radicalization and the Identification of Radicalized Individuals (2013)
Book Chapter

In this chapter we present an empirically-based theory-independent framework of online radicalization. The framework provides a systematic basis for (a) the representation of causal mechanisms of online radicalization and (b) the identification of ra... Read More about A Framework for the Investigation and Modeling of Online Radicalization and the Identification of Radicalized Individuals.

“I'm thrilled that you see that”: guiding parents to see success in interactions with children with deafness and autistic spectrum disorder (2013)
Journal Article

Children with deafness who are also on the autistic spectrum are a group with complex support needs. Carers worry about their ability to communicate with them, and are often uncertain about what constitutes ‘good’ communication in this context. This... Read More about “I'm thrilled that you see that”: guiding parents to see success in interactions with children with deafness and autistic spectrum disorder.