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Dr Tom Muskett

Dr Tom Muskett
Contact Details
Dr Tom Muskett

Senior Lecturer

School Of Social Sciences

0113 81 23280 T.A.Muskett@leedsbeckett.ac.uk

About Dr Tom Muskett

Tom joined Psychology Group in July 2016 as a Senior Lecturer in Critical and Developmental Psychology.

Following an undergraduate Psychology degree, Tom trained as a speech and language therapist. Tom's interest in critical psychology was fostered when working clinically and in research roles within services for children and adolescents with mental health and learning difficulties. These interests and experiences led to a PhD which involved application of critical approaches (primarily discursive psychology, combined with ideas from critical disability studies and social studies of childhood) to rethink the representation and treatment of children with a diagnosis of autism.

More recently, Tom has become particularly interested in the application of a range of critical psychological approaches and viewpoints in order to develop inclusive, dialogic and socially just methods of teaching practice within universities. Tom is an Inclusivity Champion for the School of Social Sciences, and is the Disability Liaison Officer within the Psychology Group.

Current Teaching

Tom currently teaches on the following modules on the BSc (Hons) Psychology programme:

  • Growing Up in a Social World (first year - core)
  • Lifespan Development (second year - core)
  • Critical and Philosophical Issues in Psychology (third year - core)
  • Critical Psychology in Practice (third year - elective)

Tom also teaches the Lifespan Development first year module on the BSc (Hons) Speech and Language Therapy programme.

Tom supervises undergraduate and Masters level research projects in the areas of critical psychiatry and mental health, community psychology, and critical developmental psychology.

Research Interests

Tom is currently working on two threads of collaborative research:

  • With Dr Michelle O'Reilly (University of Leicester, UK) and Dr Jessica Nina-Lester (Indiana University, US), Tom is contributing to a programme of work that applies discourse analysis approaches (primarily conversation analysis) to examine, and in some cases re-think, interactions involving children with autism. Current work is focusing on the examination of diagnostic practices during professional-family interactions within child and adolescent mental health services.
  • With Dr Tom Campbell (University of Leeds, UK), Tom is developing a genealogical investigation of the links between "autism" and "dyslexia" as two specific, but historically connected, psychological impairment categories.
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