Developmental prosopagnosia (DP) is a neurodevelopmental condition, sometimes called face blindness, that results in severe face recognition problems due to the visual mechanisms for face processing having failed to develop. It occurs in the absence of visual impairment or brain injury. Individuals with DP can experience profound negative psychosocial consequences including anxiety, embarrassment and social isolation. The inability of children with DP (CDP) to recognise caregivers also has important safety implications. The condition is under-researched with only three published studies of attempts to improve face recognition in CDP. My research addresses this gap and will, for the first time, directly compare two different approaches to improving face recognition. Poor face recognition might result from difficulty in telling faces apart (a perceptual problem) or from poor memory for faces (or both). Training interventions will therefore target these different underlying deficits; remedial training aims to improve face perception and compensatory training aims to improve memory for faces using work arounds. Counterbalancing treatment order will allow comparison of their relative effectiveness. Participants will be twelve CDP aged 7-16 and twelve typically developing controls.

Planning (Scotland) Act 2019 marks a radical shift in planning governance towards community empowerment and local place-making. Planners and related professionals (including heritage managers) now face the challenge of developing meaningful Local Place Plans with communities. Working with PAS, this project will explore how participatory, creative approaches to heritage can be used to support this process by addressing diverse forms of identity, belonging and place-making. Developing and trialling new conceptual and methodological tools through case studies, this PhD will offer practical insights and resources for policymakers and practitioners, ultimately empowering diverse communities to develop new futures for 'their places'.

Autistic people often experience poorer Quality of Life (QoL) compared to non-autistic people (Plimley, 2007; Moss, Mandy & Howlin, 2017). Many autistic adults report that contact with the autistic community is beneficial to them (Sinclair, 2010; Fletcher-Watson & May, 2018; Crompton et al., 2019, Dekker, 2020), however research in this area is limited. This study aims to examine whether there is a relationship between participation in the autistic community and autistic adults' QoL, which would mirror similar findings in populations such as the D/deaf community (Gerich & Fellinger, 2012). Using mixed methods it will provide quantitative data on autistic community contact and QoL, as well as qualitative data on how these factors may be related. This research will create and validate new measures for use in future research and provide an evidence base to justify increased funding for initiatives which create more opportunities for autistic community contact. Research Questions 1) Is there a positive relationship between autistic community contact and higher QoL scores? 2) Is this relationship independent of the level of support needs of the participants? 3) Does qualitative data show participants believe contact with the autistic community is beneficial to QoL?

The Leadership Fellowship, 'Narratives of the French Settlers of Algeria', examined the case of the French who colonised Algeria from 1830 and who fled to France as quasi-refugees when Algeria became independent in 1962. It found that their experiences challenged the conventional narrative of colonial actors as either (guilty) perpetrators or (innocent) victims and argued that they belonged to a more nuanced and widespread position, theorised as an instance of 'implicated subjects' (Rothberg 2019) or 'greyzone' bystanders, collaborators or beneficiaries. That position, with its implications for inter-community relations, is shared by many of us in the UK today, as the beneficiaries of colonialism. The findings acquired an unforeseen relevance following George Floyd's murder, amid calls for a reappraisal of colonial history and its continued legacies. Young people are particularly open to issues of racial justice and the project proposes a two-pronged ten-week programme, 'Remembering Empire' (RemEm), that aims to equip Scottish pupils with methodologies to transform their understanding of the colonial past and its effect on the present. It uses the story of the French settlers of Algeria and supports them to make connections with the history of Scotland, a nation historically overshadowed by England yet also implicated in the settlement and colonisation of other nations. It fosters deep understanding via academic approaches that destabilise the polarised, often instrumentalised, vision of the past that dominates public discourse, and so contributes to a transformational decolonisation of the curriculum. A secondary aim is to support take-up of French language and culture in Scottish secondary schools. Linguistic and intercultural competence is key to developing outward-looking citizens equipped to meet new challenges of racial justice and mass migration but from 2016 to 2020 Higher exam entries in French fell by 31% (SQA Statistics 2020), particularly amongst pupils from deprived backgrounds (high SIMD). The project aims to engage pupils from high SIMD areas with questions of French emigration, colonisation and empire that parallel the stories of impoverished Scottish emigrants, and build the linguistic competence and intercultural skills required for global citizenship. It will intervene at two key stages: age 14, where pupils prepare to make their exam subject choices, and age 17, where pupils prepare for university entrance. Younger pupils will connect the stories of Scottish emigration taught in schools to the French case-study and respond linguistically, creatively and via performance to the story of the settler exodus from Algeria to France, presented through a graphic novel and theatre workshops led by theatre practitioners and specially trained student mentors, supported by a travelling exhibition. For a range of reasons (OECD 2021) older pupils taking French Advanced Higher exams often face uneven levels of support when undertaking the required independent learning project, with consequences in their preparedness for university study. This intervention will complement teaching provision with a bespoke programme using archive footage and multi-media materials developed by the 'Narratives of the French Settlers' project, and literary study of a play, framed by academic analysis and discussion and delivered with practical theatre workshops. The project will also commission two new creative works: 1) a French graphic novel designed for use with younger pupils; and 2) an English translation of a contemporary French play, Les Pieds Tanqués (2012), that will be used with older pupils and adapted for public performance. These new works will be part of a free digital package of 'Remembering Empire', developed for schools to access permanently. Three versions will be available - French-language for age 14, French-language for age 17, and English-language for ages 14-17 - supported by CPD sessions for teachers.

Context: Justice-involved people (people sentenced for a crime) are much more likely to have substance use (drugs and alcohol) and mental health problems than the general population. Yet, they are less likely to access support. This contributes to poor quality of life, high emergency care use, and, ultimately, elevated rates of substance related deaths and suicide. Reducing substance related deaths and suicides are Scottish Government priorities. Scotland has among the highest imprisonment and community supervision rates in Western Europe. Focusing on ensuring justice-involved people access effective support will make a valuable contribution to achieving policy objectives. To design effective solutions, it is vital to understand why justice-involved people do/do not access substance use and/or mental health (SU/MH) services. Current understandings do not fully consider the relational and community influences in context. Consequently, interventions may be under-optimised. Addressing this knowledge gap will bring a new perspective to policy and practice, contributing to shifting focus away from individualised solutions and towards innovative relational and community level approaches. Social Network Analysis (SNA) is an emerging methodology for studying the relational and community contexts that form individuals' social networks and influence behaviour. It is yet to be fully leveraged with justice-involved people in community contexts. This project applies mixed methods SNA, collecting network data from justice-involved people in Europe for the first known time. Aim: To identify how social networks influence help-seeking for SU/MH among justice-involved people in two community contexts in Scotland. This knowledge will be used to 1) develop recommendations for contextually-tailored relational and community level policy and practice responses; and 2) to document procedures in using mixed methods SNA with this population. Objectives: 1. To apply theories of social capital to examine how help-seeking for SU/MH is influenced by attitudes, behaviours and network features among justice-involved people in Scotland. 2. To address substantial gaps in knowledge concerning the influence of social networks, embedded in local contexts, on help-seeking for SU/MH among justice-involved people. 3. To involve stakeholders (end users), people with lived/living experience of justice involvement and those who support them, throughout the research to produce impactful, evidence-informed recommendations for policy and practice that address contextual-tailoring and relational and community level influences. 4. To demonstrate the utility, and provide methodological documentation on procedures, of mixed methods SNA for studying influences on behaviour among justice-involved people in community contexts. This will inform and provide practical guidance for future SNA studies with under-served and under-researched groups. Applications/benefits: The project will make an important contribution to knowledge, policy and practice in two ESRC priority areas: mental health, and innovation in health and social care. Recommendations can be applied in policy and practice to increase access to SU/MH services among justice-involved people. This benefits the individual by improving wellbeing, and reducing need for emergency care, SU/MH related crime and deaths. It benefits those who care about a justice-involved person, their community, and society, by reducing SU/MH related social and economic costs. The knowledge generated will inform those working with justice-involved people, whilst methodological learning will increase successful SNA research on sensitive topics with under-researched groups. The project is a first step in a body of work focused on improving health and social outcomes for justice-involved people.