Casey is a research assistant in the Cass school of Education. Her first degree is in Psychology and her MSc is in Applied Psychology, both of which she completed at the University of East London. Casey is also a tutor/marker for first year undergraduate Psychology students and has recently attended a professional development course on anxiety and panic attacks as well as  seminars on Dyspraxia.

Casey is currently working as a research assistant on a Nominet funded research project Radioactive UK and a European Lifelong Learning funded project Radioactive Europe. Both projects use internet-radio and social media with at risk and NEET (Not in Education, Employment and Training) young people (within the UK project) to address social and educational problems, and develop clear employability skills. This approach is being developed and performed in Hackney and East London for the UK project and in extended to other at risk groups in Malta, Romania, Germany and Portugal for the European project.

Casey has been a research assistant on previous research projects including;

- An EPSRC project on city evacuations (2010 - 2012). This project considers the changing dynamics of city evacuations where inter-agent communication is possible through social networking and mobile technologies. It aims to make evacuations in cities more efficient and equitable.

- Two projects for the European Commission (CEDEFOP) which look at the impact Vocational Education and Training (VET) has on different societies and social groups. This research will result in two reports 'The macro-social benefits of vocational education and training' (2010) and 'The meso-social benefits of vocational education and training' (2011).

- An ESRC funded research project 'Preparedness Pedagogies and Race: an interdisciplinary approach' (2009 - 2010) that looks at 'disaster education' in the UK examining the ways in which people have been instructed to prepare for emergencies (including nuclear war and terrorist attack as well as the H1N1 pandemic).

Research

Child development/developmental psychology/developmental neuropsychology. Dyspraxia. Emotional wellbeing of children, special needs and disabilities. Emotional and behaviour difficulties, mental health, resilience, psychological impact of bullying and abuse. Emotional intelligence and emotional literacy. Disaster education.

• Chadderton, C & Edmonds, C. (2013) Refugees and access to Vocational Education and Training across Europe: a case of protection of white privilege? Submitted to The Journal of Vocational Education and Training.
• Edmonds, C. (2013) Why teachers need to hear the voices and experiences of the child with Dyspraxia. RiTE (in press)
• Edmonds, C. (2012) ‘Diff-ability’ not ‘Disability’ – Right brained thinkers in a left brained education system. Support for Learning, Volume 27, Number 3, pp 129-135.
• Mostafa, T., Edmonds, C., Preston, J., Green, A., Jenkins, A., Chadderton, C. (2011) The Meso-social benefits of VET for social groups and communities. Report for the European Commission (CEDEFOP)
• Preston, J., Avery, B., Chakrabarty, N., Edmonds, C. (Forthcoming, 2011) Emergency preparedness as public pedagogy: the absent-presence of race in ‘Preparing for Emergencies’. International Journal of Lifelong Education, Volume 30, Number 6, pp 749-762.
• Preston,J.; Jenkins,A.; Green,A.; May,T. Obolenskaya,P. and Edmonds, C. (2011) 'Vocational education and training for the common good: The macrosocial benefits of VET'. Report for the European Commission (CEDEFOP)

Conference papers:

• Chadderton, C., Edmonds, C., Webb, S & Slade, B. (2013) Theorising Policy ‘Blind-spots’ Through Studies of Education and Skilled Migrants and Refugees in Europe, Canada and Australia.Symposium accepted for ECER, Istanbal, September 2013.
• Chadderton, C. & Edmonds, C. (2013) Refugees (not) accessing VET across Europe: the impact of structures of whiteness. Paper accepted for presentation at JVET conference, Oxford, July 2013.
• Edmonds, C. (2013) The need for teachers to hear the voices of children with Dyspraxia in UK secondary schools. Paper accepted for presentation at BERA, September 2013.
• Ravenscroft, A., Murphy, A., Edmonds, C. & Dellow, J. (2013) RadioActive101:Rethinking radio as radical pedagogy for inclusion, engagement and informal learning for social impact. Paper accepted for presentation at Radio Research, London, September 2013.
• Ravenscroft, A., Murphy, A., Edmonds, C. & Dellow, J. (2013) RadioActive101:Rethinking radio as radical pedagogy for inclusion, engagement and informal learning for social impact. Paper accepted for presentation at BERA, September 2013.
• Edmonds, C & Chadderton, C (2012) Vocational Education and Training for underrepresented social groups. Paper presented at UEL RKE conference 2012.
• Edmonds, C. (2012) Reconstructing notions of disability – Dyspraxia as a diff-ability. Paper presented at the Cass School of Education and Communities research conference, UEL, May 2012.
• Edmonds, C. (2011) “Diff-ability not disability” - Right brained thinkers in a left brained education system. Paper presented at the Critical Education Conference, Athens, July 2011.
• Edmonds, C. (2011) “Diff-ability not disability” - Right brained thinkers in a left brained education system – How children with Dyspraxia are constructed as deviant. Paper presented at York Deviancy Conference June 2011.
• Edmonds, C & Chadderton, C (2011) VET and Refugees: the Protection of White Privilege? Paper presented at ECER, Berlin, September 2011.
• Edmonds, C. (2011) “Diff-ability not disability” - Right brained thinkers in a left brained education system. Paper presented at ECER, Berlin, September 2011.
• Preston,J.; Avery,B.; Chakrabarty,N. and Edmonds, C. (2009) ‘Preparedness as public pedagogy’ Paper presented at the British Educational Research Association (BERA) conference September, 2009.