The Tizard Centre

 

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Dr Nick Gore

Senior Lecturer in Learning Disability

Tizard, SSPSSR

I am a clinical psychologist, researcher and senior lecturer in the field of learning disability. I began work at Tizard in 2007 motivated by the Centre’s commitment to high quality research and innovative teaching/training programmes. Since this time I have held a variety of teaching and consultancy roles, and completed and developed research that aims to increase both the evidence base for supporting people with Intellectual and Developmental Disabilities and actual use of this in practice. To this end, my publications span both academic/research-focused and practitioner-focused journals together with policy and clinical guidance documents.   

 

I am a clinical psychologist (chartered member of the British Psychological Society and registered with the Health Professional Council) and a lecturer and researcher in learning disability. I am a member of the UK Society for Applied Behavioural Analysis, co-founding member of the Positive Behavioural Support Coalition/Academy and core member of the Challenging Behaviour National Strategy Group.  

I hold editorial board membership for the Tizard Learning Disability Review and International Journal of Positive Behavioural Support and provide regular peer reviews for other journals in the area including: Journal of Applied Research in Intellectual Disabilities; Journal of Intellectual Disability Research; Journal of Intellectual Disabilities and British Journal of Clinical Psychology. In addition I have served as a reviewer for the School of Social Care Research and a grant application referee for National Institute of Health Research.

Whilst at Tizard Centre I have lectured, convened, tutored and supervised across the majority of undergraduate and postgraduate programmes, supervised a number of PhD students and completed a variety of consultancy and research based projects. I have also held several split posts and secondments with the NHS, working as a clinical psychologist to support both children and adults with intellectual disabilities. 

I have gained over £800,000 in funding awards from charities and governmental sources and published both research and policy/clinical guidance relating to people with intellectual and developmental disabilities and those who support them. Most recently I completed a three year fellowship (Early Positive Approaches to Support) that focused on early intervention for children at risk of behaviour that challenges and supported a range of outputs (e.g., Ensuring Quality Services; Autumn 2013 Special Edition of IJPBS on definition of PBS; Award winning TLDR article ‘Making Use of What we Know’; Co-production of the PBS Competencies Guide; development of two family care support programmes). I am currently funded by a Doctoral Research Fellowship from the National Institute of Health Research and working on a series of projects relating to use of Positive Behavioural Support for children in NHS contexts.

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Also view these in the Kent Academic Repository

Article
Flynn, S. et al. (2017). Measurement tools for mental health problems and mental well-being in people with severe or profound intellectual disabilities: A systematic review. Clinical Psychology Review [Online]. Available at: https://doi.org/10.1016/j.cpr.2017.08.006.
Gore, N. and Baker, P. (2017). Mental health as motivational operation: Service-user and caregiver emotional states in the context of challenging behaviour. International Journal of Positive Behavioural Support [Online] 7:15-23. Available at: http://www.ingentaconnect.com/contentone/bild/ijpbs/2017/00000007/00000001/art00003.
Tomlinson, S. et al. (2017). Trends in the provision of residential educational placements available for young people with learning disabilities / autism in England. Tizard Learning Disability Review.
Murphy, G. et al. (2017). Offenders with intellectual disabilities in prison: what happens when they leave? Journal of Intellectual Disability Research [Online]. Available at: http://dx.doi.org/10.1111/jir.12374.
Lemmi, V. et al. (2016). What is standard care for people with learning disabilities and behaviour that challenges and what does it cost? British Journal of Learning Disabilities [Online] 44:309-321. Available at: http://dx.doi.org/10.1111/bld.12168.
Evans, T. and Gore, N. (2016). Staff behaviours valued by service users: views of people whose behaviour challenges. International Journal of Positive Behavioural Support 6:4-11.
Gore, N., Emerson, E. and Brady, S. (2015). Rates of breastfeeding and exposure to socio-economic adversity amongst children with intellectual disability. Research in Developmental Disabilities 39:12-19.
Reid, C. et al. (2015). New ways of seeing and being: Evaluating an acceptance and mindfulness group for parents of young people with intellectual disabilities who display challenging behaviour. Journal of Intellectual Disabilities [Online] 20:1-13. Available at: http://dx.doi.org/10.1177/1744629515584868.
Gore, N., Hastings, R. and Brady, S. (2014). Early intervention for children with learning disabilities: making use of what we know. Tizard Learning Disability Review [Online] 19:181-189. Available at: http://dx.doi.org/10.1108/TLDR-08-2013-0037.
Denne, L. et al. (2013). Developing a core competencies framework for positive behavioural support: issues and recommendations. International Journal of Positive Behavioural Support [Online] 3:24-31. Available at: http://www.ingentaconnect.com/content/bild/ijpbs/2013/00000003/00000002/art00004?crawler=true.
Reid, C., Sholl, C. and Gore, N. (2013). Seeking to prevent residential care for young people with intellectual disabilities and challenging behaviour: examples and early outcomes from the Ealing intensive therapeutic and short break service. Tizard Learning Disability Review [Online] 18:171-178. Available at: http://dx.doi.org/10.1108/TLDR-01-2013-0003.
Gore, N. et al. (2013). Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support [Online] 3:14-23. Available at: http://www.ingentaconnect.com/content/bild/ijpbs/2013/00000003/00000002/art00003.
Miller, P. et al. (2013). The Autism Champions Project: strengthening capacity within and across schools. Good Autism Practice 14:33-37.
Hastings, R. et al. (2013). A conceptual framework for understanding why challenging behaviours occur in people with developmental disabilities. International Journal of Positive Behavioural Support [Online] 3:5-13. Available at: http://www.ingentaconnect.com/content/bild/ijpbs/2013/00000003/00000002/art00002?crawler=true.
Allen, D. et al. (2013). Implementing positive behavioural support: changing social and organisational contexts. International Journal of Positive Behavioural Support [Online] 3:32-41. Available at: http://www.ingentaconnect.com/content/bild/ijpbs/2013/00000003/00000002/art00005?crawler=true.
Gore, N., Forrester-Jones, R. and Yong, R. (2012). Staff experiences of supported employment with SHIEC (Sustainable hub of innovative employment for people with complex needs) . British Journal of Learning Disabilities.
Young, R., Gore, N. and McCarthy, M. (2012). Staff attitudes towards sexuality in relation to gender of people with intellectual disability: A qualitative study. Journal of Intellectual and Developmental Disability [Online] 37:343-347. Available at: http://dx.doi.org/10.3109/13668250.2012.704983.
Smith, M. and Gore, N. (2012). Outcomes of a 'Train the Trainers' Approach to an Acceptance Based Stress Intervention in a Specialist Challenging Behaviour Service . International Journal of Positive Behavioural Support [Online] 2 :39-48. Available at: http://www.ingentaconnect.com/content/bild/ijpbs/2012/00000002/00000001/art00006.
Gore, N. and Umizawa, H. (2011). Challenging Behaviour Training for Teaching Staff and Family Carers of Children with Intellectual Disabilities: A Preliminary Evaluation . Journal of Policy and Practice in Intellectual Disabilities [Online] 8 :266-275. Available at: http://dx.doi.org/10.1111/j.1741-1130.2011.00315.x.
Forrester-Jones, R., Gore, N. and Melling, K. (2010). How many people with intellectual disability are employed in the UK? Tizard Learning Disability Review [Online] 15:56-57. Available at: http://dx.doi.org/10.5042/tldr.2010.0031.
Gore, N., Barnes-Holmes, Y. and Murphy, G. (2010). The relationship between intellectual functioning and relational perspective-taking. International Journal of Psychology and Psychological Therapy 10:1-17.
Dawson, D. et al. (2009). Assessing the Implicit Beliefs of Sexual Offenders Using the IRAP: A first Study. Sexual Abuse: A Journal of Research and Treatment [Online] 21:57-75. Available at: http://dx.doi.org/10.1177/1079063208326928.
Gore, N. and Dawson, D. (2009). Mental Disorder and Adverse Life Events in a Forensic Intellectual Disability Service. British Journal of Forensic Practice 11:8-13.
Book section
Gore, N. and Hastings, R. (2016). Mindfulness and acceptance-based therapies. in: Beail, N. ed. Psychological therapies and people who have intellectual disabilities. Leicester: British Psychological Society, pp. 57-67.
Monograph
Gore, N. et al. (2015). Residential school placements for children and young people with intellectual disabilities: their use and implications for adult social care. School of Social Care Reseach NIHR. Available at: http://sscr.nihr.ac.uk/PDF/ScopingReviews/SR10.pdf.
Cooper, V. et al. (2014). Early intervention for children with learning disabilities whose behaviour challenges. Briefing Paper. Challenging Behaviour Foundation.
Gore, N. et al. (2014). Ensuring quality services for children and adults with behaviour that challenges. Local Government Association.
Gore, N., Chapman, M. and Mann, J. (2013). Division of Clinical Psychology Guidance on Mindfulness Approaches for People with Learning Disabilities. British Psychological Society.
Conference or workshop item
Murphy, G. et al. (2016). Age of death and life expectancy. Developing end-of-life policy, life after prison for ex-offenders with intellectual disabilities. in: International Association for the Scientific Study of Intellectual and Developmental Disabilities World Congress. Wiley-Blackwell, p. .
Forrester-Jones, R., Gore, N. and Young, R. (2012). Supported employment: not reinventing the wheel, just moving it in a realistic direction. in: Intellectual Association of the Scientific Study of Intellectual Disabilities World Congress. Wiley-Blackwell, pp. 7-8.
Forrester-Jones, R., Gore, N. and Young, R. (2012). Supported employment for people with complex needs:no need to re-invent the wheel, just move it in a realistic direction!. in: Social Policy Association European & Asian Conference. pp. 127-128.
Review
Gore, N. (2012). Review: Tales of Normansfield. The Langdon Down Legacy: Andy Merriman, Down's Syndrome Association (2007). Tizard Learning Disability Review 17:151-152.
Gore, N. (2010). Thinking Globally Acting Locally: a personal journey by Peter Mittler. Tizard Learning Disability Review 18:104-105.
Gore, N. (2008). Financial decision-making: Guidance for supporting financial decision-making by people with learning disabilities. Journal of Intellectual Disability Research [Online] 52:273-274. Available at: http://dx.doi.org/10.1111/j.1365-2788.2007.01029.x.
Total publications in KAR: 34 [See all in KAR]
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I have a broad range of research interests concerning people with intellectual and/or developmental disabilities and those who support them. I am particularly interested in:

  • Behaviour that challenges
  • Positive Behavioural Support
  • Emotional wellbeing and support for staff and family carers
  • Early Intervention
  • Alternatives to the use of residential schooling
  • Service frameworks and pathways relating to these areas

I am currently funded by a Doctoral Research Fellowship from the National Institute of Health Research and working on a series of projects relating to use of Positive Behavioural Support for children in NHS contexts.

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I am a clinical psychologist (chartered member of the British Psychological Society and registered with the Health Professional Council) and a lecturer and researcher in learning disability
I routinely provide bespoke staff training to organisations; develop service-wide support systems and advise on research/evaluation methodologies. I also provide assessments and intervention/therapeutic support to individuals with learning disabilities and their families.  This includes work in the following areas

  • Training in behaviour that challenges and Positive Behavioural Support
  • Training and organisational support in Positive Behavioural Support in Schools
  • Training in early years support for families
  • Emotional wellbeing training for staff and family carers
  • PBS for people who display behaviour that challenges and those who support them
  • Programme and service evaluation and development
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Tizard Centre, University of Kent, Canterbury, Kent, CT2 7LR

Telephone: +44(0)1227 827373 or contact us

Last Updated: 24/05/2017