Esther Pettit

Doctorate in Clinical Research, University of Exeter (due to complete 2023)

MSc Psychological Research Methods, University of Plymouth

BSc Psychology (First Class), The Open University

BSc Speech Pathology and Therapeutics, De Montfort University

Senior Fellowship of the Higher Education Academy, AdvanceHE

Module leader for:

• SLTH02 Clinical Aphasiology
• SLTH08 Brain and Behaviour                     

Other teaching across the programme in:        

• SLTC06 Bioscience for SLT
• SLTC01 Professional Knowledge and Skills I 
• SLTD07 SLT: Process and Practice
• SLTH04 Writing a Clinical Research Proposal
• SLTH06 Clinical Research Project

Esther was presented with the University's award for Innovation in Teaching, 2021

Following a series of clinical posts as a speech and language therapist, Esther was seconded from the NHS to work as a clinical researcher in the Psychology Department at the University of Plymouth. In her early career, she worked with a number of special populations including children with learning difficulties, complex communication needs, ADHD and ASD. In the last twenty years Esther has specialised in working with adults who have acquired communication disorders. She is passionate about the use of group work having run numerous intervention groups for people with aphasia (acquired language disorder) and for people with Parkinson’s Disease. Her particular focus in recent years has been the rehabilitation of literacy skills for those with acquired dyslexias and dysgraphias. Esther is currently completing her doctorate in clinical research with Exeter University.

Research interests: Narratives and life stories of people with aphasia, Recovery and rehabilitation of aphasia (with a particular interest in acquired dyslexia and dysgraphia), Group intervention, Psycho-social consequences of aphasia and other communication disorders, Clinical education

Recent Projects

• Evaluation of a Group Based Intervention for People with Aphasia and Acquired Dysgraphia (2017-2018)
• Memories of Adults with Cerebral Palsy about Adventurous Outdoor Activities (with Dr Lynsey Parrott). Funded by the Marjon Research Award (2010-11)
• Outdoor Educators’ Perceptions of Disability (with Dr Lynsey Parrott and Dr Mark Leather). Funded by the Marjon Research Award (2009-10)

Publications                      

Parrott, L., Pettit, E., Mallinson, A., Knox, P., Bates, S., & Callard, J. (2021). How was it for you? University practice educators’ reflections on delivering a creative clinical placement during the COVID-19 pandemic in the the UK. Journal of Clinical Practice in Speech-Language Pathology, 23(3), 134–139.

Pettit, E., & Tope, L. (2018). Retraining spelling and writing for conversation: A group intervention approach for people with aphasia and dysgraphia. Aphasiology, Vol 32 (S1), 162-164  http://dx.doi.org/10.1080/02687038.2018.1487012.

Parrott, L., Pettit, E., & Leather, M. (2012). Up the creek without a communication aid: Speech and language therapy and outdoor education. What is Research-led Teaching? Multi-disciplinary Perspectives. Pp 162-166, CREST.

Beveridge, M., Jarrold, C., & Pettit, E. (2002). An experimental approach to executive fingerprinting in young children. Journal of Infant and Child Development, Vol 11 (2) 107-123.

Beveridge, M., Jarrold, C., & Pettit, E. (1999). Inhibition and working memory in Executive Functions; towards executive fingerprinting. Clinical Neuropsychological Assessment, Special Issue, 13-16.

Cooper, M., Pettit, E., & Clibbens, J. (1998). Evaluation of a nursery-based language intervention in a socially disadvantaged area. International Journal of Language and Communication Disorders, 33 (supplement), 526-531.

Cooper, M., Pettit, E., & Jones, P. (1994). ‘Parentwise’ – A collaborative project to promote effective parenting. Bulletin of the Royal College of Speech and Language Therapists, 512, 8-9 

Conference Presentations and Posters

Pettit, E., & Smithson, J. (2022). Biographic narratives of people with aphasia: The story so far. British Aphasiology Society Research Update Meeting  

Pettit, E. (2022). Marjon Connect: Fourteen years, Three thousand conversations and quite a few cups of tea. Knowledge Exchange in Higher Education: Implications for Teaching and Research, Plymouth Marjon University 

Pettit, E. (2022). Reading and writing clinic: A University-based service for people with aphasia. Knowledge Exchange in Higher Education: Implications for Teaching and Research, Plymouth Marjon University 

Shepherd, C. J., & Pettit, E. (2021). Living with aphasia under lockdown: The carers’ perspective. 8th Nordic Aphasia Conference, online 

Parrott, L., Pettit, E., Mallinson, A., Callard, J., Knox, P., Bates, S., Law, C. and Stewart, J. (2021). Squaring the circle: Rapid in-house placement expansion using virtual patients during the COVID-19 pandemic. In Celebrating and Disseminating Good Practice across Health Care Professions. Health Education England, SW 

Elswood, M., & Pettit, E (2019). Semantically primed anagram (SPA) therapy: A cross-modal approach to improving naming. Proceedings of the British Aphasiology Society Clinical Symposium, Norwich

Pettit, E., & Tope, L. (2018). Retraining spelling and writing for conversation: A group intervention approach for people with aphasia and dysgraphia. International Aphasia Rehabilitation Conference, Aveiro

Rolland, S., & Pettit, E (2018). The Impact of Acquired Reading Difficulties on Adults with Neurological Impairments. British Aphasiology Society Biennial International Scientific Conference, Sheffield

Taylor, B.M., & Pettit, E (2018). What happens when a service closes down? Multiple perspectives on the closure of Connect. British Aphasiology Society Biennial International Scientific Conference, Sheffield

Pettit, E. (2017). ‘Writing Groups’: a feasible therapy format for people with aphasia and acquired dysgraphia? British Aphasiology Society Therapy Symposium, Bristol

Pettit, E., Stewart, J., & Frayling, J. (2017). Quest, chaos and restitution: Narratives of people with aphasia. British Aphasiology Society Therapy Symposium, Bristol

Parrott, L., & Pettit, E. (2017). ‘I feel like I would have a heart attack if I did that now’ – Adults with cerebral palsy reflect on childhood experiences of outdoor learning. 16th European Institute for Outdoor Adventure Education and Experiential Learning Seminar, Plymouth

Pettit, E., & Stewart, J. (2017). ‘I don’t want to look like a lemon’ - A comparison of pre-placement worries expressed by first and third year undergraduate SLT students. The Royal College of Speech and Language Therapists Conference, Glasgow

Stewart, J., & Pettit, E. (2017). "Have a bit of bloody confidence woman!" What I'd tell my first year student self…' The Royal College of Speech and Language Therapists Conference, Glasgow

Pettit, E., Parrott, L., & Evans, J. (2014). Conversation Partners for Adults with Cerebral Palsy who use AAC – a pilot. International Society for Augmentative and Alternative Communication (ISAAC) 16^th Biennial Research Conference, Lisbon

Parrott, L., & Pettit, E. (2012). “I feel like a normal person” - some reflections on adventurous recreational activities. Proceedings for the International Society for Augmentative and Alternative Communication (ISAAC) 15^th Biennial Research Conference, Pittsburgh

Parrott, L., Pettit, E., & Leather, M. (2010). Children Who Use Alternative Communication Systems in Outdoor Education: Benefits and Barriers. Proceedings for the International Society for Augmentative and Alternative Communication (ISAAC) 14^th Biennial Research Conference, Barcelona  

• Certified Member of the Royal College of Speech and Language Therapists (since 1993)
• Graduate Member of the British Psychological Society (since 2000)
• Registered Member of the Health and Care Professions Council (since 2002)
• Member of the British Aphasiology Society (since 2003)

• South West Aphasia Clinical Excellence Network (CEN), committee member
• RCSLT South West Hub Committee, HEI representative

Esther has three children. She enjoys a good game of tennis, walking the family dog and has been known to go wild swimming