School of Sport, Health and Wellbeing
01752 636700 Ext:8216
Esther is a speech and language therapist (SLT), aphasiologist and clinical academic. Her specialist clinical and teaching area is aphasia (acquired language disorder). She runs a University-based clinic for people with aphasia and acquired literacy difficulties following stroke which supports the placement provision for SLT students. She leads the Marjon Connect conversation partner scheme for people with aphasia in Plymouth and is the Professional Tutor for Year 1 of the SLT Programme.
MSc Psychological Research Methods, University of Plymouth
BSc Psychology (1st), The Open University
BSc Speech Pathology and Therapeutics, De Montfort University
Fellow of the Higher Education Academy
Esther was nominated for the Innovation Award, Student-led Teaching Awards, 2018
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 fifteen 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: 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
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
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) 16th 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) 15th 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) 14th Biennial Research Conference, Barcelona
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