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Papers by Ellen Gordon

Study uses a social, cognitive approach to transforming low complexity thinking which can sustain... more Study uses a social, cognitive approach to transforming low complexity thinking which can sustain social polarisations, prejudice and extreme thinking. Course delivered in secondary schools shows increased cognitive complexity, reduction in polarised conceptions of out-groups associated with an increase in prosocial behaviour. Addresses some of the challenges faced by contemporary PVE-E within Europe and the UK, using an emergent model of change to promote more nuanced, critical thinking about social issues. Provides a humanitarian model to support safeguarding duties and to reduce social polarisation, prejudice and extreme thinking in schools.

Journal of Social and Political Psychology

Responding to international calls for critical thinking programs to address social polarisations ... more Responding to international calls for critical thinking programs to address social polarisations and extremism through education, this article examines the cognitive and socio-psychological foundations of a critical thinking programme for secondary schools in England called “Living Well With Difference” (LWWD). The aim of LWWD is to develop critical thinking about issues of social polarisation, prejudice and any kind of extreme thinking. These issues often involve the interaction of emotion and thinking, which is understood using a dual systems framework, illustrated with examples of course methodology and content. The learning process aims to promote more cognitively flexible, complex and integrated thinking, measured by integrative complexity, and is supported by meta-awareness to enable emotion management. The aim is for participants to engage with difficult social issues through structured group activities, while becoming aware of social, emotional, textual, visual and rhetorica...

International Journal of First Aid Education, 2019

Evidence for international first aid guidelines predominantly comes from studies conducted in wes... more Evidence for international first aid guidelines predominantly comes from studies conducted in western contexts during peacetime and/or healthcare settings. Yet, internationally the burden of trauma falls on low- and middle-income countries where lay responders might have to act in fragile contexts , where first aid and healthcare resources are limited or not available. This study focuses on the principles and practices that govern first aid education (FAE), versus clinical evidence of first aid interventions. Accepting that application of first aid may vary according to context, we sought to understand educational principles according to contextual resources of fragile and non -fragile environments. We interviewed educators, from six countries where conflict, geography or resources deemed them to be fragile, to explore which educational approaches were used and found effective in educating potential lay responders. Through qualitative analysis, we identified educational approaches and themes including:
• The need to take a basic (de-medicalized) approach; • Context adaptation;
• Consideration of the types of injuries and emergencies that learners were likely to face;
• Engaging learners through active learning approaches; and
• A focus on critical thinking.
We connected a similar set of educational approaches in non-fragile contexts, as reflected in the International First Aid and Resuscitation Guidelines 2016. Recognizing common educational approaches provides educators with a common base on which to develop their educational approach and build future recommendations with global applicability. This also allows for mutual research and application between FAE in fragile and non-fragile environments.