Who are we? Boingboingers biographies

Boingboing is a community of people brought together by a shared passion to explore and develop research and practice that gets to the crux of how to build resilience in complex situations. We use the phrase Boingboing community deliberately; we are a group of individuals of all ages, in paid, volunteer and student roles, who share a real mix of identities. Just about all of us have faced different forms of adversity throughout our lives. This helps keep everything we do at Boingboing focused on working in a way that upholds the principle of ‘nothing about us without us’ and helps us achieve our collective goal of ‘beating the odds, whilst also changing the odds’.

Here’s just some of the inspiring people we work with in the Boingboing community. You can find out more about them by clicking on their biographies.

Marco Ferrara

Marco Ferrara

What I like about Boingboing, is the passion for Knowledge Exchange and Social factors. As an expert on Action-Research, I was amazed about the Boingboing approach and how it dovetails an inclusive framework with democratic knowledge.

Mirika Flegg

Mirika Flegg

With a background in the community sector in Canada and New Zealand, my interest is in exploring resilience and peer support across patient populations.

Emily Gagnon

Emily Gagnon

I encountered Boingboing through my community work with young people with mental health issues when we co-created resources such as the Visual Arts Practice for Resilience Guide.

Maria Georgiadi

Maria Georgiadi

Working with children with special needs motivated and triggered my scientific curiosity to explore resilience, revealing new perspectives and horizons.

Rosie Gordon

Rosie Gordon

I am currently examining the sustainability and efficacy of the Academic Resilience Approach, focussing on the degree to which it influences secondary school exclusion rates through the lens of mental health.

Ulrike Graf

Ulrike Graf

I am strongly committed to implementing the concept of happiness as part of the curriculum of teacher training in order to promote reflection about one’s own attitudes towards life.

Charlotte Harper

Charlotte Harper

I am a Youth Engagement Worker in Blackpool. I have worked on Blackpool Families Rock, volunteered as a Young Inspector for Blackpool Council and been part of the Care Leavers Forum in Blackpool.

Debbie Hatfield

Debbie Hatfield

Debbie Hatfield is a postdoctoral researcher at the University of Brighton funded by the Economic and Social Research Council (ESRC). Her work includes promoting and developing her PhD findings which looked at patient and public engagement and involvement in commissioning health services.

Phil Haynes

Phil Haynes

My particular interest in understanding public policy systems and their organisation, seeing them as complex, unpredictable and challenging systems.

Becky Heaver

Becky Heaver

My background in psychology and neuroscience. I really enjoy working in an area that is accessible and has the potential to make a real difference to real people.

Marisol Hernandez-Garn

Marisol Hernandez-Garn

I am a qualified early years inspector and I volunteer at Boingboing because I believe in their ethos and want to be part of a wonderful team that promotes resilience amongst people with adversities.

John Howard

John Howard

I am a Parent/Carer Engagement Worker in Blackpool. A father of one, I have a passion for supporting people’s achievements, making a positive difference, and providing help where it is needed most.

Buket Kara

Buket Kara

While writing my PhD dissertation, I will be working as a visiting researcher at the CRSJ and volunteering at Boingboing. I plan to put the Resilience Framework into practice and improve my knowledge and experience.

Wassilis Kassis

Wassilis Kassis

I like to understand how people come to terms with their life. How do we cope with opportunities, given the knowledge that back-slopes are to be expected?

Elias Kourkoutas

Elias Kourkoutas

I am interested in resilience based inclusive work that helps children with special educational needs, social emotional and academic difficulties, and at risk for exclusion.

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