Dr. Amy Pearson is an autistic researcher who uses creative research strategies to understand friendship, bullying, and other aspects of autism
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Dr. Pearsonopens in new window, is an autistic developmental psychologist and part of the Centre for Neurodiversity and Development. She is a faculty member in the department of psychology at Durham University. Dr. Pearson is a senior fellow of the Higher Education Academy and a member of the Experimental Psychology Society.
Dr. Pearson’s unique focus of work is on topics such as interpersonal relationships and victimization, social identity and masking, stigma, and enhancing accessibility for neurodivergent individuals in higher education settings. To explore these research questions, she employs a range of innovative, mixed methods, including quantitative, qualitative, and arts-based approaches. Additionally, she has a strong interest in codesign and participatory working methodologies. These approaches to research involve directly including participants as part of the research process or coresearchers. Dr. Pearson’s research primarily centers on examining elements that affect wellbeing among autistic individuals throughout various stages of life.
Pearson, A., Rees, J., & Forster, S. (2022) “This was just how this friendship worked”: Experiences of interpersonal victimization among autistic adults. Autism in Adulthood, 4(2), 141–150. https://doi.org/10.1089/aut.2021.0035opens in new window
Pearson, A., Woods, R., Morgan, H. and Botha, M. (2021). Creating truly radical change in autism research: A response to Frith and Mottron. Autism Research 14(10), 2243–2244. https://doi.org/10.1002/aur.2605opens in new window
Autism, Neurodevelopmental, Abuse and Neglect
The development of resources to broaden diversity and representation in the teaching of high school psychology resources is an APA Committee of Teachers of Psychology in Secondary Schools initiative supported by funding from the American Psychological Foundation David and Carol Myers Fund. This resource was developed by Kara Ayers, PhD; Emily Lund, PhD; Erika Sanborne; and Allison Shaver.