Dr Mick Finlay

Reader in Psychology

Faculty:Faculty of Science & Technology

Department:Psychology

Location: Cambridge

Areas of Expertise: Applied, Social and Health Psychology

Mick is a social psychologist conducting research in two main areas: intellectual disabilities and political conflict between groups.

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mick.finlay@anglia.ac.uk

Background

Mick has been working at ARU since 2011. Before this he was employed in the Psychology Department at Surrey University. He has also taught with the Open University. For a number of years before beginning his PhD, Mick worked in local authority and NHS support services for adults with learning disabilities.

Research interests

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  • Learning/intellectual disabilities (verbal/non-verbal communication and interaction; sexual health and relationships; identity; methodological issues in research; assessment)
  • Intergroup conflict; extremism; political violence; political discourse

Mick is a member of our Identity and Social Issues Research Area which forms part of our Applied, Social and Health Psychology Research Group.

Areas of research supervision

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Mick is currently supervising two PhD students, both conducting research into aspects of the lives of adults with intellectual disabilities. He'd welcome PhD applications in the following two areas:

  • Intellectual disabilities (communication, interaction, sexual health, identity, support, empowerment and agency)
  • Group conflict (prejudice, violence, political discourse, denunciation, conformity).

Find out more about our Psychology PhD.

Teaching

Modules
Groups in Conflict: Social Psychological Issues, Qualitative Research Methods, Research Techniques in Psychology

Qualifications

  • PhD
  • MSc

Memberships, editorial boards

  • Fellow, the Higher Education Academy

Research grants, consultancy, knowledge exchange

Mick’s research has been funded by the ESRC and the British Academy. He has carried out consultancies for Crime Reduction Initiatives (CRI), Allianz, and HM Government, and has provided training workshops for NHS staff working in learning disability services as well as professionals interested in developing qualitative research skills.

Selected recent publications

Intergroup relations

Book in preparation: Intergroup Relations: An Integrated Approach. London: Sage.

Finlay, W.M.L., 2014. Denunciation and the construction of norms in group conflict: examples from an Al-Qaeda-supporting group. British Journal of Social Psychology, 53(4), pp.691-710.

Wood, C. & Finlay. W.M.L., 2008. British National Party representations of Muslims after the London bombings: homogeneity, threat and the conspiracy tradition. British Journal of Social Psychology, 47, pp.707-726.

Finlay, W.M.L., 2007. The propaganda of extreme hostility: denunciation and the regulation of the group. British Journal of Social Psychology, 46, pp.323-341.

Finlay, W.M.L., 2005. Pathologizing dissent: Identity politics, Zionism and the ‘self-hating Jew’. British Journal of Social Psychology, 44, pp.201-222

Intellectual disabilities

Finlay, W.M.L., Rohleder, P, Taylor, N. and Culfear, H., 2015. Understanding as a practical issue in sexual health education for people with intellectual disabilities: a study using two qualitative methods. Health Psychology, 34(4), pp.328-338.

Jingree, T. & Finlay, W.M.L., 2013. Expressions of dissatisfaction and complaint by people with learning disabilities: a discourse analytic study. British Journal of Social Psychology, 52(2), pp.255-272.

Finlay, W.M.L. and Antaki, C., 2012. How staff pursue questions to adults with intellectual disabilities. Journal of Intellectual Disability Research, 56, pp.361-370.

Jingree, T. & Finlay, W.M.L., 2012. ‘It’s got so politically correct now’: an examination of parent talk about empowering individuals with learning disabilities. Sociology of Health and Illness, 34, pp.412-428.

Antaki, C. and Finlay, W.M.L., 2012. Trust in what others mean: breakdowns in interaction between adults with intellectual disabilities and support staff. In Candlin, C.N. and Crichton, J. (Eds.). Discourses of Trust. Basingstoke: Palgrave Macmillan.

Finlay, W.M.L., Walton, C. and Antaki, C., 2011. Giving feedback to staff about offering choices to people with intellectual disabilities. In C. Antaki (Ed.). Applied Conversation Analysis. Basingstoke: Palgrave Macmillan.

Antaki, C., Finlay, W.M.L. and Walton, C., 2010. Identity at home: offering everyday choices to people with intellectual impairments. In M. Wetherell (Ed.). Theorizing Identities and Social Action. Basingstoke: Palgrave Macmillan.

Antaki, C, Finlay, W.M.L., Walton, C. and Pate, L., 2009. Choices for people with an intellectual impairment: official discourse and everyday practice. Journal of Policy and Practice in Intellectual Disabilities, 6(4), pp.260-266.

Finlay ,W.M.L, Antaki, C., Walton, C. and Stribling, P., 2008. The dilemma for staff in ‘playing a game’ with a person with profound intellectual disabilities: empowerment, inclusions and choice in interactional practice. Sociology of Health and Illness, 30(4), pp.531-549.

Finlay, W.M.L., Antaki, C. and Walton, C., 2008. Saying no to the staff: an analysis of refusals in a care home for people with intellectual disabilities. Sociology of Health and Illness, 30, pp.55-75.

Finlay, W.M.L., Antaki, C. and Walton, C., 2008. Promoting choice and control in residential services for people with learning disabilities. Disability and Society, 23(4), pp.349-360.

Finlay, W.M.L., Walton, C. and Antaki, C., 2008. A manifesto for the use of video in service improvement and staff development in residential services for people with learning disabilities. British Journal of Learning Disabilities, 36, pp.227-231.

Antaki, C, Finlay, W.M.L., Walton, C. and Pate, L., 2008. Offering choices to people with intellectual disabilities: an interactional study. Journal of Intellectual Disability Research, 52, pp.1165-1175.

Jingree, T. and Finlay, W.M.L., 2008. ‘You can’t do it…it’s theory rather than practice’: staff use of the practice/principle rhetorical device in talk on empowering people with learning disabilities. Discourse & Society, 19, pp.705-726.

Walton, C. and Finlay, W.M.L., 2008. Learning disabilities: barriers to choice in residential services. Community Care, July 31, p.30.

Antaki, C., Finlay, W.M.L. and Walton, C., 2007. Conversational shaping: staff-members' solicitation of talk from people with an intellectual impairment. Qualitative Health Research, 17, pp.1403-1414.

Finlay, W.M.L, Antaki, C. and Walton, C., 2007. On not being noticed: intellectual disabilities and the non-vocal register. Intellectual and Developmental Disabilities, 45, pp.227-245.

Antaki, C., Finlay, W.M.L. and Walton, C., 2007. Identity issues in proposing activities to persons with a learning disability. Discourse and Society, 18, pp.393-410.

Jones, F.W., Long, K. and Finlay, W.M.L., 2007. Symbols can improve the reading of adults with intellectual disabilities. Journal of Intellectual Disability Research, 51, pp.545-550.

Antaki, C., Finlay, W.M.L. and Walton, C., 2007. The staff are your friends: intellectually disabled identities in official discourse and institutional practice. British Journal of Social Psychology, 46, pp.1-18.

Antaki, C., Finlay, W.M.L., Sheridan, E., Jingree, T. and Walton, C., 2006. Producing decisions in service-user groups for people with an intellectual disability: two contrasting facilitator styles. Mental Retardation, 44, pp.322-343.

Jones, F.W., Long, K. and Finlay, W.M.L., 2006. Assessing the reading comprehension of adults with learning disabilities. Journal of Intellectual Disability Research, 50, pp.410-418.

Wilcox, E., Finlay, W.M.L. and Edmonds, J., 2006. His brain is totally different: An analysis of care staff explanations of aggressive challenging behaviours and the impact of gendered discourses. British Journal of Social Psychology, 45, pp.197-216.

Jingree, T., Finlay, W.M.L. and Antaki, C., 2006. Empowering words, disempowering actions. Journal of Intellectual Disability Research, 50, pp.212-226.

Finlay, W.M.L. and Lyons, E., 2005. Rejecting the label: a social constructionist analysis. Mental Retardation, 43, pp.120-134.

Finlay, W.M.L., 2005. Psychometric assessment of mood disorders in people with intellectual disabilities. In P. Sturmey (Ed.). Mood disorders in people with mental retardation. Kingston, NY: NADD Press.

Finlay, W.M.L., Rutland, A. and Shotton, J., 2003. 'They were brilliant, I don’t know what I would’ve done if they hadn’t been here': The group concept problem revisited. Journal of Community and Applied Social Psychology, 13, pp.300-313.

Antaki, C., Young, N. and Finlay, W.M.L., 2002. Shaping clients’ answers: Departures from neutrality in care-staff interviews with people with a learning disability. Disability & Society, 17(4), pp.435-455.

Finlay, W.M.L. and Lyons, E., 2002. Acquiescence in interviews with people with mental retardation. Mental Retardation, 40(1), pp.14-29.

Finlay, W.M.L. and Lyons, E., 2001. Methodological issues in interviewing and using self-report questionnaires with people with mental retardation. Psychological Assessment, 13, pp.319-335.

Finlay, W.M.L. and Lyons, E., 2000. Social categorizations, social comparisons and stigma: Presentations of self in people with learning difficulties. British Journal of Social Psychology, 39, pp.129-146.

Finlay, W.M.L. and Lyons, E., 1998. Social identity and people with learning difficulties. Disability and Society, 13(1), pp37-51.

Finlay, W.M.L. and Bernal, J., 1996. Tourette's Syndrome and challenging behaviour: a case study. British Journal of Learning Disabilities, 24(2), pp.80-83.

Finlay, W.M.L., Duckett, S. and Eliatamby, A., 1995. Intensive community assessment and intervention for challenging behaviour: A case study. British Journal of Learning Disabilities, 23(1), pp.18-23.

Other health and clinical psychology

Walton, C. and Finlay, W.M.L., 2015. Conversation Analysis in Health and Social Care Research. In P. Rohleder & A Lyons (Eds.). Qualitative Research in Clinical and Health Psychology. Basingstoke: Palgrave Macmillan.

Hughes, R, Hayward, M. and Finlay, W.M.L., 2009. Patients’ perceptions of the impact of involuntary inpatient care on self, relationships and recovery. Journal of Mental Health, 18, pp.152-60.

Stone, L. and Finlay, W.M.L., 2008. A cross-cultural comparison of Afro-Caribbean and White-European young adults’ conceptions of schizophrenia symptoms and the diagnostic label. International Journal of Social Psychiatry, 54, pp.242-261.

Dinos, S., Lyons, E. and Finlay, W.M.L., 2005. Does chronic illness place constraints on positive constructions of identity? Temporal comparisons and self-evaluations in people with schizophrenia. Social Science and Medicine, 60, pp.2239-2248

Glasman, D., Finlay, W.M.L. and Brock, D., 2004. Becoming a self-therapist: Using cognitive-behavioural therapy for recurrent depression and dysthymia after completing therapy. Psychology and Psychotherapy, 77, pp.335-351.

Camp, D.L., Finlay, W.M.L. and Lyons, E., 2002. Is low self-esteem an inevitable consequence of stigma? An example from women with chronic mental health problems. Social Science and Medicine, 55, pp.823-34.

Finlay, W.M.L., Dinos, S. and Lyons, E., 2001. Stigma and multiple social comparisons in people with schizophrenia. European Journal of Social Psychology, 31, pp.579-592.