Marzetti, H., Chandler, A., Jordan, A. & Oaten, A. (accepted 2023) ‘The politics of LGBT+ suicide and suicide prevention in the UK: risk, responsibility and rhetoric’, Culture, Health & Sexuality.
Marzetti, H., McDaid, L., & O’Connor, R. (accepted 2023) ‘Making sense of self-harm and suicide amongst young people: intentionality, rationality and authenticity’, Child and Adolescent Mental Health.
Humphrey, H. & Marzetti, H. (2022) ‘Making space; Making self: Using LEGO® figures and creative practice to facilitate queer early career researchers’ academic development’ IN LEGO for university learning: online, offline and elsewhere, edited by Chrissi Nerantzi and Alison James, (Version 1), Zenodo: https://doi.org/10.5281/zenodo.7421754
Oaten, A., Jordan, A., Chandler, A., & Marzetti, H. (2023) ‘Suicide prevention as biopolitical surveillance: a critical analysis of UK suicide prevention policies’, Critical Social Policy, 0(0). https://doi.org/10.1177/02610183221142544.
The author-accepted manuscipt is available here (shared using a CC-BY licence):
Marzetti, H., McDaid, L., & O’Connor, R. (2022),’“Am I really alive?”: Understanding the role of homophobia, biphobia and transphobia in young LGBT+ people’s suicidal distress’, Social Science and Medicine, 298, https://doi.org/10.1016/j.socscimed.2022.114860
The pre-publication version is available here (shared using a CC-BY-NC-ND licence):
Marzetti, H., Oaten, A., Chandler, A. and Jordan, A. (2022), “Self-inflicted. Deliberate. Death-intentioned. A critical policy analysis of UK suicide prevention policies 2009-2019”, Journal of Public Mental Health, Vol. 21 No. 1, pp. 4-14. https://doi.org/10.1108/JPMH-09-2021-0113
The pre-publication version is available here (Licenced Creative Commons: Attribution Non-Commercial (CC-BY-NC):
Marzetti, H. L. and Humphrey, R., (2021). Who’s here? Who’s queer?. Intersectional Perspectives: Identity, Culture, and Society, (1), pp.1–9. DOI: http://doi.org/10.18573/ipics.39
MacKay, J., Hughes, K., Marzetti, H., Lent, N., & Rhind, S. (2019) Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback, Higher Education Pedagogies, 4:1, 315-330, https://doi.org/10.1080/23752696.2019.1601500
Loads, D., Marzetti, H., & McCune, V. (2019) ‘Don’t hold me back!’: using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning, Arts and Humanities in Higher Education, 0(0), 1-17, DOI: https://doi.org/10.1177/1474022219846621
Marzetti, H. (2018) Book Review: Eleanor Formby, Exploring LGBT Spaces and Communities: Contrasting Identities, Belongings and Wellbeing, SAGE Sociology: https://doi.org/10.1177/0038038518762074
Marzetti, H. (2017) Proudly Proactive: celebrating and supporting LGBT+ students at university in Scotland | Teaching in Higher Education Journal | 2017 | https://doi.org/10.1080/13562517.2017.1414788
The pre-publication version is available here: