Fiachra Ó Suilleabháin is a Senior Lecturer/Associate Professor in the School of Applied Social Studies, University College Cork. A professionally qualified, CORU registered Social Worker since 2002, he teaches modules on gender and sexualities, LGBT+ matters, social services and welfare practice, child sexual abuse, child protection and welfare, and professional practice at undergraduate and graduate levels across the College of Arts, Celtic Studies and Social Sciences. Teaching and Learning Fiachra is the Programme Director of the multi-disciplinary Master of Social Work Team and Postgraduate Diploma in Social Work Studies programmes, delivering professionally-accredited, two-year taught (NFQ?QQI Level-9) postgraduate programmes to students who wish to become social workers. He has played a pivotal role in the consortium-led development of the new level-9 Apprenticeship in Social Work in Ireland. In these specific programmes, Fiachra teaches and mentors students’ practice skills and lectures on critical and radical social work, social work approaches, research methods and research ethics for practitioners, investigative interviewing, child protection and welfare, probation-based social work, queer social work, ecological justice, sustainability and eco-social practices, and professional practice. Fiachra's was awarded UCC President's Award for Excellence in Teaching in 2018. Research Fiachra’s doctoral degree examined for the first time the parenting experiences of gay men in Ireland. In addition to publications, he has delivered papers and seminars at conferences both nationally and internationally regarding child sexual abuse, LGBT+ issues and social work practice. Fiachra's research has been shortlisted in 2019 and 2021 for the national Education Awards. His scholarly outputs have been foc

My research interests have centred on sexual behaviours, LGBTQIA+ issues, genders and sexualities, child protection and welfare, alternative care, investigative interviewing practices, online/e-social work as well as learning, teaching and access to higher education in Ireland. I welcome the opportunity to collaborate on research with academics, researchers, community organisations and students (including graduate and doctoral research supervision).

My key areas of teaching expertise and interest are LGBTQIA+ issues and sexualities, child sexual abuse and harmful sexual behaviour, child protection and welfare, direct work with children and young people, and welfare pluralism in the delivery of social services. Throughout my professional practice, I have sought to be a research-minded and evidence-informed practitioner. I have utilised research to reflect on, and improve, my practice. I believe that teaching, research and practice are part of a connected cycle of ongoing learning and professional development. As an educator in UCC, I aim to share my passion for social work research, education and practice. I work to enhance students’ learning experiences and to achieve the best possible learning outcomes for students. I aim to inspire students to practice ethically and in anti-discriminatory ways to promote equality and social justice. I aim to assist students to develop a proficiency in critical thinking in order to develop their capacity to undertake assessments in practice and to professionally evaluate and judge situations. I seek to familiarise students with the application of theory to practice and how they are inter-connected and to help them understand how social policies at the macro-level can influence the lived experiences of individuals and communities at the micro-level. I view teaching as an interactive process which sees students as key partners in the learning project. I view teaching as an interactive process with students being partners in the learning project. I like to provide students with a poly-vocal learning environment where students are empowered to learn from each other. I am student-centred in my approach to teaching – information and knowledge needs to be imparted in an accessible way in order for students to understand and they need to understand the knowledge befor