Hilary Jenkinson

Hilary Jenkinson is a lecturer in social work at the School of Applied Social Studies. She teaches in the areas of groupwork and social work with young people across a number of programmes in the School including the  Bachelor of Social Work and Master of Social Work. She is currently Deputy Director of the BSW programme. Hilary's research interests include young people's experiences of social work, creativity in practice, and fatherhood. Most recently,  she  led a research project,examining the provision of independent advocacy services for individuals with care experience. Hilary’s professional background is in working with teenagers, and her current practice includes offering one-to-one support to young people in care who require additional assistance.

Hilary is External Examiner for Ulster University’s BSc (Hons) Social Work fulltime three undergraduate degree. 

Hilary's research interests are primarily in the area of youth, creativity, fatherhood and staff support. She has most recently completed a research study in conjunction with EPIC (Empowering People in Care) exploring independent advocacy for young people in care. Her other recent research activities include an Irish Research Council funded project concerning the barriers experienced by marginalised young people in accessing third level education. The findings of this study are published by Policy Press in the book The Making of a Left-Behind Class (2024). Over her career Hilary's research focus has encompassed challenging behaviour in youth settings; stress, staff support and supervision within the helping professions and she provides consultancy to a number of agencies in relation to the above. She has made a significant contribution in relation to researching and collating information regarding the history and development of youth work in Ireland. Hilary is a research associate with the Institute for Social Science in the 21st Century (ISS21), and is a member of the children and youth research cluster.

Hilary teaches in the areas of groupwork and social work with young people across a number of courses in the School, including the Bachelor of Social Work and Master of Social Work Courses. She endeavours to creatively apply principles of experiential and reflective learning models to her teaching which aim to advance students' learning through participation, interaction and reflection. Students are facilitated to engage in a process of critical analysis of professional knowledge in light of their own life and professional experiences, thus furthering the development of their own professional identities.