معرفی
Katie Haighton is a Professor of Public Health at Northumbria University. She is an experienced chartered psychologist and applied health researcher specializing in translational public health interventions. Her work focuses on bridging research with policy and practice through collaborations with the NHS, local government, and voluntary organizations. She is an active member of Fuse (Centre for Translational Research in Public Health), NIHR Applied Research Collaboration North East and North Cumbria, NIHR School for Public Health Research, and the Making Every Contact Count Research Group.
Research Focus
Her research centers on developing and evaluating complex public health interventions using systematic reviews, natural experiments, feasibility studies, and mixed-method trials. Key areas include alcohol harm reduction, smoking cessation, physical activity promotion, dietary interventions, welfare support, and sleep health. Her methodological expertise emphasizes real-world applicability and evidence-based policy development.
Publications and Scholarly Impact
Her recent publications (2025) demonstrate a strong focus on health behavior change, mental health integration, oncology rehabilitation, and elderly care. Methodologies span realist reviews, qualitative explorations, and scoping reviews, reflecting interdisciplinary approaches to public health challenges. Recurring themes include implementation science, stakeholder engagement, and ethical considerations in healthcare delivery.
Current Projects and Advising
- Co-Investigator for £781,508 NIHR-funded project: 'Police involvement in interagency crisis mental health response pathways' (PIONEER-MH, 2025–2027).
- Co-Investigator for £3M NIHR Health and Social Care Delivery Research project: 'National evaluation team for complex innovations' (IDEAS Centre, 2025–2030).
- Primary supervisor for PhD candidate Sandra Moran's cross-cultural study on university students' pre-drinking behaviors.
Education and Credentials
- PhD in Health (2005)
- Fellow of the Higher Education Academy (FHEA, 2017)
