Rose Mortimer
Position: DPhil Student
Email: rose.mortimer@lincoln.ox.ac.uk
Project(s): Becoming Good: Early Intervention and Moral Development in Psychiatry (BeGOOD)
Mothers EIE
Rose Mortimer was a BeGOOD project DPhil student at Oxford, supervised by Prof. Ilina Singh (Department of Psychiatry) and Prof. Michael Parker (Ethox Centre).
Rose was awarded her MA in Bioethics and Society from King’s College London in 2015, and gained her BA in Philosophy and English Literature from Durham University in 2014. After securing her DPhil at NEUROSEC, Rose went on to working at the Anna Freud Centre in London. She continues to support BeGOOD’s ‘Digital Diaries‘ project.
Rose’s research interests include moral philosophy and bioethics; in particular she is interested in the ethical dimensions of neuroscience and psychiatry, especially as these concern children and families. Rose is passionate about issues of social justice, and is excited to be part of the BeGOOD research team where empirical ethics research has the potential to create real world impact for some of the most vulnerable members of society.
Publications
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Parental Responsibility in the Context of Neuroscience and Genetics, by Kristien Hens, Daniela Cutas, and Dorothee Horstkötter. Cham, Switzerland: Springer International Publishing; 2017. 246 pp.
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Just Policy? An Ethical Analysis of Early Intervention Policy Guidance.
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Early intervention (EI) aims to identify children or families at risk of poor health, and take preventative measures at an early stage, when intervention is more likely to succeed. EI is concerned with the just distribution of “life chances,” so that all children are given fair opportunity to realize their potential and lead a good life; EI policy design, therefore, invokes ethical questions about the balance of responsibilities between the state, society, and individuals in addressing inequalities. We analyze a corpus of EI policy guidance to investigate explicit and implicit ethical arguments about who should be held morally responsible for safeguarding child health and well-being. We examine the implications of these claims and explore what it would mean to put the proposed policies into practice. We conclude with some remarks about the useful role that philosophical analysis can play in EI policy development.
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Philosophical Bioethics in the Policy Arena: A Response to Open Peer Commentaries on “Just Policy? An Ethical Analysis of Early Intervention Policy Guidance”.
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