In this episode I meet Dr Alexandra Sewell who has recently published a fantastic book called 'Diverse Voices in Education'. Allie is also going to be hosting an Agents of Hope Podcast mini series in which she will interview her co-authors and explore the practice of giving voice to different voices within educational practice. 

In our episode we discuss the importance of diversity within our profession and the ways in which we can improve 'meaningful voice practice'. 

In this episode I chat with Gavin Morgan, an Educational Psychologist, Academic Tutor and member of the Scientific Pandemic Influenza Group, who helped the Government make evidence based decisions during the pandemic. It was fascinating conversation and explored the different types of role taken up by EPs as facilitators of change to outright advocates for change.


References

Gavin Morgan (2016) Organisational change: a solution-focused approach,
Educational Psychology in Practice, 32:2, 133-144, DOI: 10.1080/02667363.2015.1125855

https://www.theguardian.com/education/2020/jun/20/school-closures-will-trigger-uk-child-mental-health-crisis

https://www.theguardian.com/commentisfree/2020/jun/20/childrens-mental-health-will-suffer-irreparably-if-schools-dont-reopen-soon

In this conversation Tim speaks to two Southampton university graduates who swapped the South Coast of England for Glasgow in Scotland, Francesca and Larissa. We talk about Glasgow's journey to become a 'nurturing city'. 


References 

Education Scotland & Glasgow City Council (2017).  Applying Nurture as a Whole School Approach. Crown Copyright. 

https://education.gov.scot/improvement/self-evaluation/Applying%20nurture%20as%20a%20whole%20school%20approach%20-%20A%20framework%20to%20support%20self-evaluation

• Kearney, M. & Nowek, G. (2019).  Beyond Nurture Groups to Nurturing Approaches:  A Focus on the Development of Nurture in the Scottish Context.  The international Journal of Nurture in Education.  Volume 5.  
• March, S. & Kearney, M. (2017). A psychological service contribution to nurture: Glasgow’s nurturing city. Emotional and Behavioural Difficulties, 22(3), 237-247. 
• Kearney et al., (2020). The nurturing establishment: Gathering children and parental/carers views of their experiences of a nurturing establishment. The International Journal of Nurture in Education. Volume 6. 
• Cunningham, L., Hartwell, B., & Kreppner, J. (2019). Exploring the impact of nurture groups on children’s social skills: A mixed methods approach. Educational Psychology in Practice, 35(4), 1-16.
• Education Scotland (2018). Nurture, Adverse Childhood Experiences and Trauma Informed Practice: Making the links between these approaches. https://education.gov.scot/improvement/self-evaluation/inc83-nurture-adverse-childhood-experiences-and-trauma-informed-practice/
• GEPS website: https://blogs.glowscotland.org.uk/glowblogs/glasgowpsychologicalservice/nurture/
• Twitter: @GlasgowEPS @GlasgowNurture

I had a conversation with Jonathan Solity because of my interest in developing curricula that supports student learning. In this talk, Jonathan and I discuss how to support children using instructional psychology, rational/ content analysis, Pareto’s principle, and Haring and Eaton’s (1978) Learning Hierarchy. Jonathan emphasises the importance of teaching the most useful knowledge/skills first using the inherent generative principles within a particular body of content. At the end of the talk Jonathan makes suggestions for how EPs can support teachers in promoting early reading and maths skills.

I hope you enjoy the talk!
Dr Nazam Hussain (Educational Psychologist)
See below for links to references (I could have added many more!)

 Darnell, C.A, & Solity, J.E., & Wall, H. (2017) Decoding the phonics screener check. British Educational Research Journal, 43 (3) 505-527
 Solity, J.E. (1991). Special Needs: A discriminatory concept? Educational Psychology in Practice, 7(1), 12-19
 Solity, J. E. (2008). Michel Thomas: The Learning Revolution. Hodder & Stoughton. London.
 Solity, J.E. (2020). Instructional psychology and teaching reading: Ending the reading wars.
Educational and Developmental Psychologist, 37 (2) 123-132
 Ward, J, &; Crawford, S & Solity, J.E. (2017). Assessment through teaching and instructional psychology. An alternative model of service delivery to raise attainment in primary schools.
Educational & Child Psychology, 34 (1) 94-109

I had a conversation with John Hattie because of my interest in using the teaching strategies and approaches that can support learners to gain knowledge and skills whilst promoting intrinsic motivation and habits for lifelong learning. In this talk, John and I discuss; what is Visible Learning, the use and misuse of effect size calculations, factors that accelerate learning, interpretation of research and the purpose of education. We finish the conversation with John’s hopes for the future in his personal and professional life. 

I hope you enjoy the talk!

Dr Nazam Hussain (Educational Psychologist)

See below for links to references discussed in the talk.  

• Hattie, J. (2012). Visible Learning for Teachers: Maximise Impact on Learning. London: Routledge.

• Hattie, J., & Yates, G.C. (2013). Visible Learning and the science of how we learn. New York: Routledge.

• Hattie, J., & Donoghue, G. (2016). Learning strategies: A synthesis and conceptual model. Nature: Science of Learning, 1. Accessed from https://thinkplusjourney.info/images/Hattie_and_Donoghue_-_Learning_strategies._A_synthesis_and_conceptual_model.pdf

• Hattie, J., & Zierer, K. (2018). 10 Mindframes for Visible Learning. Teaching for Success. London: Routledge. 

• Nuthall, G.A.  (2007). The hidden lives of learners. Wellington: New Zealand Council for Educational Research. 

• Website with all the data for Visible Learning. Accessed from https://www.visiblelearningmetax.com/

Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby)


References 
Denborough, D. (2008) Collective narrative practice, Dulwich Centre publications, Adelaide, Australia. 
Elhassan, O., and Yassine, L. (2017) Tree of life with young Muslim women in Australia, The international journal of Narrative Therapy and Community work, (3) 27-45. 
Gallagher, B., & Green, A. (2012). In, out and after care: Young adults' views on their lives, as children, in a therapeutic residential establishment. Children and Youth Services Review, 34(2), 437-450. 
Jacobs, S.F.M., (2018) Collective Narrative practice with unaccompanied refugee minors: “The Tree of Life” as a response to hardship, Clinical Child Psychology and Psychiatry vol 23(2) 279-293 
Portnoy, S., Girling, I. and Fredman, G. (2015) Supporting young people living with cancer to tell their stories in ways that make them stronger: The Beads of Life approach, Clinical Child Psychology and Psychiatry, 21, 255-267 Shotton, G. (2010). Telling different stories The experience of foster/adoptive carers in carrying out collaborative memory work with children Adoption and Fostering, 34(4), 61-68. 
Shotton, G. (2013). “Remember when…”: Exploring the experiences of looked after children and their carers in engaging in collaborative reminiscence, Adoption and Fostering, 37(4), 352-367. 
Shotton, G. (2021) A session by session guide to life story work, Routledge, Abingdon. Staines, J., Selwyn, J. (2020) I wish someone would explain why I am in care: The impact of children and young people’s lack of understanding of why they are in out-of-home care on their well-being and felt security, Child and Family Social Work, 25, (1) 91-106. 
Vermeire, S. (2017) What if….I were a king?: Playing with roles and positions in narrative conversations with children who have experienced trauma, The International journal of Narrative Therapy and Community work (4) 50-61
 Watson, D., Hahn, R., and Staines, J. (2020) Storying special objects: Material culture, narrative identity and life story work for children in care, Qualitative social work, Vol 19, (4) 701-718 Willis, 
R., & Holland, S. (2009). Life Story Work: Reflections of the experience by looked after young people. Adoption and Fostering, 33(4), 44-52.

I had a conversation with Professor Joe Elliott, Durham University, and Principal of Collingwood College, because of my interest in supporting children and young people with reading and spelling difficulties. 
In this talk, Joe and I discuss; the challenges of identifying dyslexia using pre-defined
criteria, highlight factors that maintain the need for a diagnosis of dyslexia, and explore the role of intelligence tests. We finish the conversation with the role of the educational psychologist and how to instill hope to support all learners with reading and spelling difficulties.

I hope you enjoy the talk!

Dr Nazam Hussain (Educational Psychologist)
See below for links to references discussed in the talk.
 Elliott, J.G. (2020) It’s time to get scientific about dyslexia. Reading Research Quarterly, 55(1),
61—75. https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.333
 Elliott, J.G, & Grigorenko, E.L. (2014). Dyslexia Debate. Cambridge. UK: Cambridge University
Press.
 Elliot, J.G, & Gibb, S. (2008) Does dyslexia exist? Journal of Philosophy of Education, 42 (3-4),
475-491 https://www.researchgate.net/publication/227704059_Does_Dyslexia_Exist
 Guardian Article by Sirin Kale on 17 September 2020.
https://www.theguardian.com/news/2020/sep/17/battle-over-dyslexia-warwickshire-
staffordshire
 Vellutino, F., Fletcher, J., Snowling, M., Scanlon, D. (2004) Specific reading disability (dyslexia):
what have we learned in the past four decades? The Journal of Child Psychology and Psychiatry,
44(1), 2-40. https://acamh.onlinelibrary.wiley.com/doi/full/10.1046/j.0021-9630.2003.00305.x

The final episode of the Understanding Voices mini-series with me, Ella Mansfield. In this episode, I talk to Bambi French, a SENDCo, coach and podcaster who takes an activist stance in changing the lives of people with visual impairments, something that she has personal experience of.

Bambi and I discuss the story of her visual impairment and how she has come to want to help people who are newly diagnosed. We discuss how diagnosis has an impact on identity and how her experiences have influenced her practice as a SENDCo.  Finally, we talk about how EPs can work inclusively with schools and find a role in supporting young people with visual impairments.

Bambi French - Bio

Bambi French is wife, mum of one and special needs teacher to many! When she was 15 years old, Bambi was diagnosed with a degenerative eye condition called Stargardt Disease. Over the years, her level of vision has deteriorated and even though the challenges of sight loss have on many occasions caused her to want to give up, with determination and support from those closest to her she has been able to achieve more than she ever thought would be possible.

Over the last 25 years, her personal and professional experience has taught her that it is possible to live this life well, in spite of the limitations we might be facing. But she also recognises and understands that there are still so many who need the support and encouragement that will help them believe this for themselves.

In response to this need, Bambi is building a coaching practice and is the host of The She is a VIP Podcast, where the central mission is to help visually impaired women and girls embrace all that they are, discover their purpose and make an impact in the lives of others.

WEBSITE
www.sheisavip.com

INSTAGRAM
https://www.instagram.com/she_isavip/

FACEBOOK
https://www.facebook.com/sheisavip1

The second episode of the Understanding Voices mini-series with me, Ella Mansfield. In this episode, I talk to Dr. Laura Gray, a Senior Practitioner Educational Psychologist with South Tyneside.

Laura and I discuss how girls with Autism Spectrum Condition slip through the net during their school years, resulting in problems accessing appropriate support. We discuss how the symptomology for girls is different from that of boys with Autism and she tells me about her research exploring the views of parents and SENDCos about how they feel about the support available for girls with ASD in educational settings. We conclude by discussing how EPs can help to support schools to understand how male and female presentations of ASD may differ.

Related reading:

Laura Gray, Ella Bownas, Lucy Hicks, Emma Hutcheson-Galbraith & Sandra Harrison (2021) Towards a better understanding of girls on the Autism spectrum: educational support and parental perspectives, Educational Psychology in Practice, 37:1, 74-93, DOI: 10.1080/02667363.2020.1863188

Cridland, E. K., Jones, S. C., Caputi, P., & Magee, C. A. (2014). Being a girl in a boys’ world: Investigating the experiences of girls with autism spectrum disorders during adolescence. Journal of Autism and Developmental Disorders, 44(6), 1261–1274.

Critchley, S.-J. (2019). Supported teachers supporting girls. In B., Carpenter, F., Happe & J. Egerton (Eds.), Girls and Autism: Educational, Family and Personal Perspectives (1st ed., pp 164–170). Routledge.

The first episode of the Understanding Voices mini-series with me, Ella Mansfield. In this episode, I talk to Dr. Cora Sargeant, an Educational Psychologist and  Academic and Professional Tutor for the initial EP training programme at the University of Southampton.

Cora and I discuss gender and alternatives to the bimodal system of male and female identities. She discusses her personal gender journey as a transgender woman and talks about how her experiences influence her practice as an Educational Psychologist. We discuss what gender is and how it can be defined. Cora highlights the societal barriers that non-binary and transgender people face and we talk about how these may arise within educational settings. We conclude by discussing how EPs and other professionals working with children and young people can challenge the status quo and improve the experiences of all children through inclusive practice.

Related reading:

Bragg, S., Renold, E., Ringrose, J., & Jackson, C. (2018). ‘More than boy, girl, male, female’: Exploring young people’s views on gender diversity within and beyond school contexts. Sex Education, 18(4), 420–434. https://doi.org/10.1080/14681811.2018.1439373

Fast, Anne & Olson, Kristina. (2017). Gender Development in Transgender Preschool Children. Child Development. 89. 10.1111/cdev.12758. (https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.12758)

Gülgöz, S., Glazier, J., Enright, E., Alonso, D., Durwood, L., Fast, A., Lowe, R., Ji, G., Heer, J., Martin, C., & Olson, K. (2019). Similarity in transgender and cisgender children’s gender development. Proceedings of the National Academy of Sciences. 116. 201909367. 10.1073/pnas.1909367116.

Hyde, J. S., Bigler, R. S., Joel, D., Tate, C. C., & van Anders, S. M. (2019). The future of sex and gender in psychology: Five challenges to the gender binary. American Psychologist, 74(2), 171–193. https://doi.org/10.1037/amp0000307

Martin, C. L., Andrews, N. C., England, D. E., Zosuls, K., & Ruble, D. N (2017).  A dual identity approach for conceptualizing and measuring children’s gender identity. Child Dev. 88, 167–182.  doi: 10.1111/cdev.12568.

Meyer-Bahlburg, H., Dolezal, C., Baker, S., Carlson, A., Obeid, J., & New, M (2004) Prenatal androgenization affects gender-related behavior but not gender identity in 5-12-year-old girls with congenital adrenal hyperplasia. Arch. Sex. Behav. 33, 97–104. (https://www.researchgate.net/publication/8560291_Prenatal_Androgenization_Affects_Gender-Related_Behavior_But_Not_Gender_Identity_in_5-12-Year-Old_Girls_with_Congenital_Adrenal_Hyperplasia)

Olson, K. R., Key, A. C., & Eaton, N. R. (2015). Gender cognition in transgender children. Psychological Science, 26(4), 467–474. https://doi.org/10.1177/0956797614568156

Rae, J. R., Gülgöz, S., Durwood, L., DeMeules, M., Lowe, R., Lindquist, G., & Olson, K. R. (2019). Predicting early-childhood gender transitions. Psychological Science, 30(5), 669–681. https://doi.org/10.1177/0956797619830649

Read, J., Sargeant, C., & Wright, S. (2020). What beliefs influence children and young people’s attitudes towards the transgender population? Educational and Child Psychology, 37(1), 11–36.

Russell, S. T., Pollitt, A. M., Li, G., & Grossman, A. H. (2018). Chosen name use is linked to reduced depressive symptoms, suicidal ideation, and suicidal behavior among transgender youth. Journal of Adolescent Health, 63(4), 503–505. https://doi.org/10.1016/j.jadohealth.2018.02.003

Vasey, P.L., & Bartlett, N.H. (2007). What Can the Samoan "Fa'afafine" Teach Us about the Western Concept of Gender Identity Disorder in Childhood? Perspectives in Biology and Medicine 50(4), 481-490. doi:10.1353/pbm.2007.0056. 

A special introduction to something new for the Agents of Hope podcast! 

Ella Mansfield is a second-year Trainee Educational Psychologist at Birmingham University and she'll be hosting a mini-series called "Understanding Voices" on the Agents of Hope platform.

Understanding Voices follows the usual Agents of Hope format but takes a closer look at the theme of anti-discriminatory practice. This is with the hope that through understanding the experiences of children and young people we are able to improve inclusive practice in schools.

Is there anyone you would like to interview? Would you like a platform to raise awareness about a particular topic in educational psychology? If you're interested in getting involved with Agents of Hope, please contact Tim on Twitter (@timceducation) or via email (agentsofhopeuk@gmail.com).

Patrick's twitter:

@psybrief

Open Science Resources:

 https://t.co/2axxDFVmg1
https://t.co/QMT3Hd3IgI
https://t.co/KGEwEfoPfi
https://t.co/lcgi3X18l4
https://t.co/3uv9HhAExk
 https://t.co/DwcPeswZbk

Series 2 Episode 6 

Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby)

In this episode, I talk to Hilary Hickmore,  an Educational Psychologist who has spent her career in a large variety of roles with her unique approach to helping systems understand and respond to the needs of children, who are, sometimes at risk of exclusion. 

Hilary and I discuss her psychology career which spans the last 30 years since she trained in Southampton in the early 90s.  Hilary has worked in many interesting ways to make systems more inclusive and help educators to have hope even when it feels like they are in the last chance saloon.  We discuss the pervasive and sustained nature of this challenge in Educational Psychology and education in general. 

Hilary and I then explore her CRRES model. In preparation for this we worked through a CRRES activity in preparation for this episode. You can see that activity here:

https://ko-fi.com/post/Example-of-Using-the-CRRES-Model-in-Action--Episo-G2G347VSK 

In doing this we talk about what is meant by therapeutic assessment and how it felt to work through this sort of activity to help me talk about my state of mind, in a way that wouldn't usually.  We discuss applications in day to day EP practice and how people can find out more about this approach. 

References 

Hickmore, H. (2000). Using art and play in assessment and intervention for troubled children in Barwick, N. (Ed). Clinical counselling in schools (pp108-123). London: Routledge. 108 - 123

Oaklander, V. (1988).  Windows to our children. New York: Gestalt Journal Press

Sunderland, M. and Engelheart, P. (2015).  Draw on your emotions.  London: Speechmark 

Series 2 Episode 5

Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby)

In this episode, I talk to Dr. Chris Bagley,  an Educational Psychologist who works in South Gloucestershire and with the charity State of Mind. 

Chris and I discuss his journey in psychology from coaching young cricketers to supply teaching and finally to training to be an Educational Psychologist. Chris discusses the restrictive nature of the English Education System and the effects he has found it has had on young people. We talk about the Participatory Action Research that he has carried out with the London Based Charity, State of Mind, who recently featured as keynote speakers at the 2021 DECP conference. We then discuss what it means to challenge the status quo and what that means for the role of the EP.  We discuss educational systems in Italy, Portugal, and Finland that are able to take different approaches to the English system to address the needs, wants, and consent of the young people that they serve.  We conclude by discussing what EPs, TEPs, and Educational Professionals can do to challenge the status quo and work with communities to transformative ends. 

Ainscow, M. (2020) “Promoting inclusion and equity in education: lessons from international experiences”
https://www.tandfonline.com/doi/full/10.1080/20020317.2020.1729587

Bagley, C. (2015) “Managed moves: school and local authority staff perceptions of processes, success and challenges” 
https://www.researchgate.net/publication/281753786_Managed_moves_school_and_local_authority_staff_perceptions_of_processes_success_and_challenges

Bagley, C. (2021) “Alternative Education Provision: An Exclusive English Myth”
https://bylinetimes.com/2021/02/17/alternative-education-provision-an-exclusive-english-myth/

Bagley, C. (2020) “Stop discarding troubled students who don't perform - it's destroying children's lives”
https://www.independent.co.uk/independentpremium/voices/schools-academies-students-children-ofsted-education-a9340741.html

Finland: Sabel et al (2011) “Individualized Service Provision in the New Welfare State Lessons from Special Education in Finland”
https://pasisahlberg.com/wp-content/uploads/2012/12/Special-Education-in-Finland-2011.pdf

Italy: Demo, H. (2020) “Inclusive education in Italy: Historical steps, positive developments, and challenges”
https://link.springer.com/article/10.1007/s11125-020-09509-7

Portugal: Alves, I. (2019) “International inspiration and national aspirations: inclusive education in Portugal”
https://www.tandfonline.com/doi/abs/10.1080/13603116.2019.1624846

States of Mind:
Breaking the Silence phase 1 - “‘We're not learning, we're memorising’: Read London students' powerful open letter to Ofsted”
https://www.statesofmind.org/journal/2020/09/16/students-ofsted-open-letter.html
Breaking the Silence phase 2 - Student-led research written by Jaspar Khawaja (Trainee EP - Institute of Education, UCL), co-analysed with young people
Quantitative data analysis - “The impact of school on young people's mental health: a UCL doctoral student shares his findings”
https://www.statesofmind.org/journal/2020/11/04/the-impact-of-school-on-students-mental-health.html

Qualitative data analysis - “Schools are prioritising academic achievement over wellbeing and growth. Young people want to know why”
https://www.statesofmind.org/journal/2020/11/04/academic-over-wellbeing-young-people.html

Breaking the silence phase 3 - “What would an education inspection look like if students did the inspecting? We're finding out”
https://www.statesofmind.org/journal/2020/11/18/education-inspection-students.html
 

Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby).  You can get 10% off at Ruby's shop by quoting AGENTS10 when paying.

In this episode, I talk to Ella,  a second-year Trainee Educational Psychologist at Birmingham University who is about to embark on her doctoral thesis research. That research will explore a feminist perspective on Attention Deficit Hyperactivity Disorder.   

Ella and I discuss her experiences of having and being diagnosed with ADHD whilst at University. We discuss the nature of the role of research in informing perceptions of the condition and how Ella feels her activist stance can help to challenge stereotypes of ADHD and enrich the understanding of the experience in girls.

Stenner, P., O'Dell, L., & Davies, A. (2019). Adult women and ADHD: on the temporal dimensions of ADHD identities. Journal for the Theory of Social Behaviour, 49(2), 179-197.

Frondelius, I. A., Ranjbar, V., & Danielsson, L. (2019). Adolescents’ experiences of being diagnosed with attention deficit hyperactivity disorder: a phenomenological study conducted in Sweden. BMJ open, 9(8), e031570. 

Series 2 Episode 2

Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby)

In this episode, I talk to Dr. Nicola Canale,  an Educational Psychologist who works in South Wales to promote the healthy development of children in their first 1000 days of life using a dyadic and psychology-informed approach.

Nicola and I discuss her journey in psychology which has informed her current innovative approach to practice, including reflecting on her role in inspiring me to pursue a career in Educational Psychology.  We discuss the needs of children in their first days and the psychology which EPs can apply to help parents understand and respond to these needs via a multiagency approach.  . We consider how the approach can be applied by Educational Psychologists should the opportunity arise.

Resources
·         A link to some useful, psychology informed, information created for parents with young children by Educational Psychologists in Cardiff Parenting (scroll to the bottom of the page to access):

https://www.cardifffamilies.co.uk/cardiff-parenting-0-18

·         A link to the Association for Infant Mental Health

https://aimh.uk/

·         A link to the Parent Infant Foundation

https://parentinfantfoundation.org.uk/

Series 2 Episode 1  - Sponsored by Bethan Elisa Proofreading (@bethanelisa) and Handmade Home by Ruby (https://www.etsy.com/uk/shop/HandmadeHomeByRuby)

Welcome to series 2 of The Agents of Hope Podcast.

In this episode, I talk to Dr. Cathy Atkinson,  curriculum director at Manchester University training provider and  Educational Psychologist, about her passion for Motivational Interviewing.

Cathy and I discuss her journey in psychology with Motivational Interviewing and how it has become a transcendent presence in her day to day practice.  Cathy helps me to understand the history of the approach and the skills, spirit and hierarchal structure that helps practitioners to understand and apply it.  We work through a motivational interviewing conversation in a real play which helped me to understand the skills required to facilitate the approach. We consider how the approach can be applied by Educational Psychologists and educational contexts. 

Resources

BMJ Training module

Motivational interviewing in brief consultations online course | BMJ Learning

YouTube presentations for Southend EPS ReachOut series

Motivational Interviewing - Conversations for Change with Cathy Atkinson - YouTube

Using Motivational Interviewing within Consultation with Cathy Atkinson - YouTube

It's also worth searching 'Miller motivational interviewing' as there are lots of examples of Bill Miller talking about the approach.

Motivational interviewing pack for working with children and young people

https://www.dropbox.com/sh/w2xwm97yk1tougz/AAAksh6UL2DLjS-iGNGxa0rJa?dl=0c

Websites

Welcome to the Motivational Interviewing Website! | Motivational Interviewing Network of Trainers (MINT)

Home | mmin

Twitter feeds

@GM_MI_Network (Manchester Motivational Interviewing Network)

@stephenrollnick (one of the co-founders of MI)

@ChangeTalking (MI podcast)

@TracingMi (to find out more about our MI and contact tracing project)

Episode 13 - Sponsored by Bethan Elisa Proofreading

In this episode, I talk to Dr Geoff Morgan, a Specialist Senior Educational Psychologist who works in Bradford Educational Psychology Team and trained as a TEP at Exeter University.

Geoff and I discuss what is meant by existentialism as a philosophy which focuses on the meaning of our experiences of existence. Geoff and I talk about our interactions with the ideas of Existentialism via our mutual gateway experiences of existentialism via Viktor Frankl and the meaning of life. We move to discuss the application of existentialism to the idea of adolescence and the power of helping teenagers to find meaning in their experiences of school.

Reading list:


Beaver, R. (1996). Educational Psychology Casework: A Practice Guide. Jessica Kingsley.

Camus, A. (1942). The Outsider (English Translation). Penguin Books.

Carr, A. (2004). Positive Psychology: The Science of Happiness and Human Strengths. Routledge.

Deci, E., & Ryan, R. (2008). Self Determination Theory: A Macrotheory of Human Motivation, Development and Health. Canadian Psychology, 182-185.

Frankl, V. E. (1959). Man's Search for Meaning. Ebury Publishing.

Heidegger, M. (1927). Being and Time. Martino Fine Books.

McGilchrist, I. (2009). The Master and His Emmisary; The Divided Brain and the Making of the Western World. New Haven & London: Yale University Press.

Ravenette, T. (1999). Personal Construct Psychology in Educational Psychology: A Practitioner's View. JW.

Yalom, I. D. (2001). The Gift of Therapy; An open letter to a new generation of therapists and their patients. London: Piatkus.

Episode #12- Sponsored by Bethan Elisa Proofreading

In this episode, I talk to Lucy Parr, a year 2 TEP at Exeter University. Lucy talks about her experiences growing up in and out of care, her vocation to make the world a better place and her experiences of navigating the education and health system with her son, who has a rare chromosome disorder. We chat about how these experiences have informed her journey to become a TEP and the values that underpin her practice.

We discuss the application of Positive Psychology as a way of avoiding learnt helplessness, systemic understandings of resilience and the power of story.  We finish by reflecting on what EPs, TEPs and aspiring EPs can do to take positive risks to make the world a better place!


References

https://journals.sagepub.com/doi/10.1177/1524838013487805…

https://ecologyandsociety.org/vol23/iss4/art34/…

https://journals.sagepub.com/doi/abs/10.1177/0022167801411003…

https://fokt.pw/positivepsychologypositive.pdf…

https://apa.org/research/action/stereotype…

https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-019-3959-7…

https://scholar.google.com/scholar?cites=4115534371613794146&as_sdt=2005&sciodt=0,5&hl=en…

https://bornattherighttime.com/training-2/

https://unherd.com/2020/05/why-doesnt-my-son-matter/

Episode #11

In this episode, Dr Abigail Wright, an Early Years Specialist Educational Psychologist from South Wales. My discussion with Abi was broad and engrossing. It felt like it could have gone on all night. We discussed Abi's drive to become an EP from an early age, her experiences of becoming a parent in the same year that she graduated and her journey to fulfilling the role she does as a practitioner psychologist and mother of two young children. Our chat meandered between the importance of caregivers and professionals perception of them, parenting on a budget in a pandemic and the value of play in the Early Years.

It was a really interesting 90 minutes and I'm sure there will be a part II in the future. Exciting times. 

Books:

- Developing Attachment in Early Years Settings by Veronica Read

https://www.amazon.co.uk/gp/aw/d/0415825571/ref=dp_ob_neva_mobile

- The Science of Parenting by Margot Sunderland:

https://www.amazon.co.uk/Science-Parenting-Margot-Sunderland/dp/075663993X

Article:

Woodhouse, S. et al. (2019). Secure Base Provision: A New Approach to Examining Links Between Maternal Caregiving and Infant Attachment

https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.13224

Assessment tool/curriculum:

The Hawaii Early Learning Profile 

https://www.vort.com/home.php?cat=1

Websites:

Suzanne Zeedyk

http://www.suzannezeedyk.co.uk

Anna Freud support for Early Years

https://www.annafreud.org/coronavirus-support/support-for-early-years/

Parenting Give it Time (Welsh Goverment):

https://gov.wales/parenting-give-it-time/guidance-and-advice/booklets-and-information-sheets-to-support-parents

BBC Tiny Happy People:

https://www.bbc.co.uk/tiny-happy-people

Zero to Three:

https://www.zerotothree.org/

NSPCC - Look, Say, Play, Singhttps://www.nspcc.org.uk/keeping-children-safe/support-for-parents/look-say-sing-play/

Episode #10

In this episode, I speak to three current and one former member of the pioneering Southend EPS. My discussion with Kate Boyle, Lauren Baggley, Sarah Wendland and Sarah Sivers centres on the research they carried out into children and young people's views during the lockdown, in Southend. We discuss their approach to, the themes of and outcomes of the research. We also discuss the values that underpin their work as a team, especially their pioneering work online with their Youtube channel 'EP Reach Out'.

It was really inspiring to chat with such a forward-thinking team, working together in harmony and at different stages of their careers, from a TEP embarking on their EP journey, to an established main grade EP.  I hope you enjoy listening to this episode as much as I enjoyed recording it!


PTMF - https://www.bps.org.uk/power-threat-meaning-framework

SEPS website - http://www.southendlearningnetwork.co.uk/educationalpsychology

EP Reach-Out YouTube - https://www.youtube.com/c/EducationalPsychologyReachOut

What You Told Us webinar - https://www.youtube.com/watch?v=VDajg8jLnok&t=8s

Returning to School Ideas from the Views of Children and Young People https://docs.google.com/document/d/1SAESxUOJVWtIYYnLSFRn1UlstbngOstd1hpclXnZnWk/edit?usp=sharin

Edpych.org blog https://edpsy.org.uk/features/2020/pupil-views-around-the-covid-19-pandemic-an-opportunity-for-change-in-education/

Joint Report with Notts City EPS https://drive.google.com/file/d/18PzxTLFitjbjQR3ijP5GFOpc33I0OJhn/view?usp=sharing

Edpsych.org joint blog  https://edpsy.org.uk/blog/2020/advice-to-education-policy-makers-following-covid-19/ 

In this episode, I speak to Dr John McMullen,  Educational Psychologist and Senior Lecturer at Stranmillis College and Queens University Belfast.  In this episode, we speak about John's work and study with War-Affected Children in Uganda and the Democratic Republic of Congo. 

John discusses how he became involved in work in Africa, the values that have underpinned this work and what he has learnt from engaging in it for 15 years. We explore the importance of being hopeful in times of darkness. We examine the ethicality of work in Africa and the ways in which psychological and cultural approaches can interact. John talks about the importance of listening, learning and working in partnership with African communities to co-produce relational, hopeful and sustainable change in these areas. We conclude by discussing the current media narratives around refugees in the UK and how EPs can approach this issue.

McMullen, J., Jones, S., Campbell, R., McLaughlin, J., McDade, B., O’Lynn, P. and Glen, C. (2020) ‘Sitting on a wobbly chair’: Mental Health and Wellbeing among Newcomer Pupils in Northern Irish Schools. Pastoral Care in Education. 

McMullen, J.D. & Eaton, P. (2020). The Impact of a School-based Life Skills Intervention in Ugandan Secondary Schools: Perspectives of Teachers and Students. Emotional and Behavioural Difficulties.  

McMullen, J.D. & McMullen, N. (2018). Evaluation of a teacher-led, life-skills intervention for secondary school students in Uganda. Social Science and Medicine. 217: 10-17.  

O’Callaghan, P., McMullen, J., Shannon, C., Rafferty, H., & Black A. (2015). Comparing a trauma focused and non trauma focused intervention with war affected Congolese youth: a preliminary randomised trial. Intervention. 13(1): 28-44.  

O’Callaghan, P., Branham, L., Shannon, C., Betancourt, T., Dempster, M. & McMullen, J. (2014). A Family-Focused, Psychosocial Intervention with Young People at Risk of Attack & Abduction in North-Eastern DR Congo: A Randomised Controlled Trial. Child Abuse and Neglect. 38 (7): 1197-1207

McMullen, J., O’Callaghan, P., Shannon, C., Black, A., & Eakin, J. (2013). Group trauma-focused cognitive-behavioral therapy with former child soldiers and other war-affected boys in the DR Congo: A Randomized Controlled Trial. Journal of Child Psychology and Psychiatry, 54(11): 1231-41.  

O’Callaghan, P., McMullen, J., Shannon, C., Rafferty, H., & Black, A. (2013). A randomized controlled trial of Trauma-Focused Cognitive Behavioral Therapy for sexually exploited, war-affected, Congolese Girls. Journal of the American Academy of Child and Adolescent Psychiatry, 52(4): 359-369.  

McMullen, J., O’Callaghan, P., Richards, J., Eakin, J. & Rafferty, H. (2012). Screening for Traumatic Exposure and Psychological Distress among War-Affected Adolescents in Post-Conflict northern Uganda. Social Psychiatry and Psychiatric Epidemiology 

Patel, N., and Tribe, R., & Yule, B. (2018) Guidelines for Psychologists working with Refugees and Asylum-seekers in the UK: A Summary. The British Psychological Society. 

Fazel, M. (2015). A moment of change: Facilitating refugee children’s mental health in UK schools. International Journal of Educational Development, 41, 255–261. 

Ehntholt, K. and Yule, W. (2006) Practitioner review: Assessment and treatment of refugee children and adolescents who have experienced war-related trauma, Journal of Child Psychiatry and Psychology, 47, 12, 1197-1210 

Wessells, M. (2009). Do No Harm: Toward Contextually Appropriate Psychosocial Support in International Emergencies. American Psychologist

Wessells, M. (2006). Child soldiers: From violence to protection. Cambridge, MA: Harvard University Press.  

Episode #8

In this episode, I speak to Dr Dan O'Hare, an Educational Psychologist, Co-chair of the DECP and online magazine founder (www.edpsy.org.uk)  about how EPs can open up conversations to be important to more and more diverse audiences. To bring our skills, criticality and potential to a much wider audience.

During this wide-ranging conversation, Dan and I discuss the hopeful discussions which have sprung up online over the course of lockdown and the challenges EPs face in being invited to conversations we would like to be part of, let alone influencing them.

Dan then talks about his views on Neuro-essentialism and its effects on discourses about children in schools. Dan then draws upon his thesis which examines the concept of 'evidence base' and it broadens it out beyond the orthodox conceptualisation of 'researched-based evidence'. 

We conclude the conversation by discussing how people interested in the work and ideas of EPs online.

Useful blogs, podcasts and websites

EP  Online Magazine: https://edpsy.org.uk

EP Outreach- Southend EPS: https://www.youtube.com/channel/UCLhV-d1BFLFCLvCsgY8WlVA

The Sizzle Podcast with Jo Taylor: https://pod.link/143924777

Useful Twitter Hashtags to follow: #adayinthelifeofan_EP
#twitterEPs
#adayinthelifeofaTEP

Episode #7

In this episode, I speak to Bristol-based Senior Educational Psychologist, Dr Duncan
Gillard. Duncan is an experienced Acceptance and Commitment Therapy (ACT)
practitioner, trainer, supervisor and author. You can follow Duncan on Twitter
@Duncanjee.

In this podcast, Duncan talks about his journey into ACT and Contextual Behavioural
Science (CBS) practice as having evolved from several years of travelling in Asia,
where he studied, practiced and eventually taught Yoga and Mindfulness practice.
Duncan’s travels and studies eventually led him to a career in Educational
Psychology, upon completion of his doctoral training at Exeter University. Duncan is
the co-author of the popular self-help book Acceptance and Commitment Therapy for
Dummies and has written several peer-reviewed articles and papers
around ACT and CBS. He is also the co-developer of an exciting new PSHE
curriculum based on the ACT-for-youth model, DNA-v, called the Connect PSHE
(here’s the website: https://www.connect-pshe.org/).

During our discussion, Duncan helps me to understand the world of ACT
conceptually, empirically and even experientially. Together, we work through a live
example of the application of ACT (with me in the role of client!) to my own personal
worries about my career as an EP. We discuss just some of the wide-ranging
applications of ACT and CBS within education and Duncan provides examples of
these, through a number of projects in which he has been involved during his career
so far, including:

• ACT-based teacher and school staff wellbeing programs
•  Interventions, supervision and training around the provision of targeted support, based on the DNA-v (ACT for youth) model for young people with specific issues related to psychological wellbeing. More on DNA-v here: https://thrivingadolescent.com/ & here https://youtu.be/EoXn2AOR3kI
• A community-based DNA-v program called Reboot West run by the charity 1625IP, supporting young care leavers in the West Country. More on this here https://www.youtube.com/watch?v=UnMdU8yRrO0
• The Connect PSHE wellbeing curriculum.

This was a really helpful conversation for me, as a complete newbie to ACT and
CBS, but I have been inspired to develop my interest further. This could be a really
good starting point for anyone who is curious about ACT and its applications within
the world of Educational Psychology practice. I hope you enjoy the episode! Feel
free to offer some feedback to either Duncan or me via Twitter!

Recommended Reading

Brown, F. J. & Gillard, D. (2016). Acceptance and Commitment Therapy for
Dummies.
Gillard, D., Flaxman, P. & Hooper, N (2019). Acceptance and Commitment
Therapy: Applications for Educational Psychologists in Schools. Educational
Psychology in Practice.
Gillard, D, Hayes, L., McNally, A. & Willis, K. (in-press). Forging Brighter
Futures for Young Care Leavers. The Psychologist.
Brown, F. J. & Gillard, D. (2015). The Strange Death of Radical
Behaviourism. The Psychologist.
Hayes, L. & Ciarrochi, J. (2015). The Thriving Adolescent.
Ciarrochi, J., Hayes, L. & Baily, A. (2012). Get Out Of Your Mind And Into
Your Life For Teens.
Porosoff, L. & Weinstein, J. (2018). Empower Your Students: Tools to Inspire
a Meaningful School Experience.
Sedley, B. (2015). Stuff That Sucks.
Biglan, A. (2015). The Nurture Effect: How The Science of Human Behaviour
Can Improve Our Lives and Our World.
Harris, R. (2019). ACT Made Simple (2 nd Ed.).

Welcome to episode 6 of the 'Agents of Hope' podcast. 

My name is Tim Cox. I am a Trainee Educational Psychologist, and I am passionate about psychology, hope and society.  This podcast aims to promote hopeful thinking and conversation about positive change in the field of applied educational psychology, education and broader society. If you are interested in the podcast, you can subscribe on your podcast streaming platform or follow me on twitter @timceducation.

In this episode, I speak to Colin Newton from Inclusive Solutions. Colin talks about his passion for inclusion and person-centred approaches that define his philosophy, career narrative and EP practice. The episode discusses the Planning Alternative Tomorrows with Hope Framework (PATH), how Colin facilitates this process with individuals and organisations and what theory the process can draw upon. I discuss my new thinking around hope and how these can map onto the process. Colin illustrates this episode with numerous examples of work he has carried out using this tool with young people and institutions. Colin also discusses his community work in helping to establish a vision for a more hopeful future in Nottingham. You can also watch a 20-minute video section of this episode so that you can see what a PATH (from 34 minutes to 54 minutes on the audio) looks like here:
https://youtu.be/CwIysrEp4YE

If you are interested in Colin's work or PATH, you can find him here:
www.inclusive-solutions.com or inclusive.solutions@me.com
You can also follow him on twitter @incsols
Inclusive Solutions Online School
https://inclusive-solutions-school.teachable.com/courses
PATH
Definitive approach to PATH planning
https://inclusive-solutions-school.teachable.com/p/path
Resources 
https://inclusive-solutions.com/product-category/person-centred-planning/

Key references 

Person Centred Planning Together (2018) - by Wilson, D. Newton, C. and Darwin, C.

Newton, C. and Wilson, D., (2005). Creating Circles of Friends, United Kingdom, Inclusive Solutions.
Newton, C. and Wilson, D., (2006). Circles of Adults: Nottingham. United Kingdom, Inclusive Solutions.
Newton, C. and Wilson, D., (2013) Keys to Inclusion,  United Kingdom, Inclusive Solutions.
Newton, C. and Tarrant, T. : Managing Change in Schools
 https://inclusive-solutions.com/product/managing-change-in-schools/
O’Brien, J. and O'Brien C. L. (2002). Implementing Person Centred Planning Toronto, Inclusion Press.
O‘Brien, John (2002) Great Questions and The Art of Portraiture in Inclusion News - http://www.inclusion.com/artportraiture.html
O’Brien, J. Pearpoint, J. and Kahn, L. (2010) The PATH and MAPS Handbook: Toronto. Inclusion Press,
Pearpoint, J. (2002) Hints for Graphic Facilitators‟ Toronto, Inclusion Press.
Pearpoint, J., Forest, M. and Snow, J. (1993). The Inclusion Papers: Strategies to Make Inclusion Work. Toronto, Inclusion Press. 
Pearpoint, J, O'Brien, J. and Forest M.(1993)  'PATH: A workbook for planning positive, possible futures' Toronto Inclusion Press.

www.inclusionpress.com
http://inclusive-solution

My name is Tim Cox. I am a trainee Educational Psychologist and I am passionate about psychology, hope and society.  This podcast aims to promote hopeful thinking and conversation about positive change in the field of applied educational psychology, education and wider society. If you are interested in the podcast you can subscribe on your podcast streaming platform, follow the 'Agents of Hope' Facebook page or follow me on twitter @timceducation.

Episode #5
In this episode, I speak to Bristol-based, Coaching and Educational Psychologist, Mark Adams. Mark has worked as an EP since the early 2000s and is currently director of Adams Psychology Services (APS). You can follow Mark on Twitter @AdamsPsychology or on his website:

http://www.adamspsychologyservices.co.uk.

Mark talks about the journey that preceded his career in Educational Psychology, from an A-Level student with an interest in abnormal psychology (which may or may not be related to the Silence of The Lambs) to a career in teaching, his EP training at Bristol and the opportunity to be part of a multi-disciplinary coaching team in Bristol. Mark has been a consistent advocate for the emerging discipline of Coaching Psychology and is convinced that EPs are well placed to explore and implement coaching in their day to day work.

During our discussion, Mark helps me to understand the principles and theory of coaching and coaching psychology. We discuss how one becomes a Coaching Psychologist and how Mark uses the ideas in his work in schools. We discuss whether it can be considered an intervention, as part of a consultation or as an approach in its own right.  We discuss the skills that Mark feels EPs can bring to coaching psychology and how coaching could enhance the work of EPs. We also discuss the nature of hope and how it can be applied to Coaching Psychology. We conclude by answering a question from the Agents of Hope Facebook group about whether Coaching Psychology could be applied to EP work with children and young people directly.

This was a really helpful conversation for me, with Mark's ideas resonating regularly with my view on my role as TEP. I hope you enjoy the episode and if you feel like giving me or Mark some feedback please do on twitter or Facebook.

Recommended Reading

http://www.adamspsychologyservices.co.uk/resources.html


Adams, M. (2015). Coaching psychology in schools: Enhancing performance, development and wellbeing. Routledge.

Adams, M. (2016). Coaching psychology: An approach to practice for educational psychologists. Educational Psychology in Practice, 32(3), 231-244.

Grant, A. M., Green, L. S., & Rynsaardt, J. (2010). Developmental coaching for high school teachers: Executive coaching goes to school. Consulting Psychology Journal: Practice and Research, 62 (3), pp. 151-168.

Lee, J. (2018). We can’t do it just to make them feel good! An exploration into the benefits of coaching in secondary schools. International Coaching Psychology Review, 12 (2), pp. 110-124.

Haidt, J. (2001). The emotional dog and its rational tail: a social intuitionist approach to moral judgment. Psychological review, 108(4), 814.
Chicago |

McGeer, V. (2004). The art of good hope. The annals of the American academy of political and social science, 592(1), 100-127.

Palmer, S., & Whybrow, A. (2008). Coaching psychology: An introduction.

Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological inquiry, 13(4), 249-275.

Welcome to episode 4 of my new podcast 'Agents of Hope'. 

My name is Tim Cox. I am a trainee Educational Psychologist and I am passionate about psychology, hope and society.  This podcast aims to promote hopeful thinking and conversation about positive change in the field of applied educational psychology, education and wider society. If you are interested in the podcast you can subscribe on your podcast streaming platform, follow the Agents of Hope Facebook page or follow me on twitter @timceducation.

Episode #4
In this episode, I speak to my colleague and deskmate, Dr Amelia Taylor. Amelia talks about her journey from her upbringing in rural Somerset, chancing upon Educational Psychology and a bike ride that changed everything. Amelia sees her role as Educational Psychology through the lens of Polyvagal theory and has recently become a trainer in Theraplay.  If you are interested in Amelia's ideas you can follow her on twitter @lifecyclespsych.

During our discussion, Amelia helps me to understand the principles and theory of Polyvagal theory and how that relates to resilience, Theraplay, Amelia's love of mountain biking and my love of music. Our discussion helps me to understand how the nervous system can be integrated into an ecological understanding of resilience and how the idea maps to other neuroscientific ideas.  Amelia also talks about her new intervention for teenagers combining mountain biking and we discuss how the theory that underpins Theraplay could be applied to other outdoor pursuits and sports. We conclude by trying to tackle a tough question from the TEP Facebook community about therapeutic approaches, evidence-based practice and ecological psychology. This discussion was a real learning experience for me, so many ping moments. I hope that you enjoy the episode as much I enjoyed recording it.

Suggested Reading

Dana, D. A. (2018). The Polyvagal Theory in Therapy: Engaging the Rhythm of Regulation (Norton Series on Interpersonal Neurobiology). WW Norton & Company.

Kranowitz, C. (2006). The Out-of-Sync Child Has Fun, Revised Edition: Activities for Kids with Sensory Processing Disorder. Penguin.

Lloyd, S. (2016). Improving Sensory Processing in Traumatized Children: Practical Ideas to Help Your Child's Movement, Coordination and Body Awareness. Jessica Kingsley Publishers.

Norris, V., & Lender, D. (2020). Theraplay®–The Practitioner’s Guide. Jessica Kingsley Publishers.

Rodwell, H., & Norris, V. (2017). Parenting with Theraplay®: Understanding Attachment and How to Nurture a Closer Relationship with Your Child. Jessica Kingsley Publishers.

Ungar, M. (Ed.). (2011). The social ecology of resilience: A handbook of theory and practice. Springer Science & Business Media.

Van der Kolk, B. (2014). The body keeps the score: Mind, brain and body in the transformation of trauma. Penguin UK.

 Welcome to episode 3 of my new podcast 'Agents of Hope'. 

My name is Tim Cox. I am a trainee Educational Psychologist and I am passionate about psychology, hope and society.  This podcast aims to promote hopeful thinking and conversation about positive change in the field of applied educational psychology, education and wider society. If you are interested in the podcast you can subscribe on your podcast streaming platform, follow the Agents of Hope Facebook page or follow me on twitter @timceducation.

Episode #3
In this episode, I speak to a fellow Trainee Educational Psychologist Naomi Boswell. Naomi talks about her upbringing as a 'village child' and the positive experiences with education and the courageous steps she took into the unknown which underpin her professional values. Naomi has developed a keen interest in collaborative practice and is currently studying co-production for her thesis topic. If you are interested in Naomi's ideas you can follow her on twitter @naomilouist

During our discussion, we try to define what is meant by co-production and practical steps which EP/TEPs can take to introduce co-production with children and young people into their practice. We discuss the values of the education system and whether it is ever compatible with the hopes and aspirations of the young people it educates. We conclude by trying to tackle a tough question from the TEP Facebook community about how to know when something has been truly collaborative and how to manage power dynamics in our work.

Suggested Reading

Outcomes
Peter Vermeulen (2016) Focusing on happiness and wellbeing: defining outcomes for autistic people https://t.co/QqU446hNfH

Participation and Co-production
Harding, E., & Atkinson, C. (2009). How EPs record the voice of the child? Educational Psychology in Practice, 25(2), 125-137.
Anthun, R. (2000). Parents' views of quality in Educational Psychology Services. Educational Psychology in Practice, 16(2), 141-157.

Brandsen, T., Verschuere, B., & Steen, T. (2018). Co-production and co-creation: Engaging citizens in public services. Routledge.

Brown, J., Croxford, L., & Minty, S. (2017).
Pupils as Citizens : participation , responsibility and voice in the transition from primary to secondary school. Edinburgh: Centre for Research in Education Inclusion & Diversity Moray House School of Education, University of Edinburgh.

Cefai, C., & Cooper, P. (2010). Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour difficulties. European Journal of Special Needs Education, 25(2), 183-198.

Kellet, M. (2009). Children and young people’s participation. In H. Montgomery and M. Kellett (eds.) Children and young people's worlds: Developing frameworks for integrated practice (pp.43-60). Bristol: Policy Press.

Legislation governing young peoples right to be heard
Convention on the Rights of the Child. (1989). United Nations resolution 44/25 of 20 November 1989 United Nations

Department for Education and Department of Health (2014). Special educational needs and disability code of practice: 0-25 Years. London: DfE & DoH

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury publishing USA.

Person Centred Planning 
Corrigan, E. (2014). Person centred planning ‘in action’: exploring the use of person centred planning in supporting young people's transition and re‐integration to mainstream education. British Journal of Special Education, 41(3), 268-288.

Person centred planning- what young people say
https://t.co/YyL2umrini

Seeking Informed Consent from young people
CQC (2018). Nigel's surgery 8: Gillick competency and Fraser guidelines | Care Quality Commission. [online] Available at: https://t

Hello everyone and welcome to the second episode of my new podcast 'Agents of Hope'.

My name is Tim Cox. I am a trainee Educational Psychologist and I am passionate about psychology, hope and society.  This podcast aims to promote hopeful thinking and conversation about positive change in the field of applied educational psychology, education and wider society.

I hope that the podcast can shed light on the positive contribution of passionate people and inspires hopeful thinking, conversations and action. Please subscribe and leave a comment if you enjoyed this episode. Every episode I will include comments and questions about the podcast or the proposed subject, so please get involved!

Episode #2
In this episode, I speak to Dr Jagdish Barn. Jagdish is an experienced Educational Psychologist (of 23 years) who has developed a 'slow-cooker' approach to working with and affecting change in systems - schools, families, communities - through developing relational, curious and solution-focused practice. During the conversation, we speak about the values and narratives that underpin Jagdish's practice, from the sense of injustice developed as a schoolchild to the development of her private practice.

We try to define what a 'system' is and where we find these. We discuss acculturation, restorative practices, the difference between solution or hope-oriented and solution-focused practise and attending to the emotional aspects which underpin change. If you want to find out more about Jagdish's work you can check out her website:
https://www.focuspsychology.com
or follow her on Twitter @focuspsychology

We also try to answer some questions about hope and systemic change asked by #twitterEPs.

Suggested Reading
Acculturation
Barn, J K (2014) Acculturation preferences of primary school children of Muslim faith from different Arab ethnicities: An exploratory study https://orca.cf.ac.uk/69290/
Container Contained
Bion, W. R. (1994). Learning from experience. Jason Aronson. Chicago 
Hope Theory
Cox, T. (2020). Agents of Hope: The utility and pragmatism of hope in applied Educational Psychology practice. DECP Debate(174), 17-23
Regulate-Relate-Reason
http://www.thinkkids.org/regulate-relate-reason/
Bruce Perry's website: https://www.neurosequential.com/
Pace Approach
Hughes, D., & Golding, K. (2012). Creating loving attachments: Parenting with PACE to nurture confidence and security in the troubled child. Jessica Kingsley Publishers.
Rogerian Principles
Rogers, C. R. (1979). The foundations of the person-centered approach. Education, 100(2), 98-107. Chicago
Restorative Approaches
Johnstone, G. (2013). Restorative justice: Ideas, values, debates. Routledge.
Solution Focused Practice
Selekman, M. D. (1997). Solution-focused therapy with children: Harnessing family strengths for systemic change. Guilford Press.
Solution-Oriented Practice
Rees, I. (2008). A systemic solution-oriented model. Frameworks for practice in educational psychology: A textbook for trainees and practitioners, 162-182.
Systems
Ryan, D. P. J. (2001). Bronfenbrenner’s ecological systems theory. Retrieved January, 9, 2012.
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. Handbook of child psychology, 1.
Trauma-informed practice
Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching i

Hello everyone and welcome to the first episode of my new podcast 'Agents of Hope'.

My name is Tim Cox. I am a trainee Educational Psychologist and I am passionate about psychology, hope and society. 

This podcast aims to promote hopeful thinking and conversation about positive change in the field of applied educational psychology, education and wider society.

I hope that the podcast can shed light on the positive contribution of passionate people and inspires hopeful thinking, conversations and action. Please subscribe and leave a comment if you enjoyed the 1st episode. Every episode I will include comments and questions about the podcast or the proposed subject, so please get involved!

Episode #1 - Listening For Hope

In this episode, I speak to Dr Jo Taylor, a Hackney native and Educational Psychologist about hope in Narrative Therapy, Consultation and adversity.

If you want to find out more about Jo's work you can check out his website:

https://www.drjotaylor.com

Or listen to his podcast 'The Sizzle' which you can find on all major podcast and streaming services. He has some great episodes, I particularly enjoyed his conversations with Sue Roffey and William De Groot. Check them out!

We also try to answer some questions about hope asked by #twitterEPs.


Consultation
Nolan, A., & Moreland, N. (2014). The process of psychological consultation. Educational Psychology in Practice, 30(1), 63-77.
Schein, E. H. (1969). Process consultation: Its role in organization development.
Wagner, P. (2000). Consultation: Developing a comprehensive approach to service delivery. Educational Psychology in Practice, 16(1), 9-18.
Narrative Therapy
Dickson, J. (2009). The'Mighty Oak': Using the 'Tree of Life'methodology as a gateway to the other maps of narrative practice. International Journal of Narrative Therapy & Community Work, (4), 9.
Morgan, A. (2000). What is narrative therapy? (p. 116). Adelaide: Dulwich Centre Publications.
Ncube, N. (2006). The tree of life project. International Journal of Narrative Therapy & Community Work, 2006(1), 3.
White, M. K. (2007). Maps of narrative practice. WW Norton & Company.
Hope Theory
Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological inquiry, 13(4), 249-275.
Hope without Optimism
Eagleton, T. (2015). Hope without optimism. Yale University Press.
Person-Centred Planning
Pearpoint, J., O'Brien, J., & Forest, M. (1993). PATH: A Workbook for Planning Positive Possible Futures: Planning Alternative Tomorrows with Hope: for Schools, Organizations, Businesses, Families. Inclusion Press.
Good Hope, Wishful and Wilful Thinking
McGeer, V. (2004). The art of good hope. The annals of the American academy of political and social science, 592(1), 100-127.
McGeer, V. (2008). Trust, hope and empowerment. Australasian Journal of Philosophy, 86(2), 237-254.
Existential and Psychoanalytic Literature
Frankl, V. E. (1985). Man's search for meaning. Simon and Schuster.
Fromm, E. (2013). The art of being. Open Road Media.
Fromm, E., & Anderson, L. A. (2017). The sane society. Routledge.
Peterson, J. B. (1999). Maps of meaning: The architecture of belief. Psychology Press.
Intuitive and Rational decisions
Haidt, J. (2001). The emotional dog and its rational tail: a social intuitionist approach to moral judgment. Psychological review, 108(4), 814.
The Laughing Heart by Charles Bukowski
https://www.youtube.com/watch?v=bHOHi5ueo0A
Flames of Ange