EP Reach-Out webinar - *Book Launch* Excluded from School: Complex Discourses and Psychological Perspectives with the authors
2024-11-14 16:30 - 17:30 (Europe/London) | Online
Children are still being excluded from school and the use of separation from school has been an intervention adopted over centuries in many different contexts.
Excluded from School is a book describing the incredibly complex lives of the students and their families who have been through the exclusion process. It sets out the accounts from the children, their families, the teachers who excluded and the staff who received these students. It first appeared in 2009 and this new edition goes further in including perspectives from critical race theory, working in Pupil Referral Units and information on the lives of those excluded after the exclusion.
The original volume was a collaboration between two educational psychologists and two clinical psychologists. This new edition adds to this with three educational psychologists.
A recent BBC Radio 4 programme featured a detailed interview with a man who had been excluded from school. He said that the original book was one that he valued and one of the few that he allowed on his limited bookshelf space.
We hope that this book will be read by teachers and parents of children at risk of exclusion and will be found on the shelves of all secondary school staff rooms as well as those in PRUs. Educational Psychology and behaviour support services are likely to find this of interest and of use in professional development.
The launch is kindly being hosted by the Educational Psychology Reach-Out team and will include the contributors talking about their experiences working in this field.

Dynamic Assessment and the writing of EHCPs
2024-11-22 09:00 - 11:00 | Online
This online course looks at how you can use Dynamic Assessment when asked to provide professional advice for an EHCP. There are a number of considerations that should be made but the intention is to demonstrate that there are various options other than the use of standardised assessment when asked to contribute to an EHCP.

How to use Dynamic Assessment with 'off-the-shelf' materials
2024-11-22 11:30 - 13:30 | Online
For this course, we look at how you can use any kind of games, puzzles and problem-solving activities when doing dynamic assessment (DA). While there are specific materials available for the use of DA, in this module we will demonstrate how there a number of games that could be used to explore a child’s learning. Video clips will show how this can be done.

Dynamic Assessment and feedforward
2024-11-22 14:00 - 16:00 | Online
In this 2–hour online course we examine how to move forward after using the dynamic assessment approach. A number of techniques are discussed that demonstrate how to set individual learning plans and set individual goals. Video clips from real cases are shown

Understanding and assessing the mental health and wellbeing of children with SEN
2024-11-27 09:30 - 13:00 | Online
This half day training event will provide participants with a holistic approach to understanding and assessing the mental health and wellbeing of children and young people with a range of special educational needs and disabilities, in both mainstream and specialist establishments. Through the use of case study and discussion, there will be consideration of the internal and external factors which impact upon a child or young person’s engagement and sense of belonging. The session will balance psychological theory and research with practical, evidence-based strategies and resources which EPs can use in their practice and support educational colleagues to apply in a busy school context. The training is underpinned by a strong relationship-based approach and explores ways of obtaining an in-depth knowledge of a child and their strengths and needs.

Tackling child sexual abuse: Preparing for the new mandatory reporting duty
2024-11-28 10:00 - 17:00 | Online
Cost plus VAT.
The Independent Inquiry into Child Sexual Abuse recommends that reporting of Child Sexual Abuse should become mandatory. Professionals in positions of trust and in regulated activity with children would have a legal duty to report CSA if they are told about it by the child or perpetrator, if they witness it happening or if they observe ‘recognised indicators’.
The Inquiry reported the scale of the inadequate and negative responses that children and young people have faced upon making disclosures. This conference has been designed to support professionals to identify and respond to child sexual abuse, as early as possible and in an appropriate manner. Our expert speakers will guide you through topics such as; the proposed new mandatory reporting duty, early identification, supporting and responding to disclosures and online facilitated sexual abuse.

Eating Disorders Summit 2024: Improving access, treatment & recovery outcomes
2024-11-28 10:00 - 17:00 | Online
Coat plus VAT.
This conference focuses on Eating Disorders: improving access, treatment and recovery outcomes, and meeting the national standards for children, young people and adults. There is focus on early intervention and effective management including meeting the national guidance on Managing Medical Emergencies in Eating Disorders.
The conference will also update delegates on best practice and challenges in Avoidant Restrictive Food Intake Disorder (ARFID) following evidence of increased referrals.

Embodiment: new horizons for educational psychology practice
2024-11-28 12:00 - 16:00 | Online
We think and talk about the mind everyday, but what about the body?
More and more practitioners are bringing the body back to education. Experience embodied practice first hand and hear about some of the latest embodiment research.
As well as wonderful presentations from EPs, hear from our special guest speakers, including:

Dr Elizabeth Rosner, who amongst her many activities, is also the Special Projects Manager at the King Centre in Alanta, Georgia
Judith Kleinmann, who amongst many achievements has, for the last 20 years, collaborated with others to build connections between the worlds of the Alexander Technique and Education. She written several books and is the author and creator of ‘Finding Quiet Strength’

This is an online conference and places need to be confirmed with Geeta Dhir – email Geeta to confirm a place.
We are also requesting that attendees donate to Long Covid Kids.

Developing our understanding of PANS and PANDAS for educational psychologists and allied professionals
2024-12-02 16:00 - 18:00 | Online
edpsy hosts: Gillian Mathewson, PANS PANDAS UK
Learning outcomes
By the end of the session attendees should:

Be aware of the conditions of PANS and PANDAS including the diverse presentation and range of potential impacts on children and young people.
Understand the importance of early identification and treatment for children and young people and the relevance to educators.
Begin to identify appropriated educational accommodations and adjustments for children and young people living with these conditions.
Demonstrate a growing awareness of some of the educational challenges specifically associated with PANS and PANDAS within the context of the current landscape.

Booking and discounts

Group booking discount of 20%
Ideal for services and groups of professionals, benefit from a 20% discount when 5 or more places are booked at the same time.
Use promo code ‘EDPSY20‘
TEPs and students
Trainee EPs, trainee psychologists and students can benefit from a 40% discount.
To benefit from this you must:

Register for the event using your university email address
Use promo code ‘EDPSYTEP40‘

If you do not use your university email address to book, we may ask you to confirm that you are a trainee/student.
Why it’s important to attend

PANS and PANDAS are conditions that often appear very suddenly and affect the physical and mental health of children and young people. They develop in the wake of common infections (such as Covid-19, chicken pox, influenza, or strep A in PANDAS cases), when the infection subsequently causes a misdirected immune and/or neuroinflammatory response. PANS and PANDAS diagnoses are on the rise thanks to recent progress in the medical field.
Both PANS and PANDAS have been recognised as discrete diseases by the NHS. Multi-disciplinary professionals are currently working nationally to advance clinical care, and to raise awareness across the board of education, social care and health professionals. Both PANS and PANDAS can have a crippling impact on a child or young person’s education, due both to the often-sudden onset and the wide range of areas they can affect.
Unlike other conditions that show gradual signs, these conditions can cause abrupt and severe unexpected learning difficulties. Limited awareness amongst professionals, coupled with symptom overlap with Autism, ADHD, and anxiety disorders for example is causing low levels of wellbeing and poor educational outcomes for children and young people living with these conditions.
Gillian Mathewson
Gillian Mathewson is the PANS PANDAS UK Teacher Trainer and Representative for Scotland. She is a registered teacher, and was formerly a Principal Teacher of Mathematics. She is also a parent with lived experience.

Fundamentals of dynamic assessment
2024-12-04 14:00 - 16:00 | Online
This course covers the fundamentals of Dynamic Assessment in a unique way using our animation, film clips and group activities. We explore the rationale underlying dynamic assessment and how the approach draws on the ideas of developmental psychologists such as Lev Vygotsky, Reuven Feuerstein, and Carol Dweck.

EP Reach-Out webinar - Exploring the use of narrative approaches and music-mentoring for wellbeing with Dr Jake Jackson
2024-12-05 16:30 - 17:00 | Online
This webinar will present doctoral thesis research focusing on the ‘wellbeing journeys’ of two young people engaging in a music-mentoring programme.
This will include reflections on the potential therapeutic effects of narrative/music-mentoring approaches, particularly in light of relevant themes around emotionally-based school avoidance, trauma and disengagement in education.

Rethink learning using dynamic assessment
2024-12-06 09:30 - 16:00 | Online
This one-day online training is an invaluable opportunity for all educational psychologists and related professionals. We focus on improving your practice skills in dynamic assessment, drawing on content from our first four modules – see website for more details. The training will illustrate the practical approach outlined in our two published textbooks, using multimedia to show how the resource materials can be applied to real life cases. Fee includes a copy of Applying Dynamic Assessment in Schools. If you do not wish a copy of the book included (though highly recommended for follow through) insert the discount code NOBOOK at checkout to reduce the fee by £30

CAMHS National Summit 2024: Transforming mental health services for children & young adults- in person
2024-12-06 10:00 - 17:00 | Hallam Conference Centre, London, United Kingdom
This national conference focuses on transforming mental health services for children and young people, ensuring early intervention, and developing integrated services with clear care pathways from first intervention to crisis and inpatient care. We will also see the latest in national developments, how we can improve mental health and wellbeing support in schools, and will also focus on suicide prevention and safety, self harm, co-production involvement of children and families in CAMHS, and inter-agency working and access to services.

Literacy: A Path For All - online CPD course for educational psychologists
2024-12-10 08:00 - 17:00 | Online
Cost plus VAT.
Literacy: A Path for All is led by Dr Joanna Stanbridge, an experienced Senior Educational Psychologist specialising in cognition and learning. She has a wealth of experience and immense enthusiasm and passion around the complex topic of literacy development and difficulties.
From an overview of what literacy is, to the models behind literacy difficulties & dyslexia, Joanna’s course then focuses on EP practice at different levels; from how we can achieve the best outcomes within casework and consultation to systemic approaches we can support schools with to create a system which works for all.
• In an eLearning format which can be taken at your own pace, and used as a reference guide to come back to over time.
• Broken down into seven core Chapters to increase knowledge and skills across key areas relating to literacy difficulties and our role as an Educational Psychologists.

Reed webinar series: Compassion focussed approaches and the EP role – a theoretical and practical webinar workshop
2024-12-11 12:00 - 13:00 | Online
Interested in compassion focused approaches?
Looking for inspiration to augment your individual work, consultation or systemic work?
Feeling like you want to reflect on your practice as an EP?
Join Reed Educational Psychology & Dr Jo Taylor for a warm, interactive and applicable workshop exploring how Compassion Focussed Approaches relate to the EP role. We will have:
– time to introduce theory and models,
– opportunity to get creative and use an approach
– space to consider our individual context.as practitioners.
Dr Jo Taylor is a Child and Educational Psychologist and Director of Constellations Psychology. He has advised organisations like The Foundation for Education Development and The Queens Commonwealth Trust and is currently completing a Churchill Fellowship, researching compassion as a facilitator for caregiving. In June 2024, Jo co-published an article detailing the development and delivery of a novel compassion focussed supervision model.
We will cover:
• Defining compassion
• How does compassion relate to the EP role?
• Compassion Focussed Approaches
• Compassionate Attributes and Qualities
• Mapping the flow of compassion in situations – as part of EP work
• Discussion: Compassion Focussed Approaches in our individual context
• Next steps
To register your interest in attending this webinar, please contact Reed Educational Psychology’s Practice Director, Alex Beese, at alex.beese@reed.com.

How to use dynamic assessment remotely
2024-12-11 14:00 - 16:00 | Online
We will demonstrate how dynamic assessment can be implemented online, using the usual online platforms, like Teams, Zoom, remotely. A number of handy tips and strategies are provided so that you can begin to use DA in situations where you are not able to work face-to-face with the child or young person.

Executive Functions: Connecting into practice - online course for educational psychologists
2024-12-13 08:00 - 17:00 | Online
Cost plus VAT
The course will guide you through the layers of understanding the concept of executive functions, how we assess these skills, and bring it all together in a formulation that makes sense.
The Executive Functions CPD course is lead Dr Rebecca Ashton, an experienced Educational Psychologist specialising in neuropsychology. She has a wealth of experience working with executive functioning issues in school casework and is excited to be sharing her knowledge and understanding in this area.
The Executive Functions: Connecting into Practice CPD course is in an eLearning format which can be taken at your own pace, and used as a reference guide to come back to over time. It also includes a host of useful resources which can be utilised in your practice, reflective activities to facilitate your learning, and a space for the EP community to ask questions and share thoughts between us.
What is included?
• Training: The course is broken down into six core chapters to increase knowledge and skills across key areas relating to executive functions and our role as an Educational Psychologist. Each module encompasses a series of subchapters, containing short animated videos, links and resources, which you can view at your own pace.
• Content Packed: Defining what we mean by executive functions at different levels of specificity, and understanding how those functions typically develop in children, leads us on to how we can assess those skills in individual children. You won’t need to rush out and buy lots of expensive equipment – Dr Rebecca Ashton explains how you can gather data about executive functioning in a range of ways and bring it together in a coherent formulation. The course then goes on to get you thinking about how you talk about executive functions within consultations, in order to come to a shared understanding about areas of strength and need. And, of course, we will talk about interventions that might feed into your action planning.
• Assessments: There are a range of observational, informal and standardised assessment approaches we look at in the course, including a number of ideas and resources that can be utilised directly from your psychological toolkit.
• Strategies: A detailed look at a range of evidence-based and practice-based strategies and interventions, alongside practical ideas on how we can talk about Executive Functions with consultations to gain a shared understanding and jointly formulate helpful accommodations and interventions.

Coaching Foundations
2025-01-15 09:30 - 16:30 | Online
Learn or refresh essential foundation principles, skills, and practical methods that will equip you to begin (or continue) offering coaching conversations to others about a range of themes.
Suitable for anyone seeking to incorporate coaching into their work or conversations, or for those who would value a refresher.

Relational classrooms – A whole-school neuro-developmental and trauma informed approach to education
2025-01-17 | Online
This 7-day course takes relevant concepts from neurodevelopmental research and attachment theory, brings them into the classroom, and empowers school staff to apply this knowledge to the teaching and learning process, promoting the inclusion of all children.
During the course we explore the work of Dr Bruce D. Perry, Kim Golding, Karen Treisman, Dan Hughes, Stephen Porges (and more) and demonstrate how it can be applied in the practical integration of a relational approach in schools.
Reflection is actively encouraged in each session as we work towards developing a whole-school action plan, or if working directly with children, an individual relational support plan.
It is aimed at all school staff, whether working directly with children, or working strategically and systemically.

Cognitive and affective learning principles
2025-01-17 09:00 - 11:00 | Online
On this course we consider how children learn, and which aspects of their behaviour should be observed, nurtured and developed. These are called Cognitive and Affective Learning Principles. We will look at some video clips to understand how best to analyse and intervene with these aspects of learning and emotion.

Mediated Learning
2025-01-17 11:30 - 13:30 | Online
We delve into the concept of ‘mediation’ or ‘mediated learning’, demonstrating its potential effectiveness as an approach to teaching and learning. We will break ‘mediated learning’ down into 17 components, or ‘principles’, analyse video clips of mediated learning and gain a better understanding of how to put this powerful approach into practice.

Reed Webinar Series: RESTA is one year old; An update on the RESTA project
2025-01-21 15:30 - 17:00 | Online
Last year I, Dr Esther Borrett, had the pleasure of speaking to Educational Psychologists on the Reed webinar about the resilience building project RESTA (https://edpsy.org.uk/blog/2024/working-collaboratively-to-develop-resilience-an-educational-resilience-programme/ ). I am pleased to be asked to report on the outcomes of the project and to update EPs on the development of the programme which now includes a primary school pilot and whole school approach to building resilience. The webinar will be an opportunity for EPs to familiarise themselves with RESTA and Resilience Support Organisation (RESO) and discuss the impact for students struggling to engage with education. There will be an opportunity to hear from RESTA and RESO practitioners and see some of the feedback from students.

The Brain / Blame Dichotomy: Narratives and responses to children's behaviours
2025-01-29 15:45 - 16:45 | Online
As part of our Big Feelings. Big Behaviours. series, Dr Frances Willis gives an EPs perspective on behaviour and consequence systems with her previously sold out event.
Using her reflections on a case study of schools seeking EP advice and support to reduce exclusions and improve engagement, Frances welcomes you to consider the following with her:

Who do typical behaviour systems not work for?
What are the assumptions and narratives around young people made by behaviour systems?
What does behaviour communicate?
What are the implications of an inflexible behaviour system?
How do ACEs (adverse childhood experiences) and home lives relate to success in behaviour systems?
Why ‘differentiation’ is not a dirty word in behaviour systems

Frances’ key reflections on this event considered that with differentiation we make the big distinction between treating everyone exactly the same or treating them fairly, according to what they need as a person so they that they can be successful.
Book tickets here
Here’s some of the thoughts from previous attendees at this event:
“It’s making people think about how to change the culture around chosen behaviour.”
“It allows students to falling under the radar to meet the school’s requirements for participation.”
“Great presentation!”

EP Reach-Out webinar - Unlock the power of play: An introduction to LEGO®-Based Therapy with Dr Keith Houghton
2025-01-30 16:30 - 17:00 | Online
Join us for a virtual session exploring Lego Based Therapy – a dynamic, collaborative play therapy/social developmental programme designed to aid, teach and promote social communication and social competence in a range of children and young people.
Come and discover how structured play becomes a transformative tool for children with a range of challenges and its potential to build social confidence, communication skills and collaborative abilities.
The session will provide an Introduction to Lego Based Therapy, whilst highlighting different roles, modes and key psychological underpinnings.

Working with bilingual, multilingual and EAL children: Implications for practice
2025-01-31 09:30 - 16:00 | Online
In this workshop, we look at some of the theory and concepts of bilingualism and multilingualism and EAL learning, consider some of the advantages and disadvantages of being raised bilingual according to the literature, and explore implications and practical issues for educational psychologists and related professionals who work with these groups of children and young people.

Theraplay® Level One & Group Training
2025-02-03 - 2025-02-07 | The Three Swans, The Three Swans, Market Harborough, Leicestershire, LE16 9QQ, United Kingdom
Theraplay® workshops are intensive, active and rewarding. The number of participants is limited so that each person can receive the special attention that makes for a good training experience. There are opportunities to:
– Observe the live treatment of a family, including the assessment via the Marschak Interaction Method, feedback to the parents, and several Theraplay sessions.
– Watch videotapes of treatment with a variety of clients
– Practice the use of Theraplay techniques
– Plan how each participant can use Theraplay with their clients at home
– Completion of Theraplay and MIM training is the first step in the Theraplay® therapist certification process.

Compassion-focused approaches for Educational Psychologist Practice
2025-02-07 09:00 - 16:00 | Online
An introductory workshop for Educational Psychologists looking to incorporate compassion-focused approaches into their practice.
The training facilitators are Charlie Heriot-Maitland (a Clinical Psychologist & CFT expert) and Dr Jo Taylor (a Child & Educational Psychologist completing a Churchill Fellowship into compassion and caring roles)
We will cover:

An introduction to Compassion Focussed Therapy and Compassion Focused Approaches.
Mapping compassionate attributes onto the EP role.
Practical activities using two models to support with the understanding and unpicking of emotions in EP work (3 circles, multiple selves).
Use compassionate qualities as a planning tool, to create next steps for your work as an EP.

This course might be for you if you want to…

Receive an introduction to compassion focussed approaches
Develop your skills for talking about suffering and distress
Broaden your options for helping people understand emotions
Practice using tools & approaches with other EPs
Plan your work through the lens of compassionate practice

Book a place
For further reading on this model, please see our recent publication:
Heriot-Maitland C, Taylor J. Developing a Compassion Focused Supervision Model for Senior Leaders in Education. OBM Integrative and Complementary Medicine 2024; 9(2): 033; doi:10.21926/obm.icm.2402033

Using the applied trauma responsive classroom model (ATRCM) in supporting education settings
2025-02-11 16:30 - 18:00 | Online
edpsy hosts: Dr Jemma Carter, Senior Educational Psychologist – Suffolk County Council
CPD overview
The applied trauma responsive classroom model (ATRCM) was developed considering the trauma and resilience literature, the experiences of local authority educational psychologists, and a desire to empower education settings to deliver the support that the evidence suggests will make a difference. This webinar will consider how we can use the ATRCM to support consultation, intervention, and assessment for those supporting education settings.
Learning outcomes:

Understand the content of the ATRCM and how the theory informed its development.
Understand ways to apply the ATRCM to consultation, intervention, and assessment.
Be confident in using the model and observation schedule alongside education staff.
Contribute to the ongoing evolution of tools that support the delivery of trauma responsive practice.

Booking and discounts

Group booking discount of 20%
Ideal for services and groups of professionals, benefit from a 20% discount when 5 or more places are booked at the same time.
Use promo code ‘EDPSY20‘
TEPs and students
Trainee EPs, trainee psychologists and students can benefit from a 40% discount.
To benefit from this you must:

Register for the event using your university email address
Use promo code ‘EDPSYTEPS40‘

If you do not use your university email address to book, we may ask you to confirm that you are a trainee/student.
Dr Jemma Carter
Dr Jemma Carter is a Senior Educational Psychologist working in The Psychology and Therapeutic Services at Suffolk County Council. Jemma has held specialist roles related to supporting organisational trauma-informed change, trauma-informed practice, bereavement, and loss. Jemma has undertaken creative trauma therapy training and continues to be passionate about trauma-informed care within supervisory spaces.

EBSA Horizons: Emotional Based School Avoidance online CPD course for educational psychologists
2025-02-12 08:00 - 17:00 | Online
Cost plus VAT.
The EBSA Horizon online course for Educational Psychologists developed by Dr Jerricah Holder, seeks to continue to build on the shift in the narrative, moving away from the language of school refusal, and to present an alternative model of EBSA, in which the child’s voice is at the heart of assessment and intervention, and emphasis is placed on understanding EBSA in the context of interacting, child, home and school-based factors.
– The course is in an eLearning format which can be taken at your own pace, and used as a reference guide to come back to over time.
Includes chapters on Motivational Interviewing, Entrenched EBSA and Systemic Change Model.

Healing Relational Trauma with Kim Golding – Reflecting on and exploring the practice of DDP
2025-02-12 09:30 - 16:30 | The Three Swans Hotel, The Three Swans Hotel, Market Harborough, Leicestershire, LE16 9QQ, United Kingdom
In this seminar Kim will explore DDP with the help of reflections and dialogues from the Healing Relational Trauma Workbook by Dan Hughes and Kim Golding. This will include providing DDP interventions with the children, building therapeutic alliance with the parents, and also how DDP informed parenting support can help the caregivers to emotionally connect with their children in ways which increase feelings of safety and security.

We will explore the impact of developmental trauma on the children and families and consider what is needed to help the children recover and thrive.
We will consider the principles central to DDP interventions and how these can inform the support we offer. Central to these will be cultivating the attitude of PACE (playfulness, acceptance, curiosity, and empathy). This exploration will include reflecting on cultural variations in the attitude of PACE and working with families from cultures different to our own.
This will provide us with models for DDP in therapy, in parenting and as parenting support in the moment.
