Agents of Hope

Slow Cooker Systemic Change with Dr Jagdish Barn

April 17, 2020 Tim Cox Season 1 Episode 2
Agents of Hope
Slow Cooker Systemic Change with Dr Jagdish Barn
Show Notes Chapter Markers

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:
or follow her on Twitter @focuspsychology

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

Suggested Reading
Barn, J K (2014) Acculturation preferences of primary school children of Muslim faith from different Arab ethnicities: An exploratory study
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
Bruce Perry's website:
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.
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

Support the show
Introduction to Dr Jagdish Barn and how she became the EP she is
Working with systems and the importance of language
Acculturation as a fluid process
Developing a relational approach - Regulate-Relate-Reason and Playful, Acceptance, Curious and Empathetic Approaches
Solution focused and oriented approaches to working systemically
Cycles of change and understanding emotional needs that might inhibit readiness for change using the Human Givens approach and the idea of exceptions.
How do we work systemically during this global pandemic?
Questions from the #twittereps and facebook EP community - How might we facilitate systemic change post Covid-19? Are EPs undervalued and underused as a profession?
Concluding remarks