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.
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.
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
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