Dr Mick Doyle

Excellent impulse gadget purchase 😂

Thank you, that’s Bucky, my little shiny counterpart and partner in crime 😂

I certainly could but should I? 😂 I love a bit of karaoke 😂.

The weather is a little bit different today!

Maybe it will inspire more EPs to invest in tiny microphones 👀

I bought a tiny microphone, why? I’m not sure, Yet! But I’m hoping to do something creative and useful…

Feel like I’ve dressed as someone cosplaying as a psychologist today… I didn’t bring a cigar.

Are the other two books as expected?

Love the autumn but sad that this might be the last bunch of cut dahlias from the garden - I will make an extra effort to enjoy them while report writing (sorry can’t visit this week, I need to look at my flowers 👀)

(7/7) Please get in touch if you’d like a copy!

(6/7) EPs can play a key role in training and supporting facilitators, but limited capacity means schools will need creative, collaborative approaches to embed supervision effectively.
The study also offers a practice framework for schools and EPs to build on (see below).

(5/7)The findings suggest clear opportunities for school leaders and policymakers to shape sustainable models that address workload, SEND pressures, and underfunding, helping to reduce staff turnover and recruitment challenges.

(4/7) Confidence in self-reflection varied, with some preferring direct observation alongside supervision....

(3/7) Where it is used, peer supervision supports professional growth, problem-solving, and teacher wellbeing.
Teachers valued safe, collaborative spaces to reflect and share, particularly voluntary, unstructured models without senior oversight or external facilitators (this included EPs!)

(2/7) Currently, many teachers have little or no access to peer supervision at school. This contributed to the way in which it is largely misunderstood or confused with performance management, perceived as surveillance, or confused with other support mechanisms, such as coaching or mentoring...

(1/7) I’m delighted to share an article co-authored with Dr Lucy Browne, published in this month’s Educational and Child Psychology. Our study explored teachers’ views on peer supervision, its role in CPD, and its impact on wellbeing. explore.bps.org.uk/content/bpse... Key insights below:

I spent quite a lot of time with a YP today being redirected towards the question of whether a drinking straw had one or two holes. I was very much ‘team one hole’ before the visit but I’m not really sure now. It was a wonderful insight into his worldview but I’m now having an ontological crisis.

Thinking holistically needs to extend to our own profession too So, I said I would come back to this article and post shared by the DECP and therefore I probably should. You can see a paywall free version of the article here.

I wrote something - kinda a rambling of various thoughts after an...interesting article in iPaper last week

TLDR - We need to extend systems thinking to our own profession. We're too small to be divided. We need diverse voice at media and policy level

#edpsychs

www.linkedin.com/pulse/thinki...

Wow 🙌. I still haven’t got a ticket yet but I think I should. The day looks amazing 👀

Just completed an assessment for a young person who uses this really effectively- a great bit of kit to support a graduated response for children experiencing anxiety- it really helped make them feel included with their peers.

Love the iceberg activity!

If you want a copy of the IFF consultation template that isn’t a dodgey screen shot on my phone I am happy to send a link 🙂

I like to use CAP as a model to guide consultation, the hierarchical structure to the domains can unlock new thinking or highlight pathway barriers-I think attention skills is often overlooked! I also like using IFFs in consultation to highlight what is observable/known and how that links to Attain.

I’m really interested in how it can be used ethically in the development and dissemination of EP driven research.. some journal publications are embracing while others are holding the line 🤔

4) The focus person then has an opportunity to change/ move objects within their imago and identify any actions (5 mins)

3) The group offer questions to prompt further reflections of the imago (6 mins)

2) After Stage 1 the focus person has an opportunity to reflect on what they see, what they are drawn to/ what is interesting (3 mins)

1) The focus person outlines a case/problem area using the objects to visualise people, processes and systems. The pieces can be used dynamically or creatively (6 mins)

I’ve been introducing different models of supervision to a group of SENCOs and only armoured with a baggie of different everyday objects, I was pleasantly surprised how rich the reflections were / what meaning was uncovered while using the IMAGO model of supervision. #edpsychs

Will use for signposting :)

Didn’t know this section of bite size existed!