In the episode we speak to Dr Duncan Gillard, an Educational Psychologist who is using evidence informed approaches to promote the well-being of children and young people in his work.
We discussed DNA-V (the Acceptance and Commitment model for youth) and how this has been adapted to universal, targeted and more specialist levels for use in schools. We discuss how important it is for interventions in school to be evidence based and evidence informed and how this has been proven for the Connect Curriculum and other DNA-V based projects.
For more information on Duncan's work please visit:
Connect PSHE (connect-pshe.org)
The Science of Children's Wellbeing: Practical Sessions to Support Children Aged 7 to 11: Amazon.co.uk: Gillard, Duncan, Grindle, Corinna, Hooper, Nic, Jackson Brown, Freddy, Hancock, Russell: 9781032386287: Books

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In this episode we speak with Dr Clio Berry about her research which has explored hope in young people.
We explore a new model of hope and how we could apply this to help build hope in young people.  We discuss the malleability of hope and what can be done to try and increase hope for those that are struggling with low hope, alongside considering why hope is such an important area to consider in students.
For more information about Clio's work please visit:
YouTube channel: @hoperesearchsussex

Hopeful minds: https://hopefulminds.org/

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In this episode we speak with Dr Emily Hattersley, Educational Psychologist, about teacher's views on young people's mental health in schools.
We explore how teacher's try to understand the needs of those they work with and how their insights and thoughtfulness show the level of care, and desire to help, behind the profession.  However, we also discuss the difficulties in meeting needs whilst adhering to the demands of the curriculum, and how this takes its toll on the teacher's own wellbeing, ultimately leading to a need for more supervision and support. 

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In this episode we speak with Dr Becky Morgan, Educational Psychologist, about how language can impact on the identities of adolescent, autistic girls.
We discuss how words can influence how autistic girls see themselves and are seen by others and how power also feeds into this identity.  We explore how different dialogues can help or hinder young autistic girls and how we can use this to help support them to develop positive self-concepts.
To find out more:
Autistic Masking: Understanding Identity Management and the Role of Stigma - Pavilion Publishing (pavpub.com)

LEANS project: Learning About Neurodiversity at School (LEANS) | Salvesen Mindroom Research Centre (ed.ac.uk)

How do adolescent autistic girls construct self-concept and social identity? A discourse analysis: Educational Psychology in Practice: Vol 39, No 2 (tandfonline.com)

 How language has the power to shape autistic identity in girls - edpsy.org.uk

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In this episode we speak with Dr Emma Barrow, Educational Psychologist, about the barriers to adolescents seeking help for their mental health.
We discuss how issues such as perceived impact of the help they will receive and stigma about mental health create barriers to adolescents seeking the help they need and also consider what facilitates this behaviour.  We think about the impact these findings have on whole school approaches to mental health and the importance of listening to pupil voice.
You can access the full paper here
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Dr Nadia Siddique about her work which has explored the effectiveness of interventions on outcomes for students. 
We discuss her evaluation of the Philosophy4Children intervention in schools and what she learnt from this study.  We talk about the power of using questions in classroom practice and how this can develop a range of skills above and beyond the lesson being taught. 
To find out more about Philosophy4Children visit: Philosophy4Children
You can learn more about evidence based practice at the Education Endowment Foundation: Teaching and Learning Toolkit | EEF (educationendowmentfoundation.org.uk)
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Dr Emma Williams, from the University of Surrey, about her research investigating how autistic pupils in mainstream school settings make sense of themselves and what impacts on this. 
Emma discusses her synthesis of studies which found that most autistic pupils appear to make sense of themselves as being different in a negative way to other pupils. This puts them at higher risk of developing low self-esteem and poor mental well-being.  We discuss ways of helping the young people view themselves more favourably compared to other pupils to reduce this risk.
To read this research study click here or to read more about Emma's other work into ASD girls visit Playing A/Part: Autistic Girls, Identities and Creativity - Research at Kent (playingapartautisticgirls.org).  You can watch a powerful, short animated film about this work here
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Dr J. J. Kelly, of 'Unorthdocs Inc.', about how she has taught young people to have the skills to love themselves. 
We discuss J. J.'s use of dialectical behavioural therapy to help people build the skills they need to support themselves.  We touch on some of the unique approaches she uses in her own work, such as mentoring and a focus on values, and consider how these can be applied in schools. 
To find out more about J. J.'s work you can visit her website: About | Dr. J.J. Kelly | Unorthodocs, Inc. (drjjkelly.com)
You can buy her books, here
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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