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Division of Educational and Child Psychology (DECP) Annual Conference 2020

‘A 20:20 vision of Educational Psychology: play, learning, inclusion and diversity. An exploration of current developments and advancements within educational psychology'

Thursday 9th - Friday 10th January 2020, Park Inn by Radisson, Northampton

The DECP invites you to attend our 2020 conference to explore the changing needs of children and young people in the 21st century. The conference will bring together leading keynote speakers, young people and academics, alongside relevant and practical examples to develop thinking and practice about what educational psychologists can do to facilitate play, learning, inclusion and diversity for the children, families and schools they work with.

Conference Programme

DECP Annual Conference 2020 Programme

Presentation Downloads

Keynote Presentations

Attainment grouping and social inequality
Dr Becky Taylor, UCL Institute of Education

Worlds apart? How pupils with SEN experience learning and life in mainstream settings
Rob Webster, UCL Institute of Education

The role of models of gender in how we construct and defend our gender identities
Dr Cora Sargeant, Wiltshire EPS & University of Southampton

A voice for the vulnerable
Thelma Walker
Slides not used

Thursday 9th January

Parallel Session 12.45 - 13.30

Adolescent Brain Development in the Digital Age: Neuroplasticity, Neuroalarmism and Neuroenthusiasm
Nicki Carpenter

Just Playing? Exploring the method and outcomes of a 6 week therapeutic play intervention for children with social, emotional and mental health difficulties in one local authority Educational Psychology Service
Melanie Adkins

Applying psychology to improve maths outcomes: A pilot-study of a researcher-devised intervention programme for mathematically low-achieving pupils
Frances Graves

An introduction to the use of therapeutic play in educational psychology to support mental health and well-being
Melernie Meheux, Karen Majors

Parallel Session 15.55 - 16.40

Trauma informed therapy and the whole school system: an exploration of factors that impact on young people exposed to domestic abuse
Matt Baker, Emma Corrigan

Can school lessons, which were designed to incorporate psychological theories and therapeutic approaches, improve the mental health and/or emotional intelligence of students affected by armed conflict?
Stevan Radoja

Educational Psychologists' experiences of supporting the needs of intersex children and young people
Julie Connor

Neurobabble, neuro-hype and educational psychology: a relationship that raises important ethical questions
Dan O'Hare

Parallel Session 17.00 - 17.45

Growing Up Trans*: Exploring the Positive School Experiences of Transgender Children and Young People
Matt Leonard

Capturing unheard voices: A whole school approach to gathering pupil views
Sarah Taylor-Whiteway, Siobhan Hickey

Child-led research investigating the social, emotional and well-being aspects of playtime
Sian Bristow

What have EPs got to do with Mental Health? The Contribution of Educational Psychology to the current Government Agenda for Mental Health in Schools
Vanessa Wood
Unable to share slides

Friday 10th January

Parallel Session 10.15 - 11.00

Promoting a Vision of Educational Psychology: Incorporating Neuroscientific Frameworks to Create the Psychologist of the Future
Tamara Hussain, Veronica Lawrence

Reintegration to secondary education following school exclusion: an exploration of the relationship between home and school from the perspective of parents/carers
Carina Embeita

Leadership and bias: experiences and ideas for solutions
Julia Hardy, Charmian Hobbs, Mohammed Bham
Slides not used

Interprofessional collaboration between EPs and SLTs: supporting children with SLCN in a changing landscape
Susan Birch, Suzanne Bow, Jane Lang

Parallel Session 13.15 - 14.00

Supporting Children and Young People with Anxiety
Elizabeth Herrick

A framework for developing consultation practice
Louise Jones

Camouflaging, Gender and Social Media Use in Autistic Adolescents
Alicja Jedrzejewska, Jessica Dewey

Evidence based practice - what is our vision for the future and what do we mean by evidence?
Christopher Arnold

Parallel Session 14.25 - 15.10

Critical Incidents in Schools: Is Psychological First Aid relevant and useful and could school climate make a difference to the response?
Siobhan Currie

'The Aspiration Project': The experience of multi-agency working and person-centred planning in supporting young people leaving care
Emma Fitz-Gerald, Claire Williams

The Sandwell Well Being Charter Mark: Educational psychologists working systemically to promote positive ethoses and environments in schools
Colette Soan, Helen Tyson

Revisiting literacy in adolescence: the role of motivation, self-perception and mindset
UCL CPD doctorate
Katharine Sharpe, Ian Mann, Phil Stringer, Susan Birch

If you have any queries please contact us via the event hotline on 01332 227776.

Speakers and Facilitators


Dr Cora Sargeant

Dr Cora Sargeant is an Educational Psychologist working with the Wiltshire Educational Psychology Service and a Senior Teaching Fellow and academic tutor on the Doctoral Programme in Educational Psychology at the University of Southampton.

Dr Becky Taylor

Dr Becky Taylor CPsychol is Senior Research Fellow in the Centre for Teachers and Teaching Research at UCL Institute of Education. She is co-Principal Investigator of The Student Grouping Study, a major new exploration of attainment grouping in mathematics, funded by the Education Endowment Foundation. Becky’s other research interests include, teachers’ engagement with research, the teaching of sensitive and controversial issues, and social justice in education. Becky is a qualified teacher and taught in secondary schools for 11 years.

Rob Webster

Rob Webster is an Associate Professor, based in the Centre for Inclusive Education, UCL Institute of Education. Between 2011 and 2017, he led the Making a Statement and SEN in Secondary Education studies, which focussed on the educational experiences of pupils with SEND. Before this, he was part of the research team behind the ground-breaking Deployment and Impact of Support Staff project.

Rob leads the Maximising the Impact of Teaching Assistants (MITA) initiative, which brings together an integrated, school improvement and training programme, extensive practical guidance and resources, and national and international consultancy. He has written extensively on the topic of TAs; his publications include two acclaimed books: Maximising the Impact of Teaching Assistants and The Teaching Assistant's Guide to Effective Interaction.

Rob’s latest book, Including Children and Young People with Special Educational Needs and Disabilities in Learning and Life: How Far Have We Come Since the Warnock Enquiry – and Where Do We Go Next?, marks the fortieth anniversary of the landmark Warnock Enquiry into special education.


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