Training

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We offer training that incorporates research-based information with the most current scientific evidence for best practice and applied strategies and techniques.

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Our training offer includes a variety of topics relevant to the development and learning of children and young people, such as:

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• Literacy/Numeracy development and associated difficulties 

• Social, emotional and mental health development and difficulties 

• Understanding challenging behaviour and best practice in teaching

• Understanding Autism and best practice in teaching

• Understanding ADHD and best practice in teaching

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We also provide training that builds the capacity of schools to use specific interventions and frameworks, for example:

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• Wellbeing Interventions: Circle of Friends, social skills groups, Circle Time

• Literacy Interventions: Paired Reading, Reciprocal Teaching, Cued Spelling, Precision Teaching

• Staff Support and Development: Staff Sharing Scheme, Solution Circles

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We also offer bespoke training on any identified topic or question that you require. We will first conduct a needs analysis, to identify what would most usefully be included in the training, and will then conduct the research analysis and create the training package for you.

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We plan, conduct and evaluate action research as requested. For example, we are able to review the effectiveness of a particular intervention in a school. 

 

We are also able to review the literature, present, and summarise the most current research on any topic within the field of educational and child psychology.

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​Research

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Selected research published by the Positive Minds Psychology Team:

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Geiger, S., Freedman, R. & Johnston, L. (2015). Using action research to develop quality 16+ further education provision for young people with complex needs. Educational & Child Psychology, 32(1), 81-91. 

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Guinote, A., Cotzia, I., Sandhu, S. & Siwa, P. (2015). Social status modulates prosocial behavior and egalitarianism in preschool
children and adults. PNAS, 112(3), 731-736.

Guinote, A., Cotzia, I., Sandhu, S. & Siwa, P., 'Low Status Increases Prosocial Behaviour in Children and Adults', paper presented to the Society for Personality and Social Psychology (SPSP) 17th Annual Conference, San Diego, Jan. 2016.

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Cotzia, I. (2014). Never Too Young for Power: Effects of Social Power on Cognitive Processing and Social Competence in Preschoolers. Doctoral Research, University College London, London.  

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Cotzia, I. (2014). Which Cognitive Functions Have Been Related to Social Power in Children? Doctoral Research, University College London, London.  

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Freedman, R. (2014). Can Educational Psychologists improve school support for pupils with depression? An application of the theory of planned behaviour. Doctoral Research, University College London, London. 

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Freedman, R. (2014). What are the barriers that prevent teachers from supporting pupils with mental health difficulties? Doctoral Research, University College London, London.  

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Hepworth, A. (2014). An investigation into the association between pupil-teacher relationships and the school engagement of looked after children. Doctoral Research, University College London, London.

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Hepworth, A. (2014). Do positive peer relationships have a significant impact on the school engagement of primary and secondary aged children? Doctoral Research, University College London, London.

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Cotzia, I. (2012). Children learning to think: What are the educational gains of thinking skills programs and are they sustained over time? Doctoral Research, University College London, London. 

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Freedman, R. (2012). An Evidence-Based Practice Review Report: Is precision teaching an effective intervention for improving literacy and numeracy skills in UK schools? Doctoral Research, University College London, London.  

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Hepworth, A. (2012). Does the Accelerated Reader Programme effectively develop reading comprehension skills in typically developing children and 'at risk' readers? Doctoral Research, University College London, London.