Podcasts about professional doctorate

A major shift in how we look at teams is to not only look at individuals and how they create a group but to see the group as one entity, the team as a whole. Do teams have a secret life of their own? This different perspective on teams as being one entity, creates a novel perspective on group dynamics and offers the opportunity to work with teams differently. In this episode, we explore the tension between our tendency to focus on the individual while being part of a team system. How does this affect the people part of the team, what are typical team behaviors we can distinguish and how does it impact the way a team learns and develops? Our guest is Dr Martin Lüdemann, who has worked as a psychologist and supervisor for 30 years, consulting, supporting, and guiding groups and individuals in organizations. Martin recently completed the Professional Doctorate at the Tavistock Clinic, where he researched group-as-a-whole phenomena. Dr Martin Lüdemann profile: https://www.linkedin.com/in/dr-martin-luedemann-05375277/ The Lateral Space: https://www.thelateralspace.com/

message me: what did you take away from this episode? Ep 82 (http://ibit.ly/Re5V) Tom McEwan on #NICU @policy exploration in #Scotland through a #ProfessionalDoctorate@PhDMidwives #research #midwifery @MidwivesRCM @NHS_Education @ScotlandRCM #postnataldoulas #holistichealthcareResearch link - http://ibit.ly/eec1ZWhat happens when an aspiring chemical engineer decides to shift gears and pursue a career in midwifery? Tune in as we sit down with Tom McEwan, a passionate midwife in Scotland, who shares his unexpected journey and the societal challenges he faced breaking into a traditionally female-dominated field. Tom provides a fascinating look at the evolution of midwifery education, stressing the importance of community-based care and reflecting on how modern placements have fragmented the continuity he once cherished. He also gives us a glimpse into the close-knit midwifery community in Scotland, and the supportive atmosphere at midwifery conferences that feel more like family reunions.This episode also tackles the unique experiences male midwives face and the broader implications of gender diversity in midwifery. Tom discusses the often-overlooked needs of fathers and partners in perinatal support, suggesting the need for more male or non-gendered postnatal doulas, especially in the NICU. We delve into the emotional toll on partners, including the phenomenon of delayed postnatal depression, and emphasize the necessity of inclusive care that addresses the needs of all parents. Tom's insights highlight the importance of holistic healthcare that supports families in every aspect.Lastly, we explore Tom's academic journey and his efforts to revolutionize maternity and neonatal care in Scotland. He shares the advantages of pursuing a professional doctorate over a PhD, the value of free writing, and the significance of nurturing relationships with supervisors. Our conversation also touches on Scotland's ambitious "Best Start" program and its impact on neonatal care. We wrap up with a look at diverse and dynamic topics within nursing, from translating interviews into poetry to the performative aspects of various projects. Tom's passion for midwifery, education, and research promises an engaging and enlightening discussion that you won't want to miss. Support the showDo you know someone who should tell their story?email me - thruthepodcast@gmail.comThe aim is for this to be a fortnightly podcast with extra episodes thrown inThis podcast can be found on various socials as @thruthepinardd and our website -https://thruthepinardpodcast.buzzsprout.com/ or ibit.ly/Re5V

I'm delighted to speak with UEFA football coach and lecturer, James Barraclough this week. James has worked as a football coach for over 20 years. He has coached extensively in academies and holds both the UEFA B and FA Advanced Youth Awards. James has an MSc in Sport Psychology and has consulted with athletes and teams from grassroots up to world champions. He is currently undertaking a Professional Doctorate in Elite Performance examining psychosocial skills in academy football.  James teaches Sports Coaching and Sport Science at UCEN Manchester. He is also a sport performance consultant supporting a number of mixed martial artists, athletes and football teams. In this episode James and I discuss a paper he led along with Prof David Grecic and Dr Damian Harper which looked at academy managers' experiences of how psychosocial skills and characteristics are identified and developed in youth academy soccer players.

Episode #358 of The Coaches Network Podcast.The guest for this episode is Adam Kelly. Adam is an Associate Professor of Sport and Exercise and Course Leader for Professional Doctorate in Sport (DSport) at Birmingham City University, United Kingdom. I am also Leader of the newly established BCU Research for Athlete and Youth Sport Development (RAYSD) Lab. Alongside completing a PhD at the University of Exeter, United Kingdom, I am a Senior Fellow of the Higher Education Academy (SFHEA), accredited Sport and Exercise Scientist (BASES CSci), and FA UEFA A Licenced Coach. Join us as Adam shares his thoughts on how talent can be better identified and practitioners and organisations can implement more robust, effective and nurturing talent development systems and environments. Enjoy!Why not become an official member or supporter of The Coaches Network?The Coaches Network is proud to formally reveal our very first Patreon membership. This membership consists of monthly donations with a price worth as much as a cup of coffee! Only £3.50 per month! What benefits will there be you say? Click here to find out more.Click here for more information on our upcoming Coach Education Webinars and Mentor Programmes.Enjoy and be sure to subscribe & connect with your host on social media to make your up to date with everything we're doing.Coach Yas - Instagram - Twitter - LinkedIn - Facebook - Patreon - PodcastSupport this podcast at — https://redcircle.com/the-coaches-network-podcast/exclusive-contentAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

I'm delighted to speak with Stuart Morgan this week. Stuart is a golf coach, practice consultant and an Advanced Member of the PGA of Great Britain. He is recognised by Golf Digest as one of the top international coaches. Stuart is currently the performance director of Swiss Golf, and performance coach at Iceberg Golf, and Stuart Morgan Golf where he works with players on all major professional tours and elite amateurs aspiring to become their best. After completing his PGA qualification Stuart started coaching golf full time and has coached golfers on all major tours. He specialises in junior development, how to practice, and elite performance. Stuart has contributed instructional articles to multiple golf magazines. He has conducted educational seminars for county organisations and the PGA. Stuart is currently undertaking a Professional Doctorate in Human Performance at University of Limerick researching Golf Practice.

I'm delighted to speak with basketball coach and qualified teacher, Alan Keane this week. Alan is a performance basketball coach with a focus on meeting the needs of the people he works with. He is the Great Britain U20 National Team Basketball Head Coach. Alan is also co-founder of MVMT sports, a mission-driven business for people who believe sport should be a movement for good (not bad). MVMT provides training, support and tools for coaches who want to be difference-makers. The MVMT brand champions coaches who put people before winning. Alan is currently undertaking a Professional Doctorate in Coaching Science. He researches current strategies, motivations and evaluator approaches used by coaches, and intervention strategies to develop self-regulated learners. Alan has won numerous coaching and teaching awards including: Great Britain National Team Coach, England Commonwealth Games Coach, Sky Sports Living for Sport Outstanding Contribution by a Teacher Award Nominee, Chris Morgan Coach of The Year Winner, and Sky Sports Teacher of The Year Finalist.

Hello everyone and welcome to another episode of the Performance Psychcast. Today we are very fortunate to be speaking with Ella Whitcomb-Khan, who you may remember from episode 22.  Ella is currently completing her Professional Doctorate in Sport and Exercise Psychology at LJMU. She works within the fitness industry, applying exercise psychology to support fitness coaches to enhance client retention and adherence. https://www.instagram.com/thefitnesspsych_?igsh=MW4xdDRycGlybTRkcw==  https://www.linkedin.com/company/skilledcoachclub/  https://www.linkedin.com/in/ellawhitcomb-khan?utm_source=share&utm_campaign=share_via&utm_content=profile&utm_medium=ios_app https://x.com/ellawhitcomb_?s=21&t=PzxOOVXwQNXq8vmIVQ_W3w  www.arcope.co.uk  www.focuperform.co.uk  www.sportingbounce.com  The online directory of sport performance specialists. Sportingbounce helps connect specialists in sport psychology, nutrition, sports massage, injury rehabilitation, coaching, and fitness training s with clients. With a daily spend on Google Adwords, social media advertising, and excellent organic rankings on search engines your business will get found on sporting bounce. Visit sportingbounce.com to find out how sporting bounce can help you. Don't forget that listeners of this podcast can get 50% off the Premium membership package by entering the code performance, that's “PERFORMANCE” meaning you get the best possible coverage for less than 20 pence a day!   

I'm delighted to speak with Elisabeth Oehler this week. Elisabeth is a Sports Performance and Strength and Conditioning Coach.  Elisabeth has worked in various sports in multiple countries and is currently Strength and Conditioning Coach for the Saudi Olympic Training Center. Elisabeth has her own consultancy practice EO Performance. Previously, Elisabeth was the Strength and Conditioning Coach for DHL Stormers Western Province Rugby in South Africa. Elisabeth takes a holistic approach to athlete development in her coaching to make her athletes stronger, faster, and more powerful. Besides the physical performance aspects, she helps her athletes to develop mental toughness, integrity, the ability to work in a team, discipline, respect, and leadership skills on and off the field or competition floor. Elisabeth is currently undertaking a Professional Doctorate in Elite Performance at Dublin City University.

Every episode of season 2 is devoted to amplify female voices within the gameSally is Academy Human Development and Performance Culture Lead at Sheffield United Academy - English Premier LeaugeSally spent 13 years at The FA within the skills programme and then as a county coach developer. She holds the UEFA A Licence and the Advanced Youth Award (5-11). She is a Thrive Practitioner where she has taken the latest in neuroscience, child development and attachment theory and applied it into football. She is currently Academy Human Development and Performance Culture Lead at Sheffield United Academy. Along with being a Coach Developer for The FA and Consultant at 4Growth. Along with completing a Professional Doctorate in Elite Performance at UCLAN.This in short, is one of the best episodes we have done. Not just because Sally is amazing company but the concepts she brings to the table here will have you rewinding and listening back over and over...simple instructions for this one...Just hit play and enjoy...*Our Apologies for some of the sound quality, and re-recording of questions, that is on us recording our end and nothing to do with Sally.

In this week's episode, our guest is Cindy M. Lott, Clinical Professor of Philanthropic Studies; Director, Professional Doctorate of Philanthropic Leadership; Stead Policy Fellow. Listen now as Cindy shares the details of new, exciting developments at Indiana University's Lilly Family School of Philanthropy. Have questions/comments/suggestions? Email us at mdebnath@give.org. Don't forget to follow or subscribe and leave a comment on iTunes.

Jens is a psychologist working in collaboration with HMPPS to understand online radicalisation. 'One of the more sobering findings is the prevalence of mental health issues (in the widest sense) among those labelled as radicalised extremists. Prevalence is quite high, and it is highest among those who got radicalised through online influences. And, as many have expected, autism spectrum condition is at the top of the list, but is by no means the only entry.' Jens is Associate Professor of Psychology and a member of the Department of Psychology in the School of Social Sciences. Jens is currently course leader for the MSc Cyberpsychology. In the past, he has been a course leader at the UG level and an Associate Course Leader for the Professional Doctorate in Forensic Psychology. His teaching focuses on Social Psychology and Cyberpsychology. He also regularly supervises 3rd year dissertations, Masters projects and PhD-level projects.   Jens studied at the Universities of Tuebingen, Germany and Massachusetts, US. He completed his doctoral work in 2005 in the area of small group decision-making and negotiation under the supervision of Michael Diehl.

TW // Suicide / self-harm / If this subject is difficult for you please consider giving this episode a miss. Please get help and support if you need it, or if you're worried about a friend/colleague/relative. There are a number of places to go including https://www.nurselifeline.org.uk/, https://www.samaritans.org/ & https://www.papyrus-uk.org/. Welcome to episode 133 [originally broadcast on Wednesday 2 August 2023] of #mhTV​​​​​​​​. This week Nicky Lambert and David Munday spoke with guests Samantha Groves & Karen Lascelles about Suicide, self-harm, and suicide ideation in nurses and midwives: A systematic review of prevalence, contributory factors, and interventions. SG: Samantha Groves is a research assistant working at Oxford Health NHS Foundation Trust on projects related to suicide and self-harm. This work is conducted in collaboration with the Centre for Suicide Research at The University of Oxford. Samantha joined Oxford Health after completing a Masters in Clinical and Health Psychology, and working as a research assistant at The University of Manchester. Current research conducted by Samantha includes exploration of suicide and self-harm among nurses and midwives or associated students, alongside exploring the experiences of staff working within inpatient mental health services who work with patients who self-harm. Samantha will be beginning a DPhil at The University of Oxford in October 2023 to continue this work. KL: Karen Lascelles is a mental health nurse consultant at Oxford Health NHS Foundation Trust. Her specialism is suicide prevention, where she works across adult and older adult age groups delivering training, supporting individuals and teams with complex cases involving suicide risk, and conducting research and quality improvement work. Karen also leads Oxford Health's suicide prevention strategy and is a Professional Doctorate in Nursing student at Oxford Brookes University. Karen's research includes exploring the experiences and support needs of adults who care for an adult family member or friend they consider to be at risk of suicide, suicide and self-harm among nurses and midwives, the impact of patient suicide on mental health staff, and the experiences of staff working within inpatient mental health services who work with patients who self-harm. Some links to follow: SoundCloud has a limit on the number of characters we can use in our episode notes. To get a full list of links please visit: https://youtu.be/S_XMio9U8qk. Some X links to follow are: VG - www.twitter.com/VanessaRNMH NL - www.twitter.com/niadla​​​​​​​​ DM - www.twitter.com/davidamunday SG - www.twitter.com/SamNGroves KL - www.twitter.com/karen_lascelles Credits: #mhTV Presenters: Vanessa Gilmartin, Nicky Lambert & David Munday Guests: Samantha Groves & Karen Lascelles Theme music: Tony Gillam Production & Editing: David Munday

Interviewer info Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with aphasia, dysarthria, and other neurogenic communication impairments. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer.  In this episode, Lyssa Rome interviews Kate Meredith about using concepts from family and systemic psychotherapy to help people with aphasia and their families.    Guest info Kate Meredith is a Family and Systemic Psychotherapist, working for the NHS and in independent practice in South Wales. She is completing a Professional Doctorate in Systemic Practice. Kate worked for 15 years as a Speech and Language Therapist, working with adults with acquired communication difficulties. Kate's dual training enables her to support families and individuals with the impact of these changes on family and social relationships. Kate has studied at University College London, King's College London and the University of Bedfordshire. Kate worked with Giles Yeates to publish Psychotherapy and Aphasia: Interventions for Emotional Wellbeing and Relationships (Meredith, Kate. H. and Yeates, Giles. N. 2020). Kate also presented at the American Speech-Language-Hearing Association International Convention in November 2022.   Listener Take-aways In today's episode you will: Describe the importance of narrative for helping families cope with aphasia. Understand how speech-language pathologists can use genograms and ecomaps to support their LPAA care. Learn why the way speech therapists talk about aphasia matters. Edited show notes Lyssa Rome   Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California, and I see clients with aphasia and other neurogenic communication impairments in my LPAA-focused private practice. I'm also a member of the Aphasia access podcast working group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources.   I'm today's host for an episode that will feature Kate Meredith. Kate is a family and systemic psychotherapist, working for the NHS and in independent practice in South Wales. She is completing a professional doctorate in systemic practice. Kate was a Speech and Language Therapist for 15 years, working with adults with acquired communication difficulties. Her dual training enables her to support families and individuals with the impact of these changes on family and social relationships. Kate has studied at University College London, King's College London, and the University of Bedfordshire. Kate worked with Giles Yeates to publish Psychotherapy and Aphasia: Interventions for Emotional Wellbeing and Relationships. Kate also presented at the ASHA convention in November 2022.   Kate Meredith, welcome to the podcast. I'm so glad to be talking with you.   Kate Meredith    Thank you for having me. I'm really glad to be here.   Lyssa Rome    So to start with, I'm curious about your transition from speech language pathology, or speech language therapy, into family therapy. What led you to make that change?   Kate Meredith    So I loved working as a speech language therapist or a speech language pathologist, as you would say in the US. It was great. I mainly worked in a rehabilitation setting, and what that enabled me to see, from the off, was the changes to people's relationships. On a daily basis, I was witnessing people coming into the center, trying to figure out who they were in relationship to each other, and that got me really, really curious. The more I thought about it, the more I thought about the ask that we put on partners and family members in those settings—so whether it's supporting people with toileting or washing, feeding or swallowing, there's so much change that takes place.    And it really made me think: What about the relationships? Are we asking about the change in relationships? Are we asking what it feels like for partners to have different roles, to have different aspects to the way they do their relationships? And as a speech language therapist, I was thinking: Okay, what does this person need in terms of their communication skills, what do they need on the ward? Do they need to be able to indicate whether they're hungry or thirsty or in pain? And all of that was important. But it also kept me thinking: What would matter most to me? If I were in this situation, if I had aphasia, if I was having difficulties with my communication, what would be the biggest impact for me? And it just kept coming back to relationships for me.    Now, I worked in the multidisciplinary team, with neuropsychologists and physios and OTs, nurses, healthcare support workers, doctors—great, great teams. But I wasn't sure that any of us really felt like we had the remit or the focus to think about people's relationships after brain injury.    When I was working in the community for a while, I started working with a neuropsychologist, who started asking questions about this with a couple that I was working with alongside him. And I said to him afterwards, “I loved those questions. I'm so glad you're asking those questions. I think about this all the time.” And he said, “Well, I wasn't doing neuropsychology there, I was doing family therapy.” So I started looking into it. And when I started exploring it, and when I got onto the course, straightaway, I thought, I think that speech and language therapists, speech language pathologists have got a really unique set of skills here that matches so well with the skills that are needed in family and systemic psychotherapy.    So starting the training, loved the training straightaway. And I always hoped that I'd be able to do something and brain injury with it, but then, when I found a job in family therapy, in a different context, actually, working with children, adolescents in mental health services, I kind of started down that direction, and love it. But I've really held on in my private practice, where I'm not working as a speech language therapist anymore. But most of my private practice work is with adults who have a communication disorder. And I find that so enriching. I just love it. And I also do a little bit of writing a little bit of presenting. And that's kind of where I got to here.   Lyssa Rome   It sounds like you very organically saw this connection between what families, people with acquired brain injuries and acquired communication disorders were dealing with, and how family and systemic therapy might be able to help them live better with their conditions. So I want to back up for a moment and ask you to define for us what is family and systemic therapy for, say, SLPs, who aren't familiar with that term?   Kate Meredith   Absolutely, because I wasn't either. I think it's more popular in certain contexts of healthcare than in others. So in the UK, it just wasn't in brain injury anywhere. So I'd never heard of it. There are different names for family and systemic psychotherapy—so some people call it systemic psychotherapy, some people call it family therapy, sometimes it's a mixture, which doesn't really help with the difficulties that people have in understanding what it is. But really what it is, is about helping people who are in relationships with each other, work together to achieve change. The idea being that change happens through relationships, rather than individuals just making a change that can that can affect everything.    The big principle of it is really that problems aren't located in people. Problems and people are not the same thing. People don't just have ownership or become the problem, they very often happen between people. So who takes responsibility for that change, if actually, the problem is happening between two people, or more than two people?    So family and systemic psychotherapy thinks about actually how relationships can support people, and how improving relationships can reduce problems and can reduce symptoms. So we're trying to provide a really safe space in family therapy and systemic psychotherapy, where people can communicate, they can make efforts to understand each other in a different way. We can think about strengths—it's very, very strengths based—but also about what the needs are, what the emotions are, and how people can be a resource for each other. So rather than thinking, you need to go and get this fixed, or you need this medication, it's actually: What can happen in the relationships that will bring about the change?   Lyssa Rome  That brings to mind a really interesting conversation that I was able to have, as part of this podcast, several episodes ago, with Dr. Marie-Christine Hallé, who really emphasized this idea that aphasia is a family thing, it's not something that just happens to the person with aphasia, and what you're describing, this idea of locating the problem, sort of outside of the person with with the brain injury and situating it within the family context, I think, is a really powerful way to think about it.    So you've been bringing these ideas from family therapy to speech language therapists, speech language pathologists, working with people with communication disorders. And today, our plan is to talk some more about some of these concepts from family or systemic therapy that can be useful for SLPs, who are working, particularly within the Life Participation Approach to Aphasia. So can you say a little bit more about what you've been doing to bring these ideas to SLPs?   Kate Meredith   Yeah, absolutely. So for me, this is this is really exciting. What I really want to help people understand, I guess, a lot of people do already, but actually, if relationships are what matters to the person, we're working with, then that's everyone's business. You know, we don't need to think of it as being something that we don't have the right to ask about. So of course, you can always train as a family and systemic psychotherapist. But as a speech and language pathologist, there are also many other things that you can do to support people's relationships after brain injury and with aphasia. And the feedback that I get from clients I work with now, from clients I've worked with in the past, is that it's really helpful to have someone who understands neurology, who understands aphasia and what can support communication alongside the permission in those sessions to make the relationships the focus. So this is really important for people, really meaningful for people. So what I guess I'm trying to do is get that message out there—make this your business, because we've got the skills.   Lyssa Rome   I first became aware of your work with your presentation at ASHA in November 2022, and you talked about ways that speech therapists could make it our work. Specifically, you talked about—one of the things you talked about—was narrative therapy, and the power of stories to help people make sense of their situation and to shape their reality. We've touched on this earlier, but part of that had to do with this idea of externalizing the communication disorder, in this case, the aphasia. So I wondered if you could go into that a little bit more for us.   Kate Meredith   Absolutely. It's one of my favorite approaches. So I'd be delighted to talk more about it. So narrative therapy is based in a kind of philosophy of social constructionism, which I won't go into too much here. But essentially, it's kind of an epistemology, or a way of understanding knowledge that underpins the doctorate I'm doing. And it really kind of lends itself to thinking about truth as being a product of social processes, rather than there being one objective truth. So that gets a bit philosophical.    But essentially, what we're thinking about here is that when we are in conversation with each other, which is largely language-based, our conversations support the beliefs that we have and our views of the world. And these events that we are in conversation talking about, they are subjectively perceived. And we link those together into stories that make sense to us. But they're rarely the whole story.    Those of us who have the power to tell these stories, to talk about events and the way that we see them, those of us that have got the loudest voices, the most power, we get to shape the stories that get told and retold. And that, in social constructionist terms, means that we get to shape truth, and we get to shape reality and how it's shared in our communities, which is a privilege that not everyone has.    When we when we do this we see, in narrative therapy we believe, that the stories that fit get retold. They become very dominant. They become the dominant narratives in our societies and in our communities. And the stories that don't fit with that dominant narrative get lost. We would call those subjugated narratives. Now, when I was learning about this in my first year of training in systemic psychotherapy, I just had this epiphany, this kind of light bulb moment of, what does this mean for the people I've just left on the ward and have aphasia, and in the most literal sense, don't have a voice. It just really kind of lit off so many sparks in my brain.    So really thinking about the place of power in this and and how people with aphasia don't get a chance to input into certain stories. I think that we can all probably think about stories that have been told about us in the past that don't really fit for us very well—it might be that we're a rubbish driver, it might be that we're really scatty or that we're selfish or that we're cranky in the morning. You know, there's lots of stories that we don't particularly like that might get told about us. And can we challenge those? Can we give an alternative version and say, well actually is not quite the whole truth and do remember this time? And actually that happened once or twice, but I have been driving for I don't know 30 years or whatever it is. If we can challenge those, then we get to kind of address that narrative and have an influence over it. But if we can't challenge those narratives about us, then we feel less well. We feel subjugated by that.    So I really started to think: Well, what are the options that are available to somebody with aphasia to tell the stories that fit for them? And how as speech and language pathologists do we support them to develop a rich narrative that fits more, that is more congruent with who they are and how they see themselves? So narrative therapy is all about this. Narrative therapy has got a series of kind of parts to it. Essentially, the first thing we're doing is hearing the problem and whatever form people can communicate that to us. We're listening, we're validating, and we need to stay with that. We need to stay with that part of the process before moving on. And when we're doing that, we're thinking about the language that people are using, the way that they're expressing it, because these things are really important later on.    The externalization part of that is about separating the problem out from the person. So the problem and the person are not the same thing. That is absolutely essential as a belief in narrative therapy. And there's some parts of healthcare where that works really well already—that's established. So if we think about cancer care, we don't call people “cancerous.” But yet we call people “aphasic.” So what happens to somebody's identity when they are called “aphasic”? It sounds like, to me that's kind of becoming quite a big part of who they are. And so it's about tending to the language we're using, when we're talking about an aspect of a person or an aspect of an illness that they have had, that then affects their communication with others, rather than making them the problem.    So I want to know: How can we make this routine in brain injury services and aphasia services? How can we talk about, “Oh, yeah, the aphasia—the aphasia happens between the two of you.” “The aphasia gets in the way when you two are trying to communicate.” “The aphasia makes it difficult for us to understand you and your needs, and what matters to you,” rather than, “Your aphasia” or “You as an aphasic.” You know, I know that language is moving on and, and I'm sure that that people are adjusting to making changes with this already. But I think it's really, really important that we think about how can we really relocate that problem from being something that is within the person to something that is cropping up between people.   Lyssa Rome   I think that's such a powerful idea. And after I heard you speak at ASHA, I started paying more attention to the way I was talking about aphasia, and where aphasia would get in the way, or how aphasia impacted, say, someone's ability to write a grocery list or to communicate with a child. There's something I think quite powerful about the ability to name it as separate from the person. It's different than I think, what I sometimes hear, which is people sort of blaming themselves for the communication breakdown or for the difficulty. So sometimes you'll hear people say, under their breath, like, “Oh, I'm so stupid,” or that sort of thing. And I think that when we say, “Ugh, aphasia is really getting in the way here, right?” That's, that's a little bit of a different message for people to hear, or maybe for people to tell themselves.   Kate Meredith   Yeah, it really thinks, to me, it speaks to me about who takes responsibility for that and who takes responsibility for the change. And if somebody is already experiencing this in every part of their lives, do we also make them responsible for owning it and, and managing it, and making amends for it. Yeah, that's a lot to put on someone.   Lyssa Rome    So what are some ideas for how SLPs might use these narrative techniques to give them, or people that they're working with, a sense of having influence over aphasia? What kind of questions can we ask people with aphasia and their significant others?   Kate Meredith    So this part of it, I find this really fun work. Okay, so what we're doing here is we're essentially giving aphasia a character. And we're doing that through making the person that we're talking with, the person who has the brain injury, the expert. Their expertise really gets raised here, because they're the one that understands it the best. So we're working with them to say, “Okay, let's understand more about this aphasia.” We could call it aphasia, or you might give it a different name. Now, the names can get a little bit profane.    Essentially, what would people call this thing that is coming along and disrupting their lives? What name do they want to give it? What does it look like to them? Do they have a vision of it? What does it sound like? Does it sound like noise and static? Does it have a color? Does it feel like it's this kind of black thing kind of approaching them? Is it big? Is it small? Does it have a shape? And what does it say? Does it say those things that you hear people saying, “Oh, I'm so stupid?” “Oh, I should have got that right.” “Oh, this is…?” Does it put words into people's minds? “You're stupid, you can't manage this situation. If I was you, I wouldn't even go out today, because you're not going to succeed at anything.”    There might be things that it's saying to the people that we're working with that get into their narratives. So can we be curious, first of all? “Tell me more about this—what that looks like, what it sounds like, what it says to you, and how can I understand that better?” And we might be doing that most effectively in a session with one or two of their family members there as well. So they can really listen in and think, “Okay, I've got my experience of it. And this is their experience of it. And wow, I'm understanding this in a really different way now.”    So then we can start to think about the influence of the problem on people and on relationships. So what does it do? How does it get in the way? How does it disrupt? Does it provoke frustration? Does it provoke anger? Does it make you feel isolated? Lonely? Does it provoke other people to engage in behavior that you find really patronizing? So can we understand what does it do that really affects your life and your relationships?    Then we can start to think about its presence. So when is it most present in your relationships? What helps it to successfully disrupt your communication together with the people that you care about? So it might be, “First thing in the morning, when I'm really tired, it's everywhere. And I can't do anything without it tripping me up.” Or, “It's okay in this situation. But actually, in these situations, when someone's trying to rush me, and I've got a queue of people behind me, then it's just there, shouting in my ear, saying, ‘I told you, you couldn't be in this situation, you may as well go home.'” So really thinking about where are the contexts where it's most present, most visible, most disruptive?    Now, an interesting part of this process is finding out whether or not aphasia might also have some benefits to it. Because the problems we have in our lives often do have some useful side effects. Not always, but it's worth being curious about that. So if aphasia had any benefits to it, what would they be? And some examples of that might be “I can just not worry about my emails anymore. You know, emails were always really stressful to me. And now, you know, my partner's told everybody, look, don't email them, speak to them on the phone. And that's great, because actually, that used to be something that really used to stress me out.” So it's worth kind of just exploring, kind of with a bit of playfulness. Is there anything good about this? Does it do anything useful for you?    The important part or another important part of this process, is looking at what we call the relative influence. So by this stage, we've understood a lot more about what the problem does to people what the problem does to relationships. But actually, the relative influence is what influence we as people have on the life of the problem. So here, we're not just thinking—this is crucial—we're not just thinking about the person with the aphasia, but actually, everybody around them. How can everybody influence aphasia? So when is at least present? We've heard a bit about when it's most present, but when is it least present? When is it hardly even noticeable? And this is often to do with people having stepped up.    So what happens to aphasia when John writes down key words for Millie? Does aphasia get a bit smaller? Does it get a little bit less troublesome? What happens when Angela puts her phone down to look at her dad and talk to her dad? Does aphasia find that something that it doesn't like quite so much because it can't quite have its own way? What happens when David gives Phil time to finish rather than interjecting? So are these things that start to reduce the power that aphasia has to disrupt?    When we're doing this, we're looking for other people to think about their agency over aphasia. So it doesn't feel like a massively oppressive problem in all circumstances and in all contexts. But we're thinking about the unique outcomes that can be threaded together. So actually, most of the time, it's awful, but when that happened the other day that it didn't really feel like it was around, or it felt a lot smaller. Okay, so let's start to thread this together. And let's start to think about other stories that we can tell that are healthier. And through that, we identify the actions that people can take, the tools that they have to reduce the power of aphasia. But again, crucially, not just the person with aphasia, the person with aphasia and everyone else. So we can think about how power is produced when everyone learns aphasia's ways, and uses their tools as a collective, as an army, as an uprising, to fight the power of aphasia.    Now, we have speech language therapists, speech language pathologists, have got so many tools, with working with families working with conversation partners, to really say, “These are your weapons against it. These are the things that you guys are already doing. But if you can do that more, if you can do that in that context, and that context, if you can do that here in the aphasia center, and at home and in the shop, then actually aphasia is going to start to think, ‘Okay, I don't really have much of a place here. I'm not so welcome here.'” And it's going to get less powerful. And we can draw attention to that. We can thread it together. So it's not, “Okay, you know, John's aphasic. And he can't really communicate with anyone.” It's “Aphasia tries to get in the way of John and his family and John and his friends. But this is a really skilled group of people on guard for that. And they are equipped with so many skills and tools, working as a team to make sure that aphasia does not disrupt their relationships.” And that's enormously empowering for people.   Lyssa Rome    Yeah, it's a big shift. What you're describing makes me think about how people in relationship are dealing with aphasia, and how the reciprocity of communication, and that back and forth, might promote resilience with aphasia. And I'm wondering how we as SLPs can help people foster that resilience.   Kate Meredith   So resilience is such an interesting concept when we think about it in any walk of life. And there's so much different research into it. And I was looking into this a lot when I did my family therapy training, my dissertation was really around kind of partner coping when their partner has a communication disorder. So what helps people to cope and what helps people in relationships to feel resilient? And the reading I was doing at the time showed me that interpersonal relationships really influence resilience.    There was a paper by Roland, which was saying that actually, couples who can communicate openly, directly, and sensitively can better cope with chronic disorders. So what does this mean for groups of people that we work with in speech and language therapy and pathology, where open, direct, sensitive, reciprocal communication is less possible? And this is really where SLPs come in with their skill set. Because we need to understand, I believe, how people are managing. I think we need to start having those conversations—what's going on with renegotiation around the boundaries in this family around where the illness has its impact, about how they find a balance in their relationships that suddenly might be really skewed from where it was beforehand. In family therapy, we're really curious about people's understanding of each other's needs, of their strengths, and of their different perspectives on it.    So I guess when we're thinking about open and reciprocal communication, we can have ideas about supported communication. But we can also have a think about actually, what is it like to, to slow it down and to really be thinking, what are our different perspectives on this issue? How do we have a session that is supported by an SLP—somebody that's just taking it slowly and saying, “What is this like for both of you? How do you feel you're managing with this? What are your different ideas about this?” We can be there, supporting the person with the aphasia, to share their perspective, to share their worries. And it's the quality of that that can really, really lead to people feeling that we are open with each other.    It's not about the ease of the quick communication, necessarily, of: “What we're going to have for dinner tonight? And can you phone so-and-so?” It's about: “How we both feeling about this? How are we going to support each other? There's this idea about, you know, me helping you with personal care. What does that feel like for you? Does that feel okay for you? Would you rather someone else did it, so we protect our relationship in a different way? How can I understand your perspective? And how can you understand my perspective?” For me, that's the quality of that communication, that we can really have a part in making more sensitive, making more open, which I think can directly feed into people's resilience.    There are other ways that we can think about resilience, which is about the protective factors that they have as part of them or in their environment or in their relationship. And we can do a little bit of work around that—”What is it that that you do to help you manage at this time?” So then might be emotion-oriented coping mechanisms. Some of those can be healthy, some of those can be unhealthy. So we might be thinking about faith, we might be thinking about denial. There's problem-oriented coping mechanisms, where people might think about giving up work to help manage the kind of care package of their partner. But obviously, that can have its implications with social isolation and financial resources. There's problem-solving coping mechanisms where people might seek social support, or take on different roles that were previously held by the person with a brain injury.    But we need to, I think, be curious about this. What are you doing that's helping you through this time? What ideas do you have about the future and how you guys are going to manage? Because we know that sometimes people can do things with the best intentions. So partners have been found in the past to isolate themselves from social networks to avoid placing their partner into difficult or embarrassing situations. And we might be curious about that and thinking: Okay, yeah, we can see what the intentions are there. And that sounds like you're really holding them in mind. What will that do to you and your resilience, if actually, your social network kind of closes down?    So there aren't necessarily the right answers. And that's another kind of value, I guess, in family and systemic psychotherapy. We're not necessarily there to give the answers. We're there to ask the questions. We're there to be curious. Because generally, our belief is that people come up with their best solutions that fit them, that fit their context. But what we might do is ask the questions that help them to feel: Here's somebody interested in this, here's somebody that can help me to work this through with my partner, by being there, supporting the communication. And that can be a really valuable extension of our role that people might find more meaningful than maybe other things that we do.   Lyssa Rome   So it sounds like you're describing resilience as also something that's sort of based in and fostered by relationships. One of the ideas that really stood out to me in the presentation you did at ASHA was about how speech therapists could use diagrams and maps of relationships and systems to help them understand the context that aphasia exists in, right, the people who are dealing with aphasia, and so I'm wondering if you could tell us a little bit more about using diagramming within our practice?   Kate Meredith  Absolutely, I think this is one of those quick wins that SLPs can kind of start to implement kind of really, really quickly if they're so inclined. So genograms and ecomaps are two tools that I started using really, really quickly when I was training as a family therapist, but still working as a speech and language therapist. And they're slightly different. But essentially what they do is kind of map out the context for communication, map out the context for relationships.    So genograms we tend to think of—they're better known as family trees. So you might have seen these in other books and other contexts. But essentially, we use normally circles for women and squares for men and different shapes for people that don't identify as either. And we kind of map it out according to at least three generations. So you have symbols for each member of the family, and lines to connect them in their different family groups and generations. And what we do there is we map out the structure of the family. So we understand who's in the family and, and where do they live and how often do you see them. But also we can start to think about the quality of relationships. So in systemic psychotherapy, we draw lines between relationships. So you might have two or three lines between the people that are really, really close. And then you might have some squiggly lines between the relationships where there's conflict.    So it helps us to understand, okay, where are where are the people that we're working with in the context of their family relationships? Which relationships are going well? We can also put significant dates on there, separations, illness is really useful to put on there—physical illness, mental illness. How well is this family doing at the moment? What is this new injury, or this kind of developing illness mean to this family? And if we're thinking about their conversation partner as being kind of their key support, potentially their partner, actually what else is going on in their family, because most of us have got something going on in our family. I think I fell into the trap very often as a speech language therapist, thinking: Oh, I bet this wife will be delighted when I say, “By the way, I can stay late tonight, if you want to come in, and we'll do a conversation session with you and your husband.” Without thinking: I wonder what else this woman has on in her life and how this will fit for her?   So it helps us to understand a little bit more about what's going on for that family at this point in time and how this fits. It also helps us to understand if we ask questions, things about the family scripts, the things that get handed down the generations. “We are a family who grin and bear it and get on with life and don't grumble.” Or, “We're a family where bad things always happen to us. And this was always going to happen.” What are the stories that we tell about ourselves as a family? This can be really informative for us as therapists to be thinking: Is this to them feeling like another example of that? Or actually, are they ready to challenge that family script? Or do they have a really positive family script? “We're survivors, we find ways to make stuff work.” “No matter what happens, we're going to stick together.” It's really interesting to ask people about the stories that get told about their family and, and what gets handed down in a really positive way. And what gets handed down in a way that doesn't feel okay, and maybe it's time to think about doing something differently.    So those genograms kind of map out the significant relationships within the family, which can be really helpful for us as speech language therapists to think about. Okay, who are the key communication partners here, and what is the meaning of the illness or the meaning of the aphasia for this family? So that's kind of one way of doing it.    There's another way of doing it, which sometimes, I'd almost recommend starting with, because maybe it fits better for a lot of people in the way they live their lives these days, where it's less centered on the family and the different generations, and more about our social networks. And I'm not necessarily talking about online social networks here, I'm talking about wider social networks. So the tool that I'm thinking about here are called ecomaps. And what we do with ecomaps is we draw a bit of a map of the family and their social systems and their professional systems. And we do that by drawing a circle in the middle with the person we're working with, and their immediate family, or household in that circle. And then around them, we draw more circles. And that can be as many as is relevant—a circle for each system that they are engaged with. So it might be the two partners, if it's two partners, each their work context. If there's kids, it might be their school. There might be adult friends. There might be kids' friends. There might be sports teams, book clubs, neighbors, other family groups. We can start to think, okay, all of these people interact with this family on a weekly basis or monthly basis.    And we can put ourselves on there. Now coming into this, there's a rehab team, or a speech language pathologist or a psychologist or social worker. We can start to kind of put ourselves on there as well. And we can have bigger and smaller circles related to kind of how present those systems are in the family's life. I think what can be really interesting is looking at how much space we take up in somebody's life sometimes, particularly in the acute stages or early on in rehab. Actually, work might have shrunk down to a tiny, tiny circle, whereas it used to be something that somebody did 40 hours a week. And actually now we take up 40 hours a week if they're on an inpatient ward, or even more. Things get really skewed. We become really big in people's lives and that might be quite complicated for people.    But what we can do is start use the lines that I talked about earlier in genograms—the straight lines for closeness the squiggly lines for conflict, again, between that that group in the middle and the different systems around them. What's going well here? What is really shrinking down but we don't want it to? We want that to be bigger, that meant something to us, and at the moment, it doesn't have any space because all these other systems are involved. Where is it that actually, we can say, “Okay, right now, yes, having all the support from the speech language pathologist is really great. We want that. But what would it look like in a year's time?”    Doing these over time can be really important. If you had three of them, you might do an ecomap the year before the brain injury. What did family life look like? Who were the connections? Who were the networks? Right now what does it look like? And if we were to think in two years', or three years' or five years' time, what would you like it to look like? Because that helps us to think about: Which are the systems that we really need to support this family to communicate with? And what would that communication goal be? What would be meaningful for that person? So if it's, “I really love my book club, they're a brilliant group of people, I want to stay engaged with them.” Okay. What does that mean for our communication goals together? How can we really make that important and prominent?    So we can really set goals that are based very much on what will help this person to keep their network—that again, like you said before, feeding into those ideas of relational resilience. And meaning that actually, that social isolation, the people can really experience with aphasia, with people adjusting to aphasia and caregiving, we can say, actually, there are ways to keep these networks going if we think really carefully and really intentionally around what communication goals are needed for us to work on, but also how can we explain to these different systems about aphasia and its sneaky ways? And how can we help them to feel just as skilled in outwitting it and outsmarting it, as the family are hopefully beginning to feel?     Lyssa Rome So as we begin to wrap up, I'm wondering what what would you like speech language pathologists who are listening to this to take away from what you've been sharing with us?   Kate Meredith    I imagine that many speech language therapists listening to this will already have a load of these ideas. So I hope that they feel empowered to keep thinking this way, keep using these ideas. I, for my own practice, like to think: Okay, what would matter the most to me? If I was to have a stroke, if I was to have aphasia, what would matter the most to me? And I think that can be a helpful way to think.    So my thinking is that actually, communication builds relationships, communication sustains relationships, and my relationships are the most important things to me in the world. But what if no one that I was working with in our health system was talking about the significance of aphasia in my relationships? I'd feel stuck. I'd feel like I didn't have anywhere to express that. So I would love speech language therapists would be thinking, I'm gonna ask, “How's this affecting your relationship? How are you doing with that? Who should we be bringing in? How can we understand that?”    So curiosity underpins everything that family and systemic psychotherapists do. So be curious and be broad with your curiosity. Don't feel like there are limits that you've got to stick to. Feel free to ask, “So what's this doing to your relationship with your partner? How's that working for you? What are you worried about?” Because actually, when we can help people to say it, it feels more manageable. So I'd love people to think about that.    I'd really encourage people to think about the concept of timeframes. So what were things like before? How are things now? Where are we going to? What to what place do they want to get to? Because actually, if we don't ask what things were like beforehand, we might never know that actually, they were just about to divorce. And then this happened, and now they feel stuck together. So, you know, ask, “How was your relationship before the stroke?” A lot of people will be doing this already. I don't want to patronize anyone. But I do want people to feel permitted—not that I'm here to give permission—but encouragement to ask these questions. So can we find out who the key conversation partners are, because that really makes us think about the key communication goals more broadly than our immediate context that we see them in.    I'd also really like to think about change happening in relationships rather than change happening within the individual. So a great shooter I had recently said, you know, when people are traumatized, don't make them responsible, alone, for change. This is Robert Van Hennik. And I love this idea: Is it fair for us, in healthcare, in society, to say, “You, there, with aphasia, you need to change your communication so other people find it easier to to understand you.” How can we help families and societies and communities to understand the relational responsibility for aphasia and for managing aphasia?    I also would really like people to have a think about the problem. So the way we talk about the problem gives the problem meaning. So what are the stories that we hear and we tell? And how can we help people with aphasia and their families and their networks to challenge the dominant stories that actually might not fit for them. Actually, there's a really lovely possibility there for joint working. There's short training courses. And there's already a lot of kind of writing out there in systemic theory and practice and more writing coming through about the links with aphasia.    Finally, I guess what I would say is a speech language pathologists, people listening to this, they're already uniquely skilled. And I don't think people understand how good they are at noticing and supporting communication. And that's what builds relationships. We're so proactive in reducing communication barriers, and we've got the opportunity, through our work with people, to really, really find out what matters to people, and help people, help relatives learn new ways of communicating. So don't underestimate everything that you have to offer, in expanding that to relationships, and the quality of relationships to do work that is more and more meaningful for the people that we work with.   Lyssa Rome    Kate Meredith, thank you so much for talking with us. These ideas, I think are both very practical, and then also very empowering to think that as SLPs we can really think broadly and with curiosity about how we are supporting people and families as they deal with aphasia. So, thank you so much for talking with us today.   Kate Meredith    It's been a real pleasure. I'm delighted to have been able to have this conversation with you.   Lyssa Rome    And thanks also to our listeners. For the references and resources that were mentioned in today's show, please see our show notes. They're available on our website, www.aphasiaaccess.org. There you can also become a member of our organization, browse our growing library of materials, and find out more about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access. For Aphasia Access Conversations, I'm Lyssa Rome.       References and Resources  www.merediththerapies.com kate.meredith@outlook.com Headway https://www.headway.org.uk Stroke Association https://www.stroke.org.uk   Aphasia Access Conversations Episode #97: Aphasia Is A Family Thing with Marie-Christine Hallé    

Ian is an educator and a student with a passion for human-centred design and student led innovation. In his ten years as an executive teacher he worked in a range of roles including student engagement, technology and policy development. He is now the Executive director of Curriculum and Pedagogy at the Ed Institute. He was nominated for the ACT school leader of the year in 2018, and led educational interventions that received an ACT violence prevention award and an order of Australia recognition.He is a Professional Associate at The University of Canberra and his Professional Doctorate was on the use of design thinking in the educational setting.Prior to his work as a teacher Ian worked in TV and cinema with his productions featuring at festivals such as TropFest, Palm Springs, and the Berlin flim festival.edinstitute.com.auhttps://www.linkedin.com/company/the-ed-institute/ Hosted on Acast. See acast.com/privacy for more information.

This month our very own Appearance Matters the podcast co-host, Bruna Costa, joins us to share insights from her doctoral research project, conducted as part of her Professional Doctorate in Health Psychology. Bruna discusses the importance of increasing representation of marginalised groups within visible difference research and working closely with community partners. Bruna also shares novel insights from her research focussed on the experiences of UK Somali adults with visible facial differences. A message from Bruna: Thank you to the individuals who took part in this research, and shared their experiences so openly, and our community collaborators, who were instrumental to the project. Thank you to the funders of this work, the Vocational Training Charitable Trust (VTCT) Foundation. Thank you to my doctoral supervisors, Heidi Williamson, Diana Harcourt and Habib Naqvi. To find out more about Bruna's research, her thesis will soon be available on the UWE repository. To find out more about Nura Aabe's work: BBC news article: https://www.bbc.co.uk/news/uk-england-bristol-57684958 Bristol TEDxBristol talk: https://tedxbristol.com/about/person/nura_aabe To find out more about similar research: South Asian perceptions and experiences of Cleft Lip and Palate phttps://www.sciencedirect.com/science/article/pii/S1748681510002317?casa_token=jMz0v96LLW4AAAAA:KT8CKBNXrq-Azy2Z8iUOfPeBbCSShZNJf1pnjCpLLFddlaxcwgepzV2NjoGnRINIyp_WFN3X7A Bangladeshi women's perceptions and experiences of neurofibromatosis. https://link.springer.com/article/10.1007/s10897-007-9097-0 South Asian women's perceptions and experiences of vitiligo. https://academic.oup.com/bjd/article/163/3/481/6642583 Chinese women's perceptions and experiences of skin conditions. https://orca.cardiff.ac.uk/id/eprint/142734/2/Thompson.%20Cultural%20nuances%20of%20skin%20shame.pdf South Asian women perceptions and experiences of breast cancer. https://onlinelibrary.wiley.com/doi/full/10.1002/pon.4187?casa_token=6U6uTSKsSrsAAAAA%3ANZ3BSF0S_Wb3pYcKk1Mb0LBefd2dP0YjQEFMjRhdvlQfpQUQb7kYtqQ1xvPcNkD-Y9FWhUMk7RAU7zQ

In this episode we talk to systemic psychotherapist, consultant and filmmaker Charlotte Burck about her inspiration and process of making this personal film about the development of systemic family psychotherapy at the Tavistock Clinic, UK. Charlotte shares  professional and personal stories about this unique time and the joys and challenges of bringing this story to film. The film Working from the Margins. The development of systemic psychotherapy at the Tavistock Clinic can be viewed for free here: https://youtu.be/wMSX_PJSgb0 Charlotte Burck's Bio (taken from The Taos Institute):Charlotte is an honorary consultant systemic psychotherapist at the Tavistock and Portman NHS Foundation Trust, and is director of the Family Therapy and Systemic Research Centre, a resource for systemic, social constructionist, narrative, dialogical therapists and researchers and the public. The FTSRC website, which is hosted on the Tavistock & Portman website, holds a database of research references pertinent to the field, of qualitative and process research, of effectiveness and outcome research, and of links to researchers and their websites.Charlotte worked for 25 years as a consultant systemic psychotherapist, trainer, supervisor and researcher in the child and adolescent mental health department of the Tavistock Clinic, where she did clinical work, carried out research and trained systemic clinicians at all levels. With David Campbell, she designed and then ran the Professional Doctorate in Systemic Psychotherapy, a research programme for systemic psychotherapists to explore clinical and organisational questions close to their heart. She had a special clinical interest in working with families who have experienced violence or high parental conflict.With her colleague Gillian Hughes, Charlotte set up a small team, Refugee Resilience Collective in March 2016, offering weekly narrative-systemic psychosocial and political resilience-based support to refugees and volunteers, in the Calais area, which continues offering weekly support to volunteers in Calais and to voluntary organisations working with refugees in Greece.Charlotte is the author of Multilingual Living. Explorations of Language and Subjectivity, based on her Phd research, and is co-author (with Gwyn Daniel) of Gender and Family Therapy, co-editor (with Gwyn Daniel) of Mirrors and Reflections: Processes in Systemic Supervision, co-editor (with Ellie Kavner & Sara Barratt) of Positions and Polarities in Contemporary Systemic Practice. The legacy of David Campbell, co-editor (with Bebe Speed) of Gender, Power and Relationships, She is the series editor (with Gwyn Daniel) of the Routledge Systemic Thinking and Practice Series, which commissions books from systemic and narrative psychotherapists, organisational consultants and others, relevant to the systemic, narrative and dialogical fields. Other publications can be located at: repository.tavistockandportman.ac.uk/view/creators/BurckCharlotte recently trained as a documentary film-maker, and to date has made two films featuring refugees. It remains crucial to her to develop and sustain connections with other systemic, social constructionist, narrative, and dialogical professionals, as well as to critical theorists and psychosocial colleagues, in order to sustain solidarity and creativit

Episode #231 of The Coaches Network Podcast.The guest for this episode is Matt Whitehouse.Matt Whitehouse is an A Licence coach, currently Youth Development Phase Lead coach at Coventry City Academy. Leading U15's and U16's teams, focusing on developing players understanding of the clubs philosophy, while leading the players in their own individual development. Also studying a Professional Doctorate at University of Birmingham - researching skill acquisition in regards to position specific coaching within the YD PhaseMatt joins Coach Yas to share insights on his journey into coaching, the importance of meeting the needs of all individuals within your groups, skill acquisition and much more!The Coaches Network is also pleased to announce that following the success of webinars over the past 3 months with Coach Yas & Gerard Jones, we will be hosting yet another webinar in a series of planned webinars for the 22-23 season. This time we'll be looking at ‘Individualised Coaching' on January 18th 6.45-8.15PM GMT, and you can register right here from as little as £2 in donation and be accredited with CPD hours on provision your England FAN number.Click this link below to register now!https://www.eventbrite.com/e/individualised-coaching-coach-development-webinar-tickets-483426751427Why not become an official member or supporter of The Coaches Network?The Coaches Network is proud to formally reveal our very first Patreon membership. This membership consists of monthly donations with a price worth as much as a cup of coffee! Only £3.50 per month! What benefits will there be you say? Click here to find out more.Click here for more information on our upcoming Coach Education Webinars and Mentor Programmes.Enjoy and be sure to subscribe & connect with your host on social media to make your up to date with everything we're doing.Coach Yas - Instagram - Twitter - LinkedIn - Facebook - Patreon - PodcastSupport this podcast at — https://redcircle.com/the-coaches-network-podcast/exclusive-contentAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Rob speaks with Sally Needham, a Development and Performance Culture Lead at Sheffield United Football Club.Sally spent 13 years at The FA within the skills programme and then as a county coach developer and holds the UEFA A Licence and the Advanced Youth Award (5-11). Sally is a Thrive Practitioner, where she has taken the latest in neuroscience, child development and attachment theory and applied it into football. Along with being a Coach Developer for The FA and Consultant at 4Growth, she is currently at UCLAN doing a Professional Doctorate in Elite Performance.     Sally and Rob discuss her journey to being a child development specialist working in football, her position in Sheffield United, how modern psychological science is applied practically in coaching and techniques that are used with young people to nurture them as balanced human beings as well as footballers.     KEY TAKEAWAYS Through a job at Barnsley College helping with coaching and a healthy interest in football, Sally took a Sport and Exercise Science Degree at Leeds Metropolitan University. Sally fully learned her trade in coaching working with the 5-11 age group for the Advanced Youth Award. After gaining an interest in the psychological and social aspect of young peoples development, Sally studied brain development, child development, attachment theory and modern neuroscience and is currently studying for her Doctorate in Elite Performance. Sheffield United's mantra is ‘Outrun, Outfight, Outplay'.   Having the backing of the best people at Sheffield has allowed Sally to implement her psychological knowledge to the coaching of young players. Sally explains the science to her students, demonstrates the benefit in football and then practically applies it. With dysregulation, our thinking, behaviour, heart rate and breathing can become erratic. We might feel panic or depression out of nowhere, or our emotions can suddenly explode and flood us with adrenaline (the fight/flight response). Sheffield has adopted the techniques for training that the knowledge of science offers and applied it to their development plans for young players including psychological techniques previously and traditionally untried in youth football arena. BEST MOMENTS  ‘At the time there were only two or three females in the country tutoring so I went in down that route and started tutoring when I was about 22 or 23 which was quite unique at the time being female and quite young still.' – Sally ‘It's a great story and its littered with characters from the game; Pete Sturgess. I've watched Pete coach and and I can't tell you, for me, a better relater to young players than I've seen with him.' - Rob ‘I think the biggest thing for us, and I say this quite a lot, is you can give people the ingredients but if they haven't got the recipe then they're only going to hit so far.' – Sally ‘I think sometimes we perceive it that the boys are not going to buy into it, but a lot of the lads when they do it really enjoy it.' – Sally ‘When you do fist bumps or thumbs up or checking in and checking out, it's a big indicator that if a child wants a fist bump and the next three weeks doesn't want any bodily contact it's a red flag. So it gives us an understanding of what's going off in that child.' – Sally   VALUABLE RESOURCES Leader Manager Coach Podcast      ABOUT THE HOST   Rob Ryles is a UEFA A licensed coach with a League Managers Association qualification and a science and medicine background. He has worked in the football industry in Europe, USA and Africa; at International, Premiership, League, Non-League and grassroots levels with both World Cup and European Championship experience Rob Ryles prides himself on having a forward thinking and progressive approach to the game built through his own experience as well as lessons learned from a number of highly successful managers and coaches. The Leader Manager Coach Podcast is where we take a deep dive examining knowledge, philosophies, wisdom and insight to help you lead, manage and coach in football, sport and life.    CONTACT METHOD https://www.robryles.co.uk/ https://www.youtube.com/watch?v=MMPYDVzZVnA https://www.linkedin.com/in/robertryles/?originalSubdomain=ukSupport the show: https://www.patreon.com/robrylesSee omnystudio.com/listener for privacy information.

In this episode, Cindy M. Lott, Esq. brings wisdom from a remarkable career that includes building two post-graduate nonprofit academic programs. She encourages you to first identify and be guided by your own North Star, then use the framework she shares to evaluate your nonprofit career opportunities. As you apply and interview, demonstrate how you can be value-add today to the nonprofit. Because as she puts it: “passion alone won't get you there, you have to have skill.” Hear about how the first Professional Doctorate in Philanthropic Leadership will advance the sector through applied research and discover the case for professionalization of the industry. Cindy's full biography and show notes available at www.askingforgood.com Cindy M. Lott, Esq., is Clinical Professor of Philanthropic Studies, Director of the Professional Doctorate in Philanthropic Leadership (PhilD) and Stead Policy Fellow at Indiana University's Lilly Family School of Philanthropy. Her teaching, research, writing and consulting span nonprofit management, ethics, governance, law, regulation and policy. Since 2006, she has developed and moderated a series of national convenings on state and federal regulation of the charitable sector and is engaged in research regarding regulatory capacity and enforcement at the state level. Lott is a frequent speaker at national conferences in the areas of philanthropic and nonprofit state regulation, compliance, ethics, management and governance. Lott also serves as a fellow at the Center on Nonprofits and Philanthropy at the Urban Institute, a think tank in Washington, D.C., and was an inaugural Policy Fellow at Independent Sector, the world's largest membership organization devoted to the nonprofit sector. She was a member of the U.S. IRS Advisory Committee on Tax Exempt Entities (ACT, 2015-2018), currently serves on the public policy committee of Independent Sector, is the Chair of the Public Policy, Politics and Law section of ARNOVA, is a member of the Global Philanthropy Environment Index Advisory Council, an international research project by the Indiana University Lilly School of Philanthropy, and is co-chair of the state sub-committee on state issues for exempt organizations within the American Bar Association. She has worked with major foundation leaders on behalf of the Council on Foundations and was a board member of the national charity monitor Wise Giving Alliance. Prior to joining the Lilly Family School of Philanthropy, she was Associate Professor of Professional Practice and Academic Director for Nonprofit Management Programs at Columbia University's School of Professional Studies, where she developed the program and curriculum for the M.S. Nonprofit Management. Lott served as Executive Director and Senior Counsel to the National State Attorneys General Program at Columbia Law School, where she worked with state attorneys generals on a diverse range of issues, even as she created and served as lead counsel to the Charities Regulation and Oversight Project, funded by the Ford Foundation and the C.S. Mott Foundation. As Lecturer in Law at Columbia Law School, she co-taught an Advanced Research Seminar on State Attorneys General. --- Support this podcast: https://anchor.fm/askingforgood/support

Tom Van Woensel is Full Professor of Freight Transport and Logistics in the Operations, Planning, Accounting and Control group of the department of Industrial Engineering and Innovation Sciences at the Eindhoven University of Technology in the Netherlands. Since July 2019, he is appointed as the Director of Education and Graduate Program Director of the Department of Industrial Engineering & Innovation Sciences (around 2500 students in various BSc, MSc and PhD programs). He is also the program chair of the Bachelor Program Industrial Engineering. Tom serves as Academic Director of the Global Supply Chain Management program at the Antwerp Management School, Belgium. As a collaborating member, he is connected to the CIRRELT in Canada. His research is mainly focused on Freight Transport and Logistics. He published over 110 papers in leading academic journals (including Management Science, Transportation Science, Transportation Research Part B, C, D, E, Production and Operations Management, Interfaces, Computers and Operations Research, European Journal of Operational Research, etc.) and several chapters in international books. As the lead scientist from the TU/e, he was involved in securing several grants coming from industry, national science foundations, and Europe. He is associate editor for several journals in the transportation field. Tom conducted a large number of projects with industry, mainly with and through his Master, Professional Doctorate, and Doctorate students. He is also director of the European Supply Chain Forum, a collaborative effort with about 75 large multinational companies.

On this episode we welcome Drew's hero to the conversation: Dr. John Kiely. He established himself as a serious athlete with several Irish national championships in kickboxing and Muay Thai and ultimately won the Irish heavyweight boxing championship twice. After his competitive career he set out on his career in strength and conditioning which has taken him to the highest levels of sport in Europe. He's coached world champions and Olympians in a wide variety of sports, he's coached teams at the highest levels of soccer and track and field. But what he's best known for now is his writing, much of which is critical of periodization theory, especially the way many of its traditional paradigms are based on outdated stress science. At its root, this is a conversation about how humans are not robots, and the non-physical components of training are almost certainly more important than the details of the physical aspect. You can find his publications here: https://www.researchgate.net/profile/John-Kiely You can learn about the Professional Doctorate in Human Performance and Innovation program he works with at the University of Limerick here: https://www.ul.ie/gps/human-performance-and-innovation-professional-doctorate

Host one of Craig's talks at your club or schoolSign-up to receive Craig's free newsletterTom Willmott (@tomwillmott) is the head coach of the park and pipe program at Snow Sports New Zealand. Tom leads a team of coaches that looks after ~20 athletes from the very elite, including winter olympic gold medalists Zoi Sadowski-Synnott and Nico Porteous, to 11 and 12 year olds in the national development programme.Tom is a former snowboard competitor and national champion, has a Professional Doctorate in Elite Performance, a Master's degree in Physical Education and a Bachelor's degree in Sports Coaching.In this episode we discuss:Tom's deep connection with the mountains;The feeling of 'flow' and why Tom loves to chase it;Month long summer holidays camping and traveling though Europe as a kid;Coaching and studying all over the world;The evolution of snowboarding; How to coach risk-taking;Designing learning environment to optimise progression;The School of ShredTom's reflective practice; andMore.Connect with Craig:Instagram: instagram.com/drcraigharrison/Facebook: facebook.com/drcraigharrisonTwitter: twitter.com/drcraigharrison

Host one of Craig's talks at your club or schoolSign-up to receive Craig's free newsletterTom Willmott (@tomwillmott) is the head coach of the park and pipe program at Snow Sports New Zealand. Tom leads a team of coaches that looks after ~20 athletes from the very elite, including winter olympic gold medalists Zoi Sadowski-Synnott and Nico Porteous, to 11 and 12 year olds in the national development programme.Tom is a former snowboard competitor and national champion, has a Professional Doctorate in Elite Performance, a Master's degree in Physical Education and a Bachelor's degree in Sports Coaching.In this episode we discuss:Tom's deep connection with the mountains;The feeling of 'flow' and why Tom loves to chase it;Month long summer holidays camping and traveling though Europe as a kid;Coaching and studying all over the world;The evolution of snowboarding; How to coach risk-taking;Designing learning environment to optimise progression;The School of ShredTom's reflective practice; andMore.Connect with Craig:Instagram: instagram.com/drcraigharrison/Facebook: facebook.com/drcraigharrisonTwitter: twitter.com/drcraigharrison

Two captivating topics for this week's interview. Executive Protection opportunities in the Republic of Ireland post-Brexit and taking academia to the next level with a Doctorate in Security focused on EP. This week we are thrilled to welcome Ireland ISRM Chapter Chair Garry Bergin to the podcast to look at: How can international operators find effective local partners? What opportunities for EP have emerged following company relocations to Ireland? How can you navigate the gap in the Irish EP licensing system as an operator? What qualifications will make you stand out and get noticed? What can we learn from Garry's ongoing Doctorate focussing on EP and security? About Garry: Garry Bergin PC; MSc; CSyP®; CPP®; CPOI®; FSyI; F.ISRM is a highly qualified and experienced security professional, with over two decades of security operations management experience across a variety of security industry sectors where he has managed some of the largest multi-national security contracts in Ireland. Garry holds an MSc in Security Management and is currently studying towards a Professional Doctorate at the University of Portsmouth focusing on the development of training programmes for the security industry internationally. He is a Chartered Security Professional (CSyP) and an ASIS Board Certified CPP®. A Peace Commissioner appointed by the Irish Minister for Justice and Equality, he is a Fellow of both the Security Institute and the Institute of Strategic Risk Management (ISRM) as well as an IFPO Certified Protection Officer Instructor CPOI®. He is the former Vice-Chair of ASIS Ireland Chapter and current Chair of the ISRM Ireland Chapter. A Director, Board Member and Lecturer with the Security Institute of Ireland, Garry also serves as an Advisory Board Member to IFPO UK & Ireland. In 2021, Garry was ranked #11 by IFSEC in the Commercial Security (Thought Leader/ Academic/ Association Figure) category. Garry also won the Irish OSPA – Outstanding Security Consultant in 2002 https://www.linkedin.com/in/garry-bergin/ (LinkedIn) More about the Circuit: The Circuit Magazine is written and produced by volunteers, most of who are operationally active, working full time in the security industry. The magazine is a product of their combined passion and desire to give something back to the industry. By subscribing to the magazine you are helping to keep it going into the future. https://circuit-magazine.com/read/ (Find out more >) If you liked this podcast, we have an accompanying weekly newsletter called 'On the Circuit' where we take a deeper dive into the wider industry. http://bit.ly/OntheCircuit (Opt in here >) The Circuit team is: Elijah Shaw Jon Moss Shaun West Phelim Rowe Connect with Us:  https://circuit-magazine.com/ (Circuit Magazine) https://mailchi.mp/the-bba.org.uk/bba-connect (BBA Connect) https://www.theprotectorapp.com/ (NABA Protector) https://the-bba.org.uk/ (British Bodyguard Association)

On Episode 83 I am delighted to be joined by one of the leading female athletic development coaches in Gaelic Games Cliodhna O'Connor. Cliodhna has worked with All Ireland Club Champions Cuala, Dublin Senior Hurlers, Dublin Senior Ladies Footballers and the Irish Hockey team. Cliodhna had a successful playing career of her own donning the number 1 jersey for Dublin and is currently completing a Professional Doctorate in Elite Performance in DCU. I hope you enjoy the episode! A big thank you to our sponsor Chin Up Goggles Website - https://chinupgoggles.com/ Instagram - https://www.instagram.com/chinupgoggles/ Twitter - https://twitter.com/ChinUpGoggles Check out the website thesidelinelive.com Make sure to subscribe for future episodes and find us over on Instagram and Twitter @thesidelinelive Recorded using Samson Q2 microphone Edited using GarageBand If you are looking to set up your own podcast get in touch with the Prymal Productions team www.prymal.ie --- Send in a voice message: https://anchor.fm/the-sideline-live/message

In loving memory of Alison Whybrow, co-founder of the Climate Coaching Alliance. This episode is dedicated to Alison, for being an inspiring, kind, loving, generous and courageous role model. Her passion for our living Earth is an important legacy which she has left behind to shape how coaching can transform the ecological crisis through regeneration. In this episode we explore ‘How do coaches work with nature?' with Professor Peter Hawkins, Anna-Marie Watson, Karen Finn and Elsa Valdivielso Martínez. We discuss how the growing interest in bringing the natural world into our coaching conversations is impacting coaching by asking: Is coaching with nature the latest fad? What do we mean by ‘coaching with nature'? Why are we drawn as coaches and coachees to working with nature? What does it mean to be a student of nature as a coach? How can we turn nature's obstacles, such as inclement weather, into coaching opportunities? How can coaching with nature grow our capacity to deal with the unexpected? How do we let nature and the wider ecology into our coaching? Learn what is involved in coaching with nature from our panel of experts in this episode: Peter Hawkins is Emeritus Professor of Leadership at Henley Business School and founder and Chairman of Renewal Associates.  He is a leading consultant, writer and researcher in leadership and leadership development and an international thought leader in executive teams and systemic team coaching.    Anna-Marie Watson is a certified Performance Coach and Coach Supervisor who loves to escape the confines of four walls and take conversations into nature. As a former British Army Officer, she has worked in challenging environments from snowy Arctic tundra to hot and sandy deserts though currently resides within the rolling countryside of Wiltshire. She has a Post Graduate Certificate in Applied Coaching from the University of Derby and is certified to use psychometric-based coaching tools. Karen Finn holds an MSc in Applied Positive Psychology and Coaching Psychology. Karen's dissertation led to the development of the Elements Coaching Framework which considers nature within the individual as well as the individual within the ecosystem. Karen is currently studying for a Professional Doctorate in Systemic Practice. She encourages coaching clients to be in nature and or to look onto nature during audio coaching sessions. Karen volunteers with Fashion Revolution facilitating discussions on nature-positive textile policy.  Elsa Valdivielso-Martínez is a teacher, certified coach and wellbeing practitioner. She holds an MSc with distinction in Applied Positive Psychology and Coaching Psychology. Elsa runs a nature-based coaching and training business intended to make clients aware of the impact of climate change upon  their wellbeing and to work on their emotional responses to it. She is an active member of the Coaching Climate Alliance. Dr Natalie Lancer is a Chartered Psychologist, coach and supervisor. She is the Deputy Chair and Secretary of the British Psychological Society's Division of Coaching Psychology and an accredited member of the Association for Coaching. She is the host of this podcast series and invites you to email any comments to docp-tcppod@bps.org.uk https://www.bps.org.uk/member-microsites/division-coaching-psychology/podcasts © British Psychological Society 2022

Director of the IPR, Professor Nick Pearce; Professional Doctorate student and Programme Director at the Malala Fund, Javed Ahmed; and Lecturer in the Department of Education at the University of Bath, Dr Arif Naveed, are joined by Sir Michael Barber to discuss public policy delivery in the UK, Pakistan and beyond. Sir Michael Barber is Founder and Chairman of Delivery Associates, an advisory firm which helps government and other organisations to deliver improved outcomes for citizens. He is a leading authority on education systems and education reform. He is also Chair of the Office for Students, the proposed new regulator for Higher Education. From 2011-15 Sir Michael was DfID's Special Representative on Education in Pakistan. He led a radical education reform with the Chief Minister of Punjab and, in 2013, published The Good News from Pakistan about the programme with Reform, He was Chief Education Adviser at Pearson from September 2011 to March 2017. Prior to this, he was a Partner at McKinsey & Company and Head of McKinsey's global education practice. He co-authored two major McKinsey education reports: How the world's best-performing schools come out on top (2007) and How the world's most improved school systems keep getting better (2010). Sir Michael was Head of the Prime Minister's Delivery Unit from 2001-05, and Chief Adviser to the Secretary of State for Education on School Standards from 1997-2001. Before joining government, he was a professor at the Institute of Education, University of London. This event took place on 13 January 2022, as part of the Professional Doctorate in Policy Research and Practice residential.

Dr Neil Scott Gordon is a forensic psychotherapist and has worked for over 40 years as a senior clinician and supervisor in high secure and community settings. He has had an extraordinary career in psychiatric nursing and forensic psychotherapy. The final years of his working life were devoted to the development and roll out of KUF (Knowledge and Understanding Framework), the major training development in the field of 'personality disorder' in the past half century. He has conducted research into the client's view of psychotherapy and has explored how psychotherapists in high secure environments adapt their therapeutic style in a context sensitive way. He has a Professional Doctorate in Psychotherapy and holds Masters Degrees in Organisation Development & Consultancy, and in Advanced Mental Health Practice. He co developed and delivered the Schema therapy group programme at Rampton High Security Hospital UK with Dr Kerry Beckley and was formerly responsible for multidisciplinary training and workforce development in the personality disorder service.He worked as a Senior Fellow in the Institute of Mental Health, Nottingham University, where he was responsible for the development of the the National Personality Disorder, Knowledge and Understanding Framework (KUF) commissioned by the UK Department of Health and Ministry of Justice. He has published articles on a wide range of topics including: schema therapy, personality disorder, organisational change, mental health education and qualitative research. He co-edited a text book on 'Working positively with the challenges of personality disorder in secure settings' which was published by Wiley in 2010. https://www.institutemh.org.uk/images/KUF_prospectus_Final_OU_Approved.pdf

Lynn Koworera has a background in Adult Nursing BSc and Physician Associate MSc. She has a post registration qualification in advanced non medical prescribing and she has practical experience working in the NHS tertiary centres and large NHS trusts in specialities such as care of the elderly, dermatology and clinical research. Lynn has spent her most recent clinical career in general practice.  In this interview Lynn talks about how the desire to do a PhD has been with her since childhood.      Lynn describes how she discovered the professional doctorate (DProf) as a route that would enable her to continue working as well as conducting research into an area of clinical interest.   We discuss the importance of steering your own ship and remaining in control of the direction of your thesis.   We also explore the importance of practices such as time-blocking and journaling to support your PhD journey. There is a great little video on time-blocking with google calendar here: https://www.youtube.com/watch?v=TL9W57USXPg Or, if you love a printable (and who doesn't?!) then this is a great resource: https://heydonna.com/2015/12/time-blocking-101-plus-free-printable-worksheet/   Lynn talks about being part of the supportive community of PhD students on instagram.  You can find her at: @researchwithlynn    You can find out more about her mentorship work here: https://researchwithlynn.co.uk/   You can find the PhD Life Raft on instagram too: @phdliferaft  If you would like to receive a useful weekly email from the PhD Life Raft you can sign up here for ‘Notes from the Life Raft': https://mailchi.mp/f2dce91955c6/notes-from-the-life-raft

All of us have experienced academia as students, but have you ever considered moving out of the clinic and back into the classroom as an occupational or physical therapist? This podcast episode features Becky Neiduski, an OT, CHT, who soon after beginning her career as an occupational therapist found herself back in the classroom and never looked back. Becky offers some great tips on the variety of ways clinicians can get involved in educating the next generation of OTs and PTs as well as how to transition full-time into academia.  Guest Bio: Dr. Rebecca Neiduski received a Bachelor of Arts in Health, Kinesiology and Leisure Studies from Purdue University; a Master of Science in Occupational Therapy from Washington University in St. Louis; and a PhD in Educational Foundations from Saint Louis University.  Becky spent the first part of her career in St. Louis, Missouri, practicing as a hand therapist at the Milliken Hand Rehabilitation Center for 15 years, teaching at Maryville University for 10 years, and practicing at Shriner's Hospital for Children for six years. She continued her academic journey with a move into administration and served as the Occupational Therapy Department Chair at Concordia University Wisconsin from 2013-2017. Becky relocated to Burlington, North Carolina in 2017 to serve as the Dean of the School of Health Sciences at Elon University.    In concert with her academic appointments, she has consistently pursued professional leadership, scholarly, and humanitarian activities. Becky recently completed a second term as the Annual Meeting Chair for the American Society of Hand Therapists (ASHT) and contributes to the Reverse Fellowship Task Force and the Hand Surgery Endowment Board of Governors for the American Association for Hand Surgery (AAHS). The majority of her scholarly work over the past 20 years has focused on application of the literature related to flexor tendon repair and rehabilitation. Her goal in publication and presentation is to advance clinical reasoning and ultimately maximize outcomes for patients with this complex and precarious diagnosis. She has offered education to therapists around the world, including Romania, Canada, Egypt, Saudi Arabia, South Africa, and Guatemala. Becky has also provided occupational and hand therapy services in Guatemala, Nicaragua, Haiti, and Cambodia, bringing over 50 students on 17 medical missions over the past 13 years.   She currently serves as a member of the Board of Directors for several organizations, including the Guatemala Healing Hands Foundation, the Alamance County YMCA, and the Hospice and Palliative Care Center of Alamance Caswell. Becky was honored with the 2014 Paul Brand Award for Professional Excellence and the 2016 Nathalie Barr Lectureship Award from the American Society of Hand Therapists.

Today  (ibit.ly/Re5V) we talk with Melissa Newman (@Midwife_Melissa) about her Professional Doctorate on  Paramedic experiences of pre-hospital maternity care in UKPubs: Does extending time limits in the second stage of labour compromise maternal and neonatal outcomes ? (ibit.ly/U2FT)#phdmidwives #midwifery#midwiferytwitter  @PhDMidwives #respectfulmaternitycare #paramedicsDo you know someone who should tell their story?email me  - thruthepodcast@gmail.comThe aim is for this to be a fortnightly podcast with extra episodes thrown inThis podcast can be found on twitter - @thruthepinard, insta @thruthepinard and our website -https://thruthepinardpodcast.buzzsprout.com/ or ibit.ly/Re5VSupport the showDo you know someone who should tell their story?email me - thruthepodcast@gmail.comThe aim is for this to be a fortnightly podcast with extra episodes thrown inThis podcast can be found on various socials as @thruthepinardd and our website -https://thruthepinardpodcast.buzzsprout.com/ or ibit.ly/Re5V

This mini-episode is for everyone who wants to get involved, but isn't sure where to start. Natalya and Marie welcome Caitlin Southwick, Founder and Executive Director of Ki Culture and Sustainability in Conservation, to the program to talk about different conferences to attend, initiatives to follow, and organizations to get involved with. Resources: Museums for Future (#MFF) We Are Museums  Climate Heritage Network  Climate Reality Project COP 26 (Climate Change Conference of the Parties)  Curating Tomorrow - Henry McGhie Sustainable Museums - Sarah Sutton ICOM Working Group on Sustainability (webinar 21 April at 17.00 CET) Caitlin Southwick (caitlin@kiculture.org) is the Founder and Executive Director of Ki Culture and Sustainability in Conservation. She holds a Professional Doctorate in Conservation and Restoration of Cultural Heritage from the University of Amsterdam. Caitlin has worked in the conservation field in museums and sites around the world, including the Vatican Museums, The Getty Conservation Institute, The Uffizi Gallery, and Easter Island. She is the Secretary of the Working Group on Sustainability for the International Council of Museums (ICOM) and a former Professional Member of the American Institute of Conservation (AIC) Sustainability Committee. To share feedback on this content, please reach out to Natalya and Marie at: ECPN.AIC.digitalplatforms@gmail.com

This podcast is designed to get you up to speed with current information regarding the NDSS subsidy for Freestyle Libre. Our host Jan Alford is joined by guest Marlene Payk who will be sharing her expertise and experience on navigating the NDSS subsidy for patients, what the benefits to patients are from accessing this subsidy and practical tips for CDEs to utilise. Marlene Payk is an experienced Nurse Practitioner working in both public and private practice. She has been working as a diabetes educator for over 25years and works with people with all types of diabetes. Marlene has completed a Professional Doctorate of Nurse Practitioner and her research focused on type 1 diabetes and insulin pump therapy. Marlene’s interests include the use of technology to assist with diabetes self-management. Marlene is an active member of the Australian Diabetes Educators Association (ADEA), mentoring new members embarking on obtaining their initial credentialing and she is current secretary of the NSW ADEA Branch and has previously held the position of NSW ADEA Branch chair. We would like to thank Abbott for their sponsorship of this podcast episode. CPD: Listening to this podcast and completing the feedback and evaluation will earn you 0.5 CPD Points in Category 1

On this episode I am joined by Dr Sarah Gilchrist . Sarah has over 20 years' experience in the UK high performance sport industry and has supported British Rowing to multi-gold medal success throughout the Beijing, London and Rio Olympic and Paralympic cycles. Sarah also has a Professional Doctorate in recovery, with a special focus on sleep and athletic performance. It is this knowledge that she now brings to worlds outside of elite sport where sleep, downtime and managing your energy are key pillars of daily life. Finally, Sarah also sits on The Sleep Charity Advisory Board and is a Trustee for Fertility Network UK. In this bonus episode we cover topics from what is meant by sleep, how women-specific factors, such as the menstrual cycle, pregnancy and menopause might impact on sleep, and tips on improving you sleep quality.If you enjoyed listening to this episode, please leave a rating and review, and please share with your teammates, coaches, friends, and family!Resources: Dr Sarah Gilchrist: Info: https://www.linkedin.com/in/dr-sarah-gilchrist-ab8773150/?originalSubdomain=uk | ResearchGate: https://www.researchgate.net/profile/Sarah-Gilchrist-2 | Twitter: @SarahLGilchrist | Insta: @gilchristperfAdditional resources: http://www.gilchristperformance.co.uk/ Season 1 of the podcast is kindly sponsored by Umi Health. Umi Health are on a mission to make pelvic health accessible to every woman, everywhere. Exclusively for the listeners Umi Health are offering a 7-day free trial - all you need to do is go to their website and enter the code PERIOD at either sign up or upgrade. For more information: www.umi-health.com| Insta @umihealth | Twitter: @HealthUmi | Facebook: @UmiHealthLtdCheck out more from The Period of The Period: www.periodoftheperiod.com | Insta @periodoftheperiod | Twitter @periodofperiod | Facebook @periodoftheperiodYou can also find us on Patreon. We have three different membership levels all priced under £4 a month. By becoming a Patron of the The Period of The Period you'll receive a range of benefits including early access, bonus episodes, and more! If you want to help us continue doing what we do then please head to www.patreon.com/periodoftheperiod*Disclaimer: Material and content discussed on  The Period of The Period Podcast are intended for general information only and should not be substituted for medical advice*.Support the show (https://www.patreon.com/periodoftheperiod)

Oliver Morgan holds a BSc Sport & Exercise Sciences from University of Birmingham, an MRes in Talent Identification from Coventry University and is currently completing a Professional Doctorate at Liverpool John Moores investigating CODs match demands. He spent 8 seasons at Liverpool FC holding a variety of roles across a variety of squads. From U12s-16s squads and from General Sports Scientist to Rehabilitation Fitness Coach. In January 2019 he moved onto to take the role of Head of Academy Sport Science at Celtic FC. In this episode Oliver discusses: The difference between philosophy and strategy. His process of Diagnosis, Guiding Policy and Coherent Action. Keeping the best interests of the player at the centre of decision making. Celtic's aim of creating Champions League standard players and the extreme demands required. The 4 component parts of a Champions League player. Giving athletes choice and why autonomy plays such a large part at the academy. You can keep up to date with Oliver via Twitter: @oliverjohnm . As always you can keep up to date with Athletic Evolution via our website, Instagram and Twitter.

Amy Price (@AmyPrice_10) Amy is a lecturer at St Mary's University, Twickenham. She teaches on BA Physical and Sport Education and Football Education, Coaching and Development. 18 months into her Professional Doctorate, she is exploring how digital video game design principles can be used in teaching / coaching games, in particular football. Amy is currently coaching at Fulham FC's Pre-Academy with the u7 group, and the Women's University Team. Alongside this, Amy is an FA Affiliate Tutor and Coach Mentor in Surrey. Recommended Resources: FA Bootroom Issue 19 - which features articles on video game principles from Amy and Jack - www.thefa.com/get-involved/coach…boot-room/issue-19 Surrey FA CPD Event: Unlocking The Potential of a Games Generation - www.surreyfa.com/news/2018/feb/14…games-generation Amy's own session plans - drive.google.com/drive/folders/13…snv-?usp=sharing digitalgamesapproach.weebly.com James Paul Gee - Why Are Video Games Good For Learning? www.academiccolab.org/resources/docu…/MacArthur.pdf www.youtube.com/watch?v=JnEN2Sm4IIQ Amy's Four C's - CHEAT, CHALLENGE, CHANGE, CLUE Price, A., Collins, D., Stoszkowski, J. and Pill, S., 2017. Learning to Play Soccer: Lessons on Meta-cognition from Video Game Design. Quest, pp.1-13.: www.tandfonline.com/doi/abs/10.1080…rnalCode=uqst20 Book: The Anti-Education Era - James Paul Gee - www.amazon.co.uk/Anti-Education-E…ng/dp/0230342094 Liverpool FA Coach Support - www.liverpoolfa.com/coaches The Bootroom Magazine - www.thefa.com/get-involved/coach/the-boot-room Music by Terry Devine-King via audionetwork.com

In this episode, Matthew talks to Caroline Bald. Caroline is MA course lead for Social Work and Human Rights at University of Essex and a registered social worker specialising originally in criminal justice. She is a Professional Doctorate in Social Care Education student researching 'Wellbeing discourse, understanding and implications in Social Work Education

Guest Name : Ed Weenk, Freelance SCM trainer, teacher, consultant and author, Language: English, Publication date: Aug, 08. 2020 Ed Weenk is a freelance supply chain trainer, teacher, consultant, and author. His specialization focuses on experiential learning and business gaming. He obtained an MSc. degree in business administration from Erasmus University / Rotterdam School of Management and a Professional Doctorate in Engineering, PDEng, a degree in Supply Chain Management from the Eindhoven University of Technology in the Netherlands. Ed published his first book titled "The Perfect Pass. What the manager can learn from the football trainer" and then published the 2nd book in 2019 titled "Mastering the Supply Chain. Principles, practice and real-life applications". In this episode, we ask Ed the following questions: How do you see current trends in supply chain games simulation? What would be the best approach to deliver this message of the importance of having a supply chain games in a company or organization? And then make it an alternative to learning media? What is the best recommendation on how to change people's perception on game simulation as learning media? Connect Ed on Linkedin: https://www.linkedin.com/in/edweenk/ --- Send in a voice message: https://anchor.fm/bicarasupplychain/message

Welcome to episode 6 of The words Matter Podcast. On this episode I spoke with Dr Jerry Draper-Rodi.Jerry is a Senior Research Fellow at the University College of Osteopathy and is an academic clinician. His current roles include working as the Head of Continual Professional Development and as a Research Lecturer at the UCO, running an osteopathic practice in Oxford, and delivering CPD in BPS skills to clinicians mostly in France.He is the treasurer of the Society for Back Pain Research, and a fellow of the International Osteopathy Research Leadership group at the University of Technology Sydney (Australia). Jerry was awarded a Professional Doctorate in Osteopathy in 2016.His doctoral research was on the acceptability, feasibility and likely impact of a biopsychosocially-informed e-learning programme for non-specific LBP on experienced osteopathic practitioners' attitudes to back pain. See some of his published research here and here. Jerry is on the PhD supervisory team for David Hohenshurz-Schmidt who was my guest on episode 2 of this podcast where we talked about MSK going remote in light of COVID..Jerry is a colleague and friend of mine at the UCO; our desks sit opposite each other in the same office. In between (or sometimes instead of) doing work we have endless chats often centring around our passion and occasional frustrations of enhancing students and clinicians' practice towards a BPS approach to back pain.Jerry, like many of us, came from a strong biomedical approach manual therapy background. So I was really keen to speak with him about his experience of breaking free from his traditional training and how he perceives his transition and the transition of others towards a BPS approach. Including how he manages the resistance, obstacles and opportunities to incorporating the BPS framework into clinical practice.I really this enjoyed talking with Jerry, it was really helpful to have insight from someone who has successfully made the tradition and is now immersed in BPS practice, teaching and research.This should be interesting to all MSK clinicians but especially those who are struggling to break free from the biomedical chains or perhaps are unsure or anxious about what a BPS future might hold. I bring you Dr Jerry Draper-Rodi.Find Jerry on Twitter and InstagramSubscribe to www.wordsmatter-education.com , and if you liked the podcast, you'll love the Words Matter online course in effective language and communication when managing back pain - ideal for all MSK therapists or students.Help the podcast grow and don't miss an episode- Subscribe, Rate and Share.Instagram @Wordsmatter_educationTwitter @WordsClinicalFacebook Words Matter - Improving Clinical Communication ★ Support this podcast on Patreon ★

Ciaran O’ Regan is currently a strength & conditioning coach in Cork, Ireland, predominantly working with rugby teams. He recently began a Professional Doctorate under John Kiely of University of Central Lancashire. Ciaran has a BSc. in Sport & Exercise Science from the University of Limerick. Ciaran also works online with combat sport athletes on their nutrition and fight preparation here at Sigma Nutrition. This episode is sponsored by Legion Athletics. Get up to 30% off your order using the code SIGMA. All US order come with free shipping and all international orders have free shipping on orders over $99. All orders have a money-back guarentee. Check out the products at buylegion.com

Episode 44 of the podcast is with Head of Sport Science at Celtic FC Oliver Morgan. Oliver joined us to talk about: -The difference between working in England & Scotland. -His approach when he moved to the club. -The focus of his Professional Doctorate. -How to develop a Champions League Level Attitude. & much more!! You can follow Oliver on twitter @OliverJohnM You can follow everything that is going on at Football Fitness Federation including all the information on our latest networking events by following us: Twitter - @FootballFitFed Instagram - @FootballFitFed Website - www.footballfitfed.com Email - mail@footballfitfed.com

There is a whole field of study called music psychology, which brings psychology and musicology together to answer questions about how we create, perceive and respond to music. In this month's episode, we try to get to the heart of why music elicits emotion. It’s a big topic that we'll keep coming back to but in this week's show, we focus on how the brain's ability to make predictions about what we hear might explain how musical sounds become rewarding. Dr. Sophie Mort AKA Dr Soph explains why listening to music that was played a lot during an important period in our life can trigger a deeply nostalgic emotional response and how our human capacity and inclination to synchronize our body movement to music makes us feel good. She also explains how music is a language of emotion that some people feel more comfortable using to express how they are feeling, and the idea of emotional contagion which describes the phenomenon where perceiving an emotion can sometimes induce the same emotion.  Dr Sophie Mort is a Clinical Psychologist, Life Coach and Yoga Teacher. She has a Professional Doctorate in Clinical Psychology and a Masters in Neuroscience. She is on on a mission to get evidence-based psychology out of the therapy room and into people's lives. She offers private psychological therapy and life coaching online to people all over the world. She also shares her psychological understanding and advice on social media. Find out more about her on Drsoph.com. About Dr. Yewande Pearse: Born and bred in North London, Dr. Yewande Pearse completed her PhD in Neuroscience at King's College London in 2016. She is now based in Los Angeles, where she works as a Research Fellow, developing a stem cell therapy treatment for a rare childhood brain disease. Outside of the lab, Yewande is a collaborator of Science Gallery Detroit, sits on the Programming Committee Spring/Summer 2019 at Navel Los Angeles, and was a TEDMED Research Scholar for the 2018 Stage Program. Yewande also writes for Massive, an online science media platform. Sound Science Podcast is produced by dublab. Please visit dublab.com to find out more!

Think about the last physical pain you experienced vs. how it felt when you broke up with an ex. On the surface, these two events are completely different. However, cultures around the world use the same language—words like “hurt” and “pain”—to describe both experiences. This month on Sound Science, we explore what is going on in your brain when you experience emotional pain and why social pain, is more than just a metaphor. We are joined by Professor Nathan DeWall, who explains why taking Tylenol can help soothe a broken heart not just a headache. Professor Nathan DeWall is a Professor of Psychology at the College of Arts & Sciences, University of Kentucky. His research interests include social exclusion and acceptance, aggression, social neuroscience and self-regulation. He is a contributor to the New York Times and has written a number of books and articles, including "Can marijuana reduce social pain?" for Social and Personality Psychological Science and "Can acetaminophen reduce the pain of decision-making?" for the Journal of Experimental Social Psychology. Our second guest is Dr Sophie Mort, AKA Dr Soph. She will be explaining to us the various stages of heart ache, why we feel what we feel and what we can do to deal with those feelings. Dr Sophie Mort is a Clinical Psychologist, Life Coach and Yoga Teacher. She has a Professional Doctorate in Clinical Psychology and a Masters in Neuroscience. She is on on a mission to get evidence based psychology out of the therapy room and into people's lives. She offers private psychological therapy and life coaching online to people allover the world. Find out more about her on Drsoph.com. About Dr. Yewande Pearse: Born and bred in North London, Dr. Yewande Pearse completed her PhD in Neuroscience at King's College London, in 2016. She is now based in Los Angeles, where she works as a Research Fellow, developing a stem cell therapy treatment for a rare childhood brain disease. Outside of the lab, Yewande is a collaborator of Science Gallery Detroit, sits on the Programming Committee Spring/Summer 2019 at Navel Los Angeles, and was a TEDMED Research Scholar for the 2018 Stage Program. Yewande also writes for Massive, an online science media platform. Sound Science Podcast is produced by dublab. Please visit dublab.com to find out more!

Amy Price (@AmyPrice_10) Amy is a lecturer at St Mary's University, Twickenham. She teaches on BA Physical and Sport Education and Football Education, Coaching and Development. 18 months into her Professional Doctorate, she is exploring how digital video game design principles can be used in teaching / coaching games, in particular football. Amy is currently coaching at Fulham FC's Pre-Academy with the u7 group, and the Women's University Team. Alongside this, Amy is an FA Affiliate Tutor and Coach Mentor in Surrey. Recommended Resources: FA Bootroom Issue 19 - which features articles on video game principles from Amy and Jack - http://www.thefa.com/get-involved/coach/the-boot-room/issue-19 Surrey FA CPD Event: Unlocking The Potential of a Games Generation - http://www.surreyfa.com/news/2018/feb/14/unlocking-the-potential-of-a-games-generation Amy’s own session plans - https://drive.google.com/drive/folders/13H9XVnCJlKABk6hzZYse2lTLUQbdsnv-?usp=sharing http://digitalgamesapproach.weebly.com James Paul Gee - Why Are Video Games Good For Learning? http://www.academiccolab.org/resources/documents/MacArthur.pdf
https://www.youtube.com/watch?v=JnEN2Sm4IIQ Amy’s Four C’s - CHEAT, CHALLENGE, CHANGE, CLUE Price, A., Collins, D., Stoszkowski, J. and Pill, S., 2017. Learning to Play Soccer: Lessons on Meta-cognition from Video Game Design. Quest, pp.1-13.: http://www.tandfonline.com/doi/abs/10.1080/00336297.2017.1386574?journalCode=uqst20 Book: The Anti-Education Era - James Paul Gee - https://www.amazon.co.uk/Anti-Education-Era-Creating-Students-Learning/dp/0230342094 Liverpool FA Coach Support - http://www.liverpoolfa.com/coaches The Bootroom Magazine - http://www.thefa.com/get-involved/coach/the-boot-room Music by Terry Devine-King via audionetwork.com

Spotlight on Sports and Exercise Medicine — Helen is currently an Independent Sports Physiotherapist who consults to UK Insurers for the Premier League, as well as all Elite Sports – Team and Individual. Also dealing with Prevention, Treatment and Rehabilitation of sportsmen and women. She gives many Presentations and Workshops in UK, SA and Internationally. She did her Master’s Degree (2004) under Prof Tim Noakes at UCT / SSISA and her study – “Stress Fractures in the Cricket bowler’s back” was published in the BJSM (2004). She has written a number of Handbooks, the latest being on Groin and Hips specifically for the Premier League. She has also published a number of studies in journals including 2 on Rugby Union Injuries (2004 and 2009). Many studies on the Groin and Hips have been published in SAJSM, Sportex, BJSM Blog and BIMMS. She is currently doing a Professional Doctorate on Groins/Hips through Kent University (4 th year). Currently undertaking work in the Community in SA. Helen was Physiotherapist for the Stormers Rugby from 2000 –2005. Previously she was the Physiotherapist for South African Rugby, SA Hockey and SA Surf lifesaving. She provided physiotherapy cover for two All Africa games, Maccabi Games and two Commonwealth Games (1992 to 2006).

Are We Too Risk Adverse? Exploration of Safety Within the Horse Industry   About Jo Winfield FBHS– Freelance Instructor and Coach, British Eventing Acc Coach adn British Dressage Judge UKCC Level 3 Coach – Jo is currently in her second year of a Professional Doctorate in Sports and Education, researching risk management in coach education   Jo's Favourite Inspirational Quote - The harder you work, the luckier you get   Who Has Inspired Jo – Jane Goldsmith FBHS – she first came into my life when I was a student at Warwickshire College, then as an event rider and through to developing my coaching skills. She taught me to see the best in people and to always look to find a solution.   About This Episode - Jo fell off the first time she was on a horse, but this hasn’t deterred her from becoming a Fellow of the British Horse Society. Join us as she progresses through her journey to progress through various exams and moving on to her PhD studies.   Time Stamps and Contact Details for this Episode are available on  www.HorseChats.com/JoWinfield

A conversation with Kate Beaven-Marks about the research she has undertaken for her Professional Doctorate, her role overseeing the Masters component of the LCCH Postgraduate Programme, and how she is using hypnotherapy on the wards of a major London Hospital.