About the course team

Main teaching and tutorial staff:
Lorraine Campbell, BSc, PGCE, MSc, PhD, CPsychol
Sahaja Davis BA, PGCE, MSc, DEdPsy
Martin Hughes, BA, PGCE, MSc, CPsychol, AFBPsP, EdD, FRSA
Victoria Lewis BSc, PGCE, MSc, DAppPsy, CPsychol, AFBPsS
Antony Williams, BSc, PGCE, MA, MSc, EdD, C.Psychol
Penny Fogg MA (Psy), PGCE, MSc (EdPsych)

Antony Williams is the Academic Course Director and Martin Hughes is the Professional Course Director of the Doctor of Educational and Child Psychology course. Tom Billington is Course Director of the Research Doctorates for practising Educational Psychologists and Professor of Educational and Child Psychology.

The actual staffing levels of all courses are reasonably standard by virtue of the British Psychological Society’s evaluation system. Lorraine Campbell, Sahaja Davis, Penny Fogg, Victoria and Anthony Williams are Educational Psychologists working in Birmingham, Leeds, Bradford, Nottingham City/North Lincs and Yorkshire. Martin Hughes works as a Principal Educational Psychologist in Sheffield. The main team are all involved in a wide range of types of work in their Educational Psychology Services. Most tutors are Chartered Psychologists and course members will consequently be able to gain conditional registration as Chartered Psychologists while on the course.

In addition the course has contributors from other departments such as the Department of Human Communication Sciences and Department of Clinical Psychology who contribute to the teaching of the academic subcourse. Other members of the School of Education also contribute to the course on their relevant research interests.

Invited speakers from local Educational Psychology Services with specialist knowledge in a particular topic often deliver sessions to Trainees in years 1, 2 and 3.

We Value:

  • Conversations and relationships based on mutual respect – we work collectively to understand and meet the needs of our key stakeholders; children and families, trainees and placement services, in light of changing professional demands
  • A sense of just, reliable, trustworthy and inclusive community in reflective and reflexive practice, theory and research
  • Approaches to praxis*, learning and research which play to and cultivate people’s strengths within their local, regional, national and international contexts
  • Relationships, practice, theorising and research which are critically questioned, reflectively practised and which are equivalent in their ethical status
  • The adoption of critical attitudes which problematise attempts to speak of and for others
  • Awareness that there are multiple truths, stories and voices at play in any situation and attempts to find out and understand different ways of exploring these voices
  • Efforts to articulate our thinking in such a way as to make it accessible to each other and to our developing research community
  • Approaches to practice, theory and research which show awareness of the power disparities inherent in any given situation
  • Our dreams and strive to develop them whilst also learning to accept a ‘good enough’ reality.

* PRAXIS: “Conscious, willed action, esp. that through which theory or philosophy is transformed into practical social activity; the synthesis of theory and practice seen as a basis for or condition of political and economic change. Also: an instance of this; the application of a theory or philosophy to a practical political, social, etc., activity or programme. (OED)

The introductory chapter to Children at the Margins (Edited by Tom Billington and Michael Pomerantz, 2004) gives a good overview of the ‘Sheffield ethos’ when it describes a commitment to valuing education for all children and professional practices that resist social exclusion and enhance young people’s participation. At Sheffield we have had a long tradition of challenging practices that discriminate against young people who, in one way or another, go against social norms (are at the margins) and we continue to resist oppression by seeking emancipatory approaches that attempt to reverse the process of becoming ‘hard to reach’. To do otherwise, would be to continue to witness the waste of talent and opportunity to learn from the perspectives of others and to watch (even if we notice at all) the huge negative consequences for us all, of this offence to social justice.