Professor Tom Billington C.Psychol MEd MSc PhD FBPsS

Professor of Educational and Child Psychology
Co-Director of the Centre for Critical Psychology and Education
Director of Educational Psychology

Professor Tom Billington

Tel: (+44) (0)114 222 8113
Fax: (+44) (0)114 222
Email: t.billington@Sheffield.ac.uk
Room: 8.03

Research Interests

Research interests

Tom is an educational and child psychologist, researcher and teacher. Much of his work focuses on the work of professionals in inter-disciplinary and multi-agency contexts, in particular, via critical and qualitative methodologies. He has been working at Sheffield to build a community (local and international) committed to Critical educational psychology in which we

  • interrogate the theoretical bases upon which psychological practices with children and young people are justified
  • look to develop practitioner interventions which are both ethical and scientific
  • move beyond psychopathologies to the experiences of the people involved

We invoke ‘three scientific distinctions’:

    ‘between the diagnosis and the child;
    between a knowledge of children generally and our interpretations of the child before us;
    between any descriptions of the child we construct and the descriptions that the child might potentially construct for themselves’
    (Billington, 2006, p.158).

In using qualitative methodologies we

  • conduct research which supports the emotional wellbeing and mental health needs of young people
  • work and research with not on children and young people, their families and schools, utilizing discourse analytic, psychodynamic and narrative approaches
  • engage with philosophical, political and social constructionist discourse.

We also invoke ‘five critical questions’:

    How do we speak of children?
    How do we speak with children?
    How do we write about children?
    How do we listen to children?
    How do we listen to ourselves (when working with children)?
    (Billington, 2006, p.8).

Activities

Activities

Teaching

Tom has guided the expansion of Educational Psychology at Sheffield and our programmes now attract almost 300 students and trainees - practitioners, researchers and policy-makers from many countries across the globe (e.g. psychologists, social workers, teachers, health professionals).

DEdCPsy, EdD (CSF), the MA in Psychology and Education and the BA in Education, Culture and Childhood

In addition to the above, Tom’s own specific teaching interests focus on critical approaches to attachment, autism, child safeguarding, developmental psychology and neuroscience in education, often juxtaposing cultural and political analyses of social exclusion.

Tom has supervised to completion over 60 personal Doctoral students in Psychology and Education from across the globe (PhD, DEdCPsy and EdD) and has examined widely both in the UK and internationally (Australia, Canada, Holland, USA).

Research Funding

Billington, T., Fogg, P., Emerson, L-M., Gibson, S. (2017) Evaluation of the Sheffield Healthy Minds Framework (HMF) for Schools. Sheffield City Council. £49875. URMS no. 152285

Billington,T. and Overton, P. (2016) Attention and behaviour: Transforming achievement and social inclusion following primary-secondary school transition. ESRC (1+3) PhD White Rose Collaborative Studentship (in partnership with Sheffield City Council). £73,229

Billington, T. Williams, A., Abdi, M and Lahmar, J (2015) Evaluation of the emotional well-being mental health service for schools. Sheffield City Council. £24334. URMS no.145254

North of England Education Conference (2013) Mind, brain, community: Developing resilience, inspiring resilience. Co-organizer. Sheffield City Council, University of Sheffield and Sheffield Hallan University c.£143,000

Billington, T. and Wellington, J. (2012) Exploring young Somali men’s experiences of identity and belonging. ESRC PhD White Rose Studentship. £73,659

Selected Keynote and Invited Conference Presentations

  • Stewart Purvis (Panel Chair, ITN), Tom Billington (UoS), Sophie Gindensperger (Le p’tit libe, France), Lewis James (BBC Newsround), Anne Perkins (The Guardian) (2016) What do we tell the children? Children’s Media Conference. Sheffield 2nd. July.
  • McNamee, S. and Billington, T. (2016) Relational research practice: Learning for all. International Learning Festival: Inspiring Learning Life. TAOS Europe. Oslo. 14th. April
  • Billington, T. (2016) Moving young people between homes and schools in England and Wales: Psychopathology and the law. AHRC Seminar Series: The history of child removal in comparative perspective. University of Leeds. 9th. April
  • Billington, T. (2015) The relational human. Interdisciplinary Centre for the Study of the Human (ihuman) University of Sheffield. 18th. November
  • Billington, T. (2015) “The science of relationships has yet to be established” (Bion): From Piaget and Bowlby to Damasio and Bion when working with young people in care and education. The 2nd Psychoanalysis and Education Conference. School of Education. University of Sheffield. 23rd. October
  • Billington, T. (2015) Sibling attachments in a relational world. Cheshire and Merseyside Family Law Conference: Ministry of Justice. Warrington. 28th. October
  • (2013) Time, space, mind: Narratives of quality and experience. Keynote address. Normalcy Conference. Sheffield Hallam University. 3rd. September
  • (2013) How we communicate with and about children. Invited address. 50 years of Education at York: Academic Conference: Linking research to practice in education. University of York, 2 July.
  • (2013) Learning with children: Self and relations in successful schools. Keynote address. Annual Conference of the Centre for Successful Schools. University of Keele. 28 June.
  • (2012) Clinical encounters: The science of human relations. Keynote address. Annual Conference of the Association of Educational Psychologists. Durham, 18 April.
  • (2012) Changing the subject: The past, present and future of educational psychology. Symposium: Corcoran, T. (VU, Melbourne), Billington, T. (Sheffield), Marvakis, A. (Thessaloniki), Pillay, J. (Johannesburg). Educational psychology as psychosocial justice: Under what conditions? Discussant, I. Prilleltensky. (Miami), International Congress of Psychology, Cape Town, 24 July.
  • (2011) Psychology as science: Emancipatory theory, research and practice with young people. 14th. Biennial International Society for Theory and Psychology. Thessaloniki. 28 June.
  • (2010) Psychological assessments of young people: At the boundaries of knowledge and experience. 29th. Annual Vernon Wall Lecture. Psychology of Education Section Annual Conference. British Psychological Society. 13 November.
  • (2009)‘Feelings, Thinking and Learning: neuroscientific narratives’, ESRC Seminar Series, Changing the Subject: interdisciplinary perspectives on emotional-well being and social policy, Seminar 4, Perspectives from Psychology, Christchurch University, Kent, June 10 2009.
  • ‘Using Narrative Techniques in Evaluating Nurture Groups’. Invited paper to the conference, Has Education Lost its Way? Tavistock Clinic / Nurture Group Network, London, 7 November, 2008.
  • ‘Children in Family Proceedings: the importance of the school experience’. Invited presentation to the Oxford Symposium, University of San Francisco Center for Child and Family Development, University of Hong Kong, July 2007.
  • ‘The impact of delay on children and young people in care proceedings’. Keynote address to a conference of the Family Justice Council, Liverpool, June 2006.

Other professional and scholarly activities

  • Associate Member of the Taos Institute. http://www.taosinstitute.net/
  • Chair, British Psychological Society (BPS) Childhood Autism Working Party and lead author of its Position Paper (2006)
  • Core Group member of the re-constituted BPS Working Party on Child Protection and co-author of its Position Paper (2014) (also previously,2003) as well as the Practice Portfolio (2007)
  • edited three special Journal issues for the BPS Narrative: Approaches in research and professional practice (2012), Child Protection: Critical Theory, Research and Practice (2003), Multidisciplinary work for children with autism (2001)
  • Editorial Board member Disability in Society, Journal of Early Childhood Research, Educational and Child Psychology, Annual Review of Critical Psychology
  • ESRC Peer Review College; NIHR; Wellcome Trust; Portugese Faculty for Science and Technology (FCT), Canadian Social Science and Humanities Research Council (SSHRC)
  • Disability & Society; Journal of Early Childhood Research; Annual Review of Critical Psychology; International Journal of Nurture in Education
  • academic advisor to various Universities in respect of senior appointments and new programmes
  • BBC1tv The Big Questions; panel member on the age of criminal responsibility, July 2010
  • featured by the Independent on Sunday in the ‘Top Brass’ series, February 2003

Other

Tom is a Chartered Psychologist registered with the Health and Care Professions Council and is a Fellow of the British Psychological Society. He continues in professional practice providing independent expert witness testimony to the courts in Children Act cases relating to a wide range of child and family issues, including child protection, domestic violence, adoption and attachment.

Prior to a previous career in teaching, Tom had obtained a degree in Music (Royal Northern College of Music, Manchester), a Diploma in Piano (Royal Academy of Music, London) and a Masters degree in Creative Arts (University of Exeter). Later he studied at the University of Manchester and following qualification worked as an Educational Psychologist and subsequently Specialist Educational Psychologist (autism). His PhD was supervised by Professor Erica Burman in the Department of Psychology at the Manchester Metropolitan University (1997).

Publications

Indicative publications

Billington, T. (2017) Educational inclusion and critical neuroscience: Friends or foes? International Journal of Inclusive Education. Published on-line 2 February.

Williams, A., Billington, T., Goodley, D. and Corcoran, T. (2017) (Eds.) Critical Educational Psychology. Oxford: Wiley Blackwell.

Billington, T. and Williams, A. (2017) The national and international growth in qualitative research within the field of educational psychology. In J. Hardy and C. Hobbs (Eds.) Using qualitative research to hear the voice of children and young people: The work of British educational psychologists. London: Sage.

Cameron, H. and Billington, T. (2015) ‘Just deal with it’: Neo-liberalism in dyslexic students’ talk about dyslexia and learning at university. Studies in Higher Education, October, 1-15. ISSN: 0307-5079 ; E-ISSN: 1470-174X ; DOI: 10.1080/03075079.2015.1092510.

Cameron, H. and Billington, T. (2015) The discursive construction of dyslexia by students in higher education as a moral and intellectual good. Disability & Society 30 (7-8), pp.1225-1240 ISSN:0968-7599; DOI: 10.1080/09687599.2015.1083846

Billington, T. and Williams, A. (2015) Education and Psychology: Change at Last? In I. Parker, (Ed.) Handbook of Critical Psychology. London and New York: Routledge.

Corcoran, T. and Billington, T. (2015) Being well: Educated. In T. Dragona, K. Gergen and S. McNamee (Eds.) Education as Social Construction. New Mexico: Worldshare Books.

Billington, T. (2014). Changing the subject: The past, present and future of educational psychology. In T.D. Corcoran (ed). Psychology in education: Critical theory-practice. Rotterdam: Sense Publishers.


Billington, T. (2013) Constructing critical resources for research and professional practice with young people: Feeling, thinking, learning and neuroscientific narratives. Qualitative research in psychology, 10 (2), 174-188. ISSN: 1478-0887; E-ISSN: 1478-0895 ; DOI: 10.1080/14780887.2011.586105

Billington, T. (2012) 'When they're making breakfast they'll talk...': Narrative approaches in the evaluation of Nurture Groups. Journal of early childhood research, 10 (3), 318-331. ISSN: 1476-718X ; DOI: 10.1177/1476718X12442063.

Billington, T. (2009) Open Dialogue: `Working with children: psychologists at the boundaries of knowledge and experience´, The Psychology of Education Review, 33 (2), 3-11

Miller, A., Billington, T., Lewis, V and DeSouza, L. (2008) `Educational Psychology´ in C. Willig and W. Stainton-Rogers (eds.) The Handbook of Qualitative Research Methods in Psychology, London; Sage (pp. 472-488)

Billington, T. (2006) Working with Children: Assessment, Representation and Intervention. London; Sage

Billington, T. (2006) `Working with autistic children and young people: sense, experience and the challenges for services, policies and practices´ Disability in Society 21 (1), 1-13. ISSN: 0968-7599; E-ISSN: 1360-0508; DOI: 10.1080/09687590500373627

Billington, T. (2002) `Children, psychologists and knowledge: a discourse analytic narrative´, Educational and Child Psychology, 19 (3), 32-41, British Psychological Society

Billington, T. (2000) Separating, Losing and Excluding Children: Narratives of Difference, London; Routledge Falmer (short-listed for 2000 TES / NASEN Book Award)