Lesley Taylor is an experienced Educational Psychologist working within a local authority in Scotland. Lesley completed her undergraduate degree at the University of St Andrews, graduating in 2003. She then worked for the University for a year as a research assistant exploring the development of imitation in children with autism (Perra, Williams et al 2008). Two years as a residential care worker with Cairn Mhor followed, providing day-to-day care for a number of children and young people who had experienced significant adversity in their lives. She then took up a place on the Masters in Educational Psychology at the University of Dundee in 2006, with her thesis being on improving communication between residential care establishments and secondary schools (Fraser, 2008).
Since completing her training in 2008, Lesley has worked in Scottish local authorities, gradually building her knowledge, skills and expertise of working with children, families and communities who live with relational poverty and trauma. She is currently leading on a major innovative programme, funded by the Scottish Government’s Attainment Challenge fund, to develop a range of trauma-informed approaches across Clackmannanshire, including the Neurosequential Model in Education (NME), called Readiness for Learning (R4L) (Taylor & Barrett, 2018). Through this work, over 900 educators have so far been trained in NME, with a further 500 being trained in associated aspects of the R4L approach, such as the impact of attachment on education.
In June 2018 she was honoured to be named as an Education Fellow of the Child Trauma Academy in recognition of her work to develop NME within Scotland. She is the first in Europe, and only the tenth person in the world, to receive such recognition.
Lesley offers bespoke workshops for all of our staff and these are run throughout the year. She can also support the management team and staff with individual young people.
References - Fraser, L (2008) Effective communication between schools and residential houses: Establishing a good practice framework. Scottish Jounal of Residential Childcare Vol.70 (2).
Who Cares? Scotland provides professional, independent advocacy. We work one on one with a young person to help them have a say in what is happening to them. We strive to provide advocacy that helps young people feel respected, included, listened to and understood. We’re independent to any care services a young person receives – this is crucial because we want young people to be supported and understood with no conflict of interest.
''I honestly would recommend it to anyone who lacks confidence to say their views in a children’s hearing or LAC review. Because of my advocacy worker, I gained confidence to express my views, either written down or speaking.''
The Advocacy and Participation Worker for Cairn Mhor is Robyn Dearden, who can be contacted by phoning 07523512801, or emailing RDearden@whocaresscotland.org. If you would like more information regarding Who Cares? Scotland their website address is: https://www.whocaresscotland.org
Training & Learning LLP
Phone: 01383 724213
At Care Now, we aim to deliver high quality education and training that responds to the needs of individuals and employers.
If you are passionate about caring for others and are seeking to achieve the Social Services (Children and Young People) or Social Services and Healthcare SVQ awards, Care Now can offer you excellent support and tuition from team members with strong care experience.
Care Now is an approved SQA Assessment Centre and aims to deliver learning that is flexible and easy to access for adults who are seeking to achieve Scottish vocational qualifications in care (SVQ).
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Dr Bill Marshall
Dr Bill Marshall gained his Doctorate in Behavioural Studies at The University of Edinburgh. He taught for many years in both the private and state sectors and was, for nine years, the Head teacher of a school specialising in providing education for youngsters with a range of learning difficulties; here he developed curriculum and teaching methods to bring out the best in even the most challenged youngsters. His doctoral studies provided him with the skills needed to work with behaviourally challenging youngsters.
His experience as a classroom teacher means that he has a deep understanding of how to teach effectively according to an individual’s learning style, it also ensures that any management advice he gives is teacher 'friendly' and applicable to classroom teaching.
At the Centre he participates in the cognitive and academic assessment of children, adolescents and adults. He is involved in planning and monitoring programmes, he also works with clients on their individually planned therapy programmes.
The underlying intention of all the assessment and work done with youngsters is aimed at overcoming processing problems that can obstruct their access to learning and coping with social situations and with enabling the individual to develop the self-confidence and self-esteem needed to cope with everyday life, and the ups and downs it presents.
As part of our assessment process in the first 6-8 weeks, Dr Marshall will meet with our young people and carry out a range of cognitive tests. He will then prepare a report which can assist the care team and other professionals working with that young person.