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Roundwood Park School

roundwood park school

Hertfordshire

With Grammar schools in nearby St Albans, that meant that it was in reality a secondary modern school although as its pupils reached school leaving age (15 in those days) it soon became apparent that many wanted to stay on into the fifth year and take ‘O’ levels so that facility was provided. The school opened with three teaching blocks – still recognizable as ‘B’ block, ‘C’ block and the hall, gym etc. where the staff room and offices were. There were three forms, one in each of the second, third and fourth years and three first year forms, making a total of 179 pupils. There were ten teachers including the first head teacher – Mr Arthur Foxwell. The school was organised into four houses – Braille, Campbell, Grenfell and Nightingale – thus providing a competitive element for the popular Sports Day and, from 1961 when the town’s pool was opened, the Swimming Gala. After three years, the school had reached its planned maximum size but often exceeded that over subsequent years due to its increasing popularity with local residents as well as those in Wheathampstead and Redbourn. Now we receive many pupils from the other villages – Markyate, Flamstead and Kimpton. This is partly due to the closure of smaller secondary schools in Redbourn and Wheathampstead so that the ‘economies of scale’ can be taken advantage of, full comprehensive provision within Hertfordshire and also due to parental preference. Mr Foxwell retired in 1976 after 20 years as Headteacher and Mr Turnbull took over for 2 years, being followed by Mr Haydon Luke who stayed for 17 years. Andy Cunningham stayed for 6 years and was replaced by Mr Nick Daymond who also stayed for 6 years until he was succeeded by the current Headteacher, Mr Alan Henshall. At various times in between, the Deputy Heads have held the fort – Mr Lucas, Mr Surtees and Ms Linda Graham – all contributing to the continuity and stability that have been part of the Roundwood ethos. Roundwood21There have been many changes over the past 60 years resulting in upheaval and disruption – increasingly frequent times when the site appeared more like a building site as a new Sixth Form/Modern Foreign Languages block was constructed, soon to be followed by a new Maths/Music building and a Sports Centre. The school is also now an Academy. The changes have not affected the ethos of the school and Roundwood Park remains the same, continuing to educate local children in a caring and supportive way that encourages them to develop their best talents through a broad and balanced curriculum. This article is adapted from the original produced for the 50th celebrations by Ruth Martin & Christine Hood. UPDATE On 13 September 2018 Roundwood Park was proud to officially open a state of the art 3G artificial pitch on the school site. A joint venture with Harpenden Colts FC, and with a £500,000 grant from the Premier League and the FA Facilities Fund, it allowed us to replace the existing grass pitch, which was unsuitable for football during the winter months. The new pitch is used by all students and players from the school as well as Harpenden Colts FC, who operate around 60 teams across eight different training venues. Watford FC Community Sports and Education Trust also use the pitch to deliver sessions for female and disabled football, as well as its use for regular summer holiday camps and coach education workshops.

Decolonise The Curriculum

decolonise the curriculum

London

Decolonizing the Curriculum Project (DCP) at UoK (funded by Teaching Enhancement Award and led by Dr Suhraiya Jivraj, Senior Lecturer in Law) Students are increasingly demanding a ‘liberated curriculum’ that represents their diversity as we see from #liberatemydegree, ‘Why is My Curriculum White?’ and other movements mentioned above as well as Kent Student Union campaign ‘Diversify My Curriculum’. Also at UoK law and politics students on the Race, Religion and Law module (convened by Dr Suhraiya Jivraj) have relished the opportunity both in workshops and through their assessment to explore both historical and contemporary issues that enable them to acquire ‘consciousness of their own position and struggle’ in society and education. The UoK EDI Project phase II strategy acknowledges this need in affirming that the ‘white curriculum acts as a barrier to inclusivity’ including because ‘it fails to legitimise contributions to knowledge from people of colour’. Phase II therefore seeks to ensure that ‘our curriculum reflects and addresses a range of perspectives’ and asks how this can be operationalised specifically at UoK. Modules like RRL and others in KLS are already operationalising a more inclusive curriculum requiring students to engage with key works from critical race/religion and decolonial studies which offer alternative perspectives to those heteronormative and euro-centric perspectives of white, able-bodied men dominating the western canon. This project will go one significant step further by placing students of colour as well as knowledge produced by people of colour at the centre. Being a student led project is crucial as it empowers them to become change actors and co-producers of knowledge, shaping the agenda and curriculum that seeks to include them. Moreover, it enables them to be ‘assets’ rather than see themselves represented as quantitative data in University diversity reports which does not capture the nuance and complexity of their lived realities. Empowerment for self-determination at the grassroots level is key as is apparent from student led movements that have already effected change in the curriculum. The desire for self and culturally intelligible knowledge is now well documented including in the University of Kent, Student Success (EDI) Project, Phase I:Report 2 ‘Theory and research on race and attainment in UK higher education’ by Hensby and Mitton (2017). This project seeks to operationalise this further and more broadly through the following three interlinked activities: 1) Focus groups: · Up to five stage 3 students will lead focus groups of five to ten BAME students from across the KLS UG programme. · The focus group leaders will form a research team and design the format and questions collaboratively, under the supervision of Dr Jivraj, using naturalistic methods and going through the KLS ethics approval process. 2) Publication of findings: · The data from the focus groups will be collated by the research team and will produce an accessible output such as a ‘manifesto of suggestions’ on making the curriculum more inclusive and a co-authored e-book. · The research team will also be supported in publishing findings via a blog and social media. 3) Student led conference · The workshop committee will organise a half day student led conference to discuss the findings and invite speakers from campaigns such as the NUS #liberatemydegree campaign; Why is My Curriculum White? (based at UCL); Decolonising our Minds SOAS; and the #Rhodesmustfall student movements and at least one academic speaker. Watch this space for further details.

Yasmin Zaman - The Portable Guru

yasmin zaman - the portable guru

For 20 years I’ve dedicated my life to inspiring others by teaching the self-awareness and self-care practices of connecting to the body and mind through various styles of yoga, mindfulness meditation, physical activity & trauma sensitive approaches to healing and recovery. My own life, and decades of working with diverse groups of people all over the world, taught me that when we take good care of ourselves, we value and appreciate others, and forge a better connection with the natural world on which we depend. My Bio includes more on my background, training, research papers and publications About four decades ago, yoga originally began as a way to care for my sore bones and tender tissues traumatized by a childhood fall, taught by a specialist teacher, practising what was then known as remedial yoga, today commonly referred to as yoga therapy. I know, without a doubt, that yoga and mindfulness meditation can heal the body, centre and focus the mind and restore sagging spirits. But being human and subject to the pressures of life, I didn’t always listen! Insecurity had me chasing a career: from teaching to working my way to senior roles alongside the great and the good in global Public Relations and communications for various not-for-profits and humanitarian organisations. The stress levels were stratospheric though it provided a dubious kind of glamour! Then one day I was diagnosed with a TIA (a stroke). And I listened. You don’t have to go through the same! Today, my work is varied: working therapeutically with patients referred for psychiatric care in a team of psychiatrists, psychotherapists and others; to teaching mindfulness-based and yoga classes & courses to the public who come in all shapes, colours and sizes. I am also interested in healing traditions from other cultures as a pathway to wholeness, e.g., shamanism. It’s been my privilege to lead programmes in partnership with local government agencies, GPs, academics, schools and corporate organisations to support everyone from children, young adults, working people, stressed, anxious and clinically depressed people, & those suffering with trauma diagnoses to learn ways to restore their wellbeing with skills and knowledge with an evidence base in science, mindfulness and yoga-based traditions. I have enhanced DBS and teach either group or one-to-one sessions online or in person: Weekly group yoga and mindfulness-based meditation classes (online & in person) One-to-one sessions and courses (online & in person) Yoga and mindfulness courses & workshops for all levels (dates to be confirmed) A blog and social media posts to inspire and provide resources to oil the wheels of your week (irregular!) A few retreats a year where you can immerse yourself in learning body wisdom and mind craft among kind, friendly and welcoming groups of like-souled people. In my free time I enjoy travel or watching travel documentaries, learning languages, walks with Mother Nature, the gym (not really but I do resistance exercise), music, art and dancing – Argentine tango and historical dances from the Baroque and Regency periods with the Winchester Baroque Dancers and Duke of Wellington’s Dancers. I am a Jane Austen superfan or Janeite and appear in a BBC documentary commemorating 200 years of her death in 2017! I have twin nephews and a niece, who all started practising yoga while very young. I’m hoping to add a rescue pug to the family very soon.

Wireless Education

wireless education

London

Wireless Education is the new training and e-learning portal for Wireless Tech Safety. We have dedicated ourselves to education and training for the safer use of wireless technology in our homes, places of works, schools and other public buildings. It is our sole aim to present this complex scientific information in a non-biased, easy to understand way, so that we can use this technology in a safe manner.Our aim at Wireless Education is to provide everyone everywhere with the information needed to make informed decisions about wireless technology usage and how to reduce levels of microwave radiation exposure. Our e-learning courses are tailor-made for children, parents, teachers and industry professionals who are using wireless technology at school, in the home or in the office. Quite simply we visualise a day when: Children tell their parents to switch off the wireless router or turn their mobile into flight mode, because they learned about the risks at school. Teachers are learning about microwave radiation exposure safety as part of their continued health and safety education. Every parent has easy access to information about the risks of wireless technology and microwave radiation exposure, and is able to make informed decisions about the use of their family’s wireless devices. IT specialists work together with occupational health and facilities managers, before building Wi-Fi / 3G / 4G / 5G working environments in an office: assessing the risks and ensuring all reasonable measures are taken to create a safer working environment. Leading Edge Learning We work closely with the leading research institutions worldwide to ensure we are at the forefront of the latest research. We also capture the most recent legislative changes, and the current biologically-based medical recommendations in order to provide this crucial information to wireless technology users. All our work is aligned to the guidance issued by the Vienna Medical Association, the Council of Europe, RNCNIRP, Building Biology Standards SBM-2015 and EUROPAEM EMF 2016. Feel free to share our information card with others in your family, schools or organisation as they join the conversation. The team at Wireless Education Cecelia Doucette: Director, Education Services Cece is a technical and professional writer by trade, who helped the first public school district in the United States adopt Best Practices for Mobile Devices. Cece also worked with her public library to become the first in the nation to host a film series on Electromagnetic Radiation and Health, and to put on loan a microwave radiation detection meter for residents to borrow. She further collaborated with legislators to introduce a number of bills (in Massachusetts and in New Hampshire) addressing wireless radiation and public health, and worked with her Department of Public Health to draft EMF Fact Sheets. Cece is humbled by the opportunity to help educate global citizens through on-line course development and promotion with Wireless Education. Mikko Ahonen (PhD): Trustee, Research & Development Mikko has worked as a researcher at the University of Tampere in Finland and Mid Sweden University for over 20 years. During the past decade Mikko has immersed himself in bioelectromagnetics research. He has written many scientific publications which focus on risk-management of electromagnetic fields (EMFs) in schools and workplaces. Additionally, Mikko has conducted EMF surveys (measurements) and delivered risk management workshops and webinars for both corporate and educational organisations. He also brings experience in educational technology, mobile learning, videoconferencing and information systems.

Westminster City School's Sixth Form

westminster city school's sixth form

London

A Level Results Day 2024 saw significant improvement with the proportion of students securing top grades (A* to B) rising by 6% to 58%. 83% of all grades were A* to C (up 8%) providing a strong foundation as students go on to higher education and the world of work. A record number of students will start degree courses at universities including UCL and Oxford. Over half of students have secured places at Russell Group or top 25 ranked UK Universities, and they will complete their studies in subjects ranging from Mechanical Engineering to PPE, and from Design to Psychology. The number of students going on to study either Law or Medicine has increased, showcasing the impact of the school’s Pathways Programmes. Other students hold places on competitive and prestigious degree apprenticeships. Without doubt, these destinations place Westminster City School as one of the most successful 6th Forms in London and this year’s outcomes are a key step in achieving our goal of being the 6th Form of choice in the heart of London. Within our Sixth Form, you'll enjoy more freedom and independence than your previous years in education but our supportive learning environment means you will be guided by highly skilled teachers in small classes, whilst our pastoral support and extra-curricular activities help you develop into confident and independent young men and women. Our facilities include a state-of-the-art Sixth Form study suite and common room, with outdoor space. Our central London location places you in the heart of the capital, within walking distance of the Houses of Parliament, Buckingham Palace and Westminster Abbey.  This ensures you can go beyond your A Level subjects by attending workshops or lectures with business leaders, participating in conferences or research programmes at top universities or simply visiting the many museums, galleries, theatres, exhibitions and more that are found across London. Our location has also helped us build strong links with nearby organisations, like Polar Capital, an investment company near our Sixth Form. Thanks to generous funding from Polar Capital, our sixth formers will benefit from a fantastic suite of further support. All students joining our Year 12 will receive a free laptop and those thinking of university study can apply for one of two generous university bursaries, worth over £20,000 a year, for each year of future university study.

AS Mentoring

as mentoring

Ealing Green,

Aeryn Priyanu , Employment Consultant Aeryn has always had an interest in language and communication. Starting her early career in teaching English as a foreign language, she went on to shadow a Speech and Language Therapist and this started her interest in working with people on the autism spectrum. She worked in primary schools as a Learning Support Assistant then moved on to work for the National Autistic Society in a day centre. Aeryn started off as a Support Worker, moving up to become Deputy Manager of the day service. She supported individuals in their daily life and helped them gain work experience and vocational skills. As well as working as a consultant with AS Mentoring, Aeryn works in a college for young people with autism, facilitating individuals with functional and social aspects of life, supporting students to meet their targets and maintain long life independent living skills. Photo of Alan Alan Castellaro, Employment Consultant Alan's interest in Autism began when he attended St Andrew's primary school in Chinnor, Oxfordshire, one of the first schools in the country to teach Autistic children one to one. In 2009 he volunteered on a project for Kith and Kids supporting a young man with Autism and they have remained in regular contact ever since. He then worked for 4 years with Dimensions as an Assistant Service Manager of a residential home for adults with severe physical disabilities and Autism. For the last 4 years he has worked for Ambitious About Autism starting off as a Learning Behaviour Specialist and moving up to become a Learning Support Co-ordinator, and was instrumental in helping set up Ambitious College, London's first College for young adults with Autism. He has a BA Hons in Writing and Publishing and has a rich and varied employment history to draw upon. Photo of Alice Alice Mitra-Hall, Employment Consultant Alice previously worked for The National Autistic Society where she ran a Day Centre and facilitated a weekly social group. During this time Alice supported adults on the spectrum to develop their independent living and social skills, as well as supporting service users to apply for and attend college and work schemes, CV writing and interview practice. Alice has a BA Hons degree in Psychology and has also worked in a number of schools supporting teenagers with autism and has provided specialist individualised support for a family for over 10 years. Photo of Amira Amira Hassan, Employment Consultant Amira has been a mentor at AS Mentoring for 4 years. Amira has a variety of clients for both workplace and job-seeking support. After completing her PhD in Neuroscience from Imperial College London, Amira decided to be involved with AS Mentoring full time and is currently managing the Workshops Programme, overseeing the development and online delivery of workshops and group events throughout the year. Amira is warm and friendly, providing individual, autism-specific support and advice. Photo of Anna Anna Roads, Employment Consultant Anna spent 24 years in the investment management sector, working in sales, marketing, product development and client relationships for a number of blue chip firms including Lazards, Fidelity and Goldman Sachs. She developed successful business relationships with large corporates, consultancies and public sector organisations. In her leadership roles, she also enjoyed coaching and developing careers for younger team members. These are skills and contacts she brings to ASM clients. Over the past 6 years she has developed a number of voluntary roles; relaunched the local NAS branch as Chair (2011-2015), served on a local parents special needs forum (2012-2014), been elected a parent governor at a special needs school and worked as a volunteer mentor on a Research Autism Project. Her focus has been on education and now employment, both as a parent of a young person with ASC and through the influence of autistic colleagues she has served with before. Before joining the City, she gained a law degree from Cambridge University, an MBA from Cranfield Business School and qualified as a solicitor. Photo of Charlotte Charlotte Leighton, Employment Consultant Charlotte specialises in providing workplace support for individuals as well as working with organisations to provide autism specific support and advice. This experience has been honed through her work at ASM and her previous role as an Employment Support worker and trainer at The National Autistic Society. Charlotte has subsequently worked for HAIL in Haringey for two years managing social enterprises staffed entirely of employees with autism and learning disabilities. She has also worked as an Appropriate Adult supporting vulnerable individuals whilst in police custody. For the past ten years Charlotte has confidently designed and delivered social skills groups and workshops for adults with autism. As well as working for ASM she is also employed part-time for Resources for Autism in Barnet managing their adult services. Charlotte is able to support individuals emotionally as well practically as she holds certificates in Person Centered counselling and a diploma in Cognitive Behavioural Therapy. David Perkins, Director David was Head of Services at Prospects, the National Autistic Society's specialist employment service, from 2007 – 2013; he left in June 2013 to set up AS Mentoring. He has extensive experience of supporting people with an ASC into employment across the UK and abroad, and of providing a wide range of training, assessment and consultancy services to employers and other organisations in the UK, Europe and the US. He has worked continuously with people with autism since the early 1980s. David has spent the bulk of his working life in the voluntary sector and prior to the NAS spent many years running a group of specialist adventure playgrounds in London for over 1200 disabled children, (some 30% of whom were autistic). He has a BSc (Hons) in Operational Research from Lancaster University. Photo of Emma Emma Hills, Employment Consultant Emma has been teaching psychology and health related subjects to adults since 2009 with the majority of her work focusing on providing social purpose education in the community to hard-to-reach groups, including those with disabilities. Much of her work focuses on supporting learners through transition and has led her to develop herself as a coach as well as an educator. More recently she has found herself key-working with learners with disabilities in a transition college as well as training and supervising the staff who support them. Emma mentors and tutors a diverse range of learners including learners on the autism spectrum in her continuing work in the community. Emma works part-time as an Employment Consultant with ASM and finds her knowledge and experience gained from facilitating community courses such as 'confidence building', 'communication skills' or 'interviewing skills' compliments the role well. She has a BSc Hons Psychology, PG-dip Social research, PGCE in post-compulsory education and is a registered health and social care trainer as well as a full member of the Association for Coaching. Emma is also currently studying for an MA in Education: Culture and Identity, at Goldsmith university. Photo of Eve Eve Riches, Employment Consultant Eve Riches is an employment consultant for AS Mentoring, where she provides one to one support and workshop creation and delivery. Eve has a background in teaching Psychology and has been involved in mentoring for her whole career. She has a lifetime of lived experience of neurodiversity. Outside of ASM, Eve works as a life coach and mentor. Photo of Gurleen Gené Wyrley-Birch, Employment Consultant Gené is committed to raising awareness and understanding of ASC to improve social inclusion, acceptance and understanding; to making a real difference to the lives of people on the autism spectrum and in broader society. Over the past 12 years, while caring for and advocating for her son, Gené has developed an in-depth knowledge and understanding of autism as well as related challenges including ADHD, PDA, Social Communication Disorder and Sensory Processing Disorder. She has a creative, positive and flexible approach and is determined to combined her personal and professional experiences to help clients into work and successfully retain their jobs. Throughout her previous roles in both Investment Banking at JP Morgan and UBS Warburg and Commercial Conferencing, Gené had an active role in recruiting, training and mentoring new team members. Gené has worked across many sectors, including Finance, Pharmaceuticals, Defence, Utilities, Aviation and Telecommunication. Gené Holds a BA degree in Industrial & Organisational Sociology and Industrial & Organisational Psychology from the University of Cape Town. Photo of Gurleen Georgia Thursting, Employment Consultant Georgia has worked with autistic adults and children in a variety of settings including education, play and social settings for the past year. As a support worker with Resources for Autism, she continues to support her clients in achieving their personal and work goals and loves to get creative with her approach. Georgia also works for Share Community in Battersea as a music tutor/ therapist, building the confidence of adults through music and artistic expression. She also enjoys planning and delivering online workshops for adults with Autism, focusing on well-being, physical health and emotional expression through music making. Outside of her work in Autism, is a trained musician, singer/ guitarist and enjoys performing at events across the UK. Photo of Gurleen Gurleen Manku, Regional Employment Consultant Gurleen has 18 years' experience of autism. She has a sibling on the spectrum, and has previously worked in primary education for children with Special Educational Needs (SEN), and has been a SEN Secondary School Govenor. In 2015 Gurleen volunteered at Autism West Midlands to support adults with autism to find employment. She then worked for Enable, Shropshire Council as a Job Coach in various workplaces supporting adults with autism and learning disabilities. Gurleen is highly experienced in delivering Pre-employment support, mentoring and Workplace support at AS Mentoring across the West Midlands since 2015. Gurleen holds a BSc in Business Psychology and is a member of the British Psychological Society, within the Division of Occupational Psychology. She has also completed her Masters in Occupational Psychology. Photo of Gurleen Mahlia Amatina, Employment Consultant Diagnosed with autism as an adult, Mahlia has first-hand experience of the challenges that can arise from a range of workplace settings, but more importantly; how to overcome these. Outside of AS Mentoring, Mahlia works as a visual artist, where she raises awareness and understanding of neurodiversity through different art forms. With a special interest in autism and work, Mahlia is keen to combine lived workplace experience with her mentoring skills as an employment consultant to support clients. Photo of Helen Mark Blake, Employment Consultant Mark has a broad range of experience across social care with several client groups and in varied settings. Following an arts degree he spent a couple of years on voluntary projects with disabled adults living independently, and with homeless men in an emergency night shelter in central London with subsequent paid roles including community support work with disabled adults moving back into the community following long periods in residential hospitals. Mark has also spent time as a residential care worker in adolescent residential units. The last 30 years has seen a focus on Adults and Children with Disabilities in a both a Day Service and Residential Home setting. As a Manager of services in these fields Mark has increasingly focused his support to children and adults on the autistic spectrum and has become keenly aware of the challenges faced by them and their families in achieving independence and realizing their potential. It is this interest that has led to an involvement in a mentoring role with AS mentoring and employment. Photo of Helen Mike Leat, Employment Consultant Mike comes from a background in advocacy, design and communication. Through his own business he previously ran an Easy Read design service which employed people with a learning disability and autism. In 2015 he co-produced a DVD on Autism and Mental Health for the Autism Partnership Board in Surrey. Mike previously worked for The National Autistic Society Assist service providing one to one support/mentoring sessions, and facilitating social and support groups for autistic adults. After completing an undergraduate module in autism with The Open University, Mike went on to complete a Postgraduate Certificate in Autism and Asperger syndrome. Mike also works with a project called ‘Autism by Experience’ which is a team of mostly autistic adults providing Understanding Autism training to staff in a variety of roles including health and social care. Photo of Laura Lauren Moore, Employment Consultant Lauren has a number of years experience of supporting people with autism as well as additional needs. Her main influence for working with people on the spectrum is her younger sibling who was diagnosed with autism at a young age. Over the past decade she has worked in a school specifically of young people with social, emotional and mental health difficulties, starting as a Teaching Assistant and then working as the Intervention Co-ordinator for the secondary department. Lauren also worked in a specialist autism college as a Learning and Behaviour Specialist, moving up to become a Learning Support Co-ordinator. She studied History at undergraduate level and has more recently graduated with a Masters in Intellectual and Developmental Disabilities in July 2018. Photo of Rachel Rachel Pearson, Senior Regional Employment Consultant Following a successful 13-year career in the City Rachel moved into HR and Business Consultancy specialising in organisation restructuring projects involving (often large scale) job review, recruitment and redundancy programmes. She has extensive experience of working with SME employers and large organisations in the public and private sectors around all aspects of the employment relationship. Rachel previously volunteered with the National Autistic Society's Prospects Team and she now works as an employment consultant specialising in supporting people with an ASC to find and retain work. She also works with the NAS's Employment Training and Adult Services Teams supporting students and employees, and providing advice and guidance to employers. With a close family member on the autistic spectrum, Rachel also volunteers with her local NAS branch in Surrey. She holds an MSc in Human Resource Management and is a Member of the Chartered Institute of Personnel & Development. Photo of Siobhan Siobhan Pauley, Employment Consultant Siobhan has first-hand experience of supporting someone with Asperger’s Syndrome and ADHD as her son has moved through various life transitions, experiencing the hurdles faced by people on the autistic spectrum. She spent 30 years working within Human Resources of a large financial institution attaining her MCIPD status, where she became the company’s Reasonable Adjustment Officer. It was her responsibility to ensure that employees with disabilities were able to receive the right workplace accommodations to enable them to access various roles in the company. This has given her considerable insight to enable her to support our clients. Following a career move, Siobhan is setting up AS Mentoring services in and around Poole, Dorset- as well as working part time to support an individual with profound learning difficulties within an independent living service.

Lenticular Futures

lenticular futures

Manchester

We're transforming psychotherapy and counselling in three ways: We are re-thinking all therapeutic theory to situate the individual in wider contexts and systems. We ask how everything is connected, by whom and with what consequences! Join us in decolonising, depathologising and ecologising practice, theory and research We can help therapists and training institutes develop future oriented technological competence for more accessible practice. Why is that important? There is a need to decolonise and depathologise the theory and practice of psychotherapy and counselling. We need to understand the problems of the individual as situated in a world which is socially, culturally and economically unbalanced. And we need to have ways of recognising and working with people's complex intersectional community memberships, experiences and talents in therapy. Why now? We are living in a panmorphic crisis (Simon 2021). It's a good time to read the writing on the wall and take action. We can do this by making decolonising and depathologising theory and practice, by responding with EcoSystemic ways of working, by critically engaging with accessible and future oriented technological possibilities. What work do we do? The key areas of our work are Training - Research - Consultancy. We run workshops and seminars to create and support decolonised, depathologised and ecosystemic ways of working. We host conferences on social issues affecting psychotherapy and counselling practice and training. We introduce psychotherapists and their training organisations to new technologies and intramediality to help make learning and assessment more accessible and culturally relevant. We produce research reports on future technology for therapy; neurodiverse therapy; therapeutic space; ecosystemic therapy; indigenous knowing and practice in therapy; new ways of training and assessing counselling and psychotherapy trainees; more... We consult to training organisations and professional membership bodies to help them improve the experience and success of trainees from diverse communities We run leadership and organisational development groups for leaders and managers who are developing inclusive therapeutic services What kind of organisation is Lenticular Futures? We are becoming a Community Interest Company. That means we are a Not For Profit and all proceeds from work support free or low cost projects and research within the organisation. How do we fund this work? We charge for workshops, conferences and seminars we host. We apply for funding. We welcome donations for specific projects or in general What does Lenticular mean? Lenticular Futures is a term borrowed from a paper by Professor Wanda Pillow (link). It's a prompt to hold in mind past, present and future when you meet people or see something. It's an invitation to notice the neurotypical, heteronormative, eurocentric lenses we have been taught to look through and check who-what we are including and who-what we are excluding. It comes from noticing what Wanda calls a "whiteout" in academic and professional literature of Global Majority contributors. This is an era for new curricula and making new theory and practice. Our professions can easily lead changes in the balance of power and develop more user friendly ways of working. What are our philosophical objectives? To theorise and interrogate fundamental taken for granteds in the cultural bias of theory and practice. To develop a lenticular ideology of psychotherapy and counselling which integrates and is led by decolonising, depathologising, ecosystemic, contextual influences of planet and co-inhabitants. To redress the exclusion of knowledge from oppressed population groups. To support therapeutic practices which are generated from within communities. To understand and address systemic influences of capitalism on wellbeing. To critically work with the socio-techno world in which we live. To get that systemic understanding of the world is an overarching metatheory for all our modalities. To decolonise means not having a disordered attachment to theories of disorder. Who are we? The co-founders are experienced psychotherapists and organisational consultants. We bring a vast amount of experience in systemic thinking about organisations, culture, therapy and counselling training, research and management. We also know how to create initiatives from within the margins. The co-founders are Dr Julia Jude, Dr Gail Simon, Rukiya Jemmott, Dr Leah Salter, Kiri Summers, Dr Liz Day, Dr Birgitte Pedersen, Anne Bennett, Naz Nizami, Dr Francisco Urbistondo Cano and Amanda Middleton. Forthcoming events Lenticular Futures: Crafting Practices beyond this Unravelled World FLIP@Brathay 2nd & 3rd May 2022 https://lf2022.eventbrite.co.uk Indigenous and Decolonising Knowledge and Practice Decolonising Therapeutic Practice read-watch-listen-make groups Future Tech to improve experiences for people doing therapy and in therapy training EcoSystemic Return Reading Seminars Professional Wellbeing events Walking and Outdoors Therapy Creating Decolonised Participatory Groups Systemic Practice and Autism Conference Writing Performance as Research Film, podcast, documentary making with people doing training and therapy Watch this page and our Eventbrite page - : - : - : - : - : - : - : - : - : - : - : - : - : - : - Therapy in a Panmorphic World This era of panmorphic crisis requires urgent, creative, ethics-led responses. Most of the professional theories we live by came into being without their ideological foundations being questioned. We cannot take a step further in this world without a commitment to developing awareness of parallel, criss-crossing, multidimensional, transtemporal, transcultural, transmaterial elements of living – and how they interact. No Meaning Without Context The key systemic value of understanding context is paramount to inquiry, to understanding what is happening and how to move as a relational, situated participant-player. But the contexts in play are often hidden, erased, elusive or remote, and it can be plain hard to see-feel-understand the knowledges and experiences specific to other places, people or disciplines. The Individual Is Not The Problem The psych professions confuse this further through the decontextualising practices of individualising and pathologising explanation of why some people see some things one way and not another. Furthermore, the social construction of truth is a debate that transcends academia and has been put to work by political agendas to foster an era of mistrust of truth. People are now aware that “truth” can be put to work for objectives other than the common good. This undermines social justice issues and what counts as information. Voices from within a community, from within lived experience are undermined by voices from without of those contexts often without a critique of power relations. A Fresh Look at Training Counsellors and "Psycho"therapists We cannot train relational practitioners in aboutness-withoutness ways of thinking. It separates people from place and history, and it creates colonisers and pathologisers whose practices become policy and influence the majority’s “common sense”. Opportunities for other kinds of learning are lost. The first language of the psycho professions of “talking therapy”, whatever its modality, is excluding of other ways of moving on safely and creatively together. The psychotherapies are playing catch-up in how people use technology to communicate in their everyday lives. A Paradigm Shift for Therapy and Counselling The Black Lives Matter movement offers a choice. It can be treated as a passing protest or a cultural shift. This organisation chooses to take the position that no-one should choose to be unchanged by Black Lives Matter. The question is how to be changed in ways that will contribute to a better world? This is more than a matter of equal rights. It is about safety now, it is about heritage, rich, stolen, re-interpreted, it is about past, present and future being held in mind, all the time. Professional practice needs to scrutinise its theoretical heritage with its hidden ideological assumptions to study and guide our ways forward into a new era, to meet change with culturally appropriate language, local knowledges, and ways of being and imagining.

The Breath Works

the breath works

Stone Cross

I discovered Breathwork a few years ago and I’ve never looked back. After giving birth to each of my two children I suffered from postnatal depression. The first time I took antidepressants. After having my daughter, with the help of a friend who’s a nutritionist, I started supporting my mind and body through what I ate. I began to realise that everything we put into our bodies has a direct impact not only on our health but also on how we feel. Some years later I was introduced to transcendental meditation and I have been practising it ever since. It heightens my awareness of what matters and gives me a greater sense of peace and happiness. Soon after this I heard about a Breathwork workshop in London. It wasn’t something I knew anything about but I wanted to find out more. I was totally unprepared for such a mind-blowing experience, bowled over by how an hour’s guided breathing could evoke such feelings and sensations in my body. Even then I didn’t really understand the impact that a regular practice could have on one’s physical and mental wellbeing over time. But I did feel a real connection with Breathwork and I was curious to find out more. Within the week I had signed up to the training and mentorship programme. Now, after over fifty hours of case studies, several retreats diving deep into my own Breathwork, and a commitment to a daily practice, I am a qualified Breathwork coach. I can see subtle yet life-changing differences, and friends and family have also noticed the transformation in me, particularly in stressful situations. I’m much more in tune with my intuition; I have a deeper sense of calm and contentment, greater clarity and less unhelpful chatter. From being someone who fell into everything in life, Breathwork has given me clarity, focus and direction. Instead of reaching for my morning coffee, my Breathwork practice and meditation clear my head and set me up for the day. I feel passionately that everyone should have this amazing tool available, to help them process and manage life’s daily stresses, and even unravel past traumas. If you are interested in experiencing the benefits of Breathwork, I am running workshops and 1:1 sessions out of Hove, near Brighton.

Maren Weege Yoga & Massage

maren weege yoga & massage

0.0(4)

TEACHING: A teacher to me is on the one hand an enabler, someone who assists skilfully in the learning of another without claiming to be anything more than a facilitator. I aim at empowering students to own their experience and process and find their inner teacher. On the other hand, a teacher is someone who through practice, experience and study reached a level of knowledge and understanding which when it is shared enriches someone else's experience. I enjoy sharing what I've learned and keep studying a variety of subjects, practising with my teachers and learning from my students. A central dimension of my teaching is space holding. Holding space is like externalising mindfulness into 3D: creating a space of presence, awareness, trust, clarity, empathy, curiosity, and non-judgment for a person or a group. YOGA: I believe in the power of a yoga practice because - both as practitioner and teacher - I have experienced and witnessed significant shifts in inner as well as outer state and the experience of being alive. Firstly, it is a system that is based on ethical principles. It offers multidimensional practices ranging from movement and postures to concentration, relaxation and meditation all of which promote awareness, healing and training of our physical body, our breathing, our energetic body, our senses, and our mind. There is something for everyone. To connect to ourselves, we need to spend some time with, get to know and begin to accept, respect and love ourselves for who we are. My intention is to teach in a mindful way putting awareness first. The main teaching focus are breath- and heart-centred practices with accompanying movement and postures - yoga from the inside out. There are various studies that prove the positive effects of conscious breathing on psychological and physiological healing and a calmer state of mind. The techniques become tools that serve your personal journey and enrich your life. A yoga class also offers the opportunity to connect with and support each other without words or touch but through sound and breathing. THE FEMALE BODY: Since my first pregnancy yoga teacher training, I have gone on a journey of discovery around topics specifically relevant to the female body experience. It is a fascinating, beautiful and sometimes intense field of work. The intensity comes from the fact that the changes pre- and postnatally on a physiological, mental-emotional, practical and spiritual level can be incredibly challenging yet the mainstream message is to 'just get on with it' and 'to get your body back'. My intention is to bring women together, to hold space for their experience and offer useful practices for their special state of health. To deepen my knowledge around birth and to be able to offer more support for women and supporting men, I took a doula training in 2016. The more I learned, studied and experienced in this field, I realised that there is a lack of awareness around the importance of a healthy pelvic floor for general wellbeing alongside with shame and lack of opportunity to talk about issues like incontinence, prolapse and pain. I am passionate about doing my bit to change this by offering pelvic floor workshops for women. Another reality in a female body is a menstrual cycle and menopause. There is beautiful wisdom to be had when these female life and monthly cycles are embraced. Living as if we didn't have a cycle leads to ongoing underlying stress and a plenitude of health issues. In the era of the #metoo campaign, it is more evident than ever that there is a lot of trauma in women's bodies and hearts. I hold women's circles and half day retreats based in yoga which are a safe place to be and share.

I Enable You

i enable you

Are you tired of struggling with something getting in the way of you enjoying life or your career? Do you feel stuck? Feeling stressed or overwhelmed? Then it’s time to be you with a happier head on! You want to get rid of anxiety or a phobia that has been blocking you You want to feel more comfortable and confident with public speaking You know there’s got to be more job or career satisfaction than this You want to do yourself proud in an interview You want to stop self-sabotage and feeling like an imposter You are tired of feeling rubbish at work because… (fill in the blanks!) To Be You At Your Very Best You need your mind in the best place to help you thrive and do things differently which means…. Overcoming limiting beliefs and other blocks that cause anxiety Getting clear on a direction for your career Building on your strengths and using them in better ways Finding ways of being more resilient to handle life’s bumps Improving your mental fitness & wellbeing That’s Where I Can Help Lynne Wilkins, Cognitive Hypnotherapist Hi I’m Lynne I can help you find your way forward with more confidence, self-belief and in much better mental shape so you can make the most of your potential and the opportunities you have. I draw upon over 25 years of helping people who don’t want to settle for less any more. I combine evidence based Cognitive Hypnotherapy to re-programme unhelpful conditioning with career and mental resilience coaching to support your steps forward. I see clients in London EC1 near to Barbican and Old Street as well as in Stevenage and Online. What Would You Like Help With? I want to be free of a block - find out about help to get rid of anxiety and phobias I want to be more confident and present myself better - find out more about support to improve your public speaking I need help with my career direction - find out more about career coaching I want to do better interviews - find out more about interview coaching I want to stop self-sabotage and manage my mind better - find out about mental fitness coaching I would love more resilience to handle challenges I’m facing - find out more about therapy, coaching & workshops to support resilience & wellbeing I want a more confident birth experience - find out more about hypnobirthing Start your change now with a free initial consultation on the phone. You can tell me what's been bothering you and we can discuss how Cognitive Hypnotherapy and/or Coaching can help you unlock your potential and be you with a happier head on. You can take the next step now. Give me a call to find out more if you’re looking to meet a hypnotherapist or coach in London EC1, Stevenage SG1 in Hertfordshire or Online. Disclaimer - please note results can vary from person to person Contact Lynne For an initial phone consultation call 07887 992979 or you can book a time in my diary here - click the date and time you want and follow the prompts to complete What Clients Say “After dealing with years of anxiety, I went to see Lynne to see if she could help. I was almost too nervous to attend the first session, but Lynne made me feel comfortable and relaxed in her presence. The sessions have been incredible in helping me overcome my anxiety. I almost feel like a different person. The advice, techniques and support she provided were the key to greatly helping me overcome the issue. Her patience, empathy and kindness made the sessions pleasant, and I would definitely recommend her” – Undergraduate, Herts READ ALL TESTIMONIALS Latest Blog Win at Interviews by Using Your Mind Better Mar 4, 2022 Win at Interviews by Using Your Mind Better