IEDP GOES ON-LINE WITH ZOOM - New Zealand Psychological Society
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IEDP NEWSLETTER ISSUE 6 1
Ko te manu e kai ana i te miro, nōna te ngahere.
Ko te manu e kai ana i te mātauranga, nōna te ao.
The bird that partakes of the miro berry reigns in the forest.
The bird that partakes of the power of knowledge has access to the world.
NEW IEDP MEMBERS IEDP GOES ON-LINE WITH ZOOM
Jo Orchard - Student Rep by Robyn Stead
Jo is the new student This year, the IEDP has used video-conferencing to enable
representative on the IEDP. Jo lives its members to access professional development and
in Tauranga. Originally a primary attend the Annual General Meeting — all from the comfort
teacher, she has been a Resource of their chair.
Teacher Learning Behaviour (RTLB)
for six years. Jo has just completed The IEDP has run two professional discussions using Zoom, a
a Masters in Educational and video-conferencing platform, so that members throughout
Developmental Psychology. In New Zealand could participate. The first professional
2020 she begins the internship and
discussion focused on supporting teachers to provide an
will continue to work with RTLB.
Contact Jo with questions or ideas inclusive environment for students with additional needs. We
for activities. had 11 members attend this session and attracted a mix of
jo.o@teakaukipapamoa.school.nz students and experienced educational psychologists.
Polly Schaverien - Advocacy Our second session focused on reluctant writers, including
what approaches educational psychologists use to support
Polly has recently joined the IEDP
and taken on the advocacy students who are reluctant to write. We had 6 members attend
portfolio. She is a Wellington- this session and again the group was a mix of students and
based clinical psychologist working more experienced practitioners.
in private practice, mostly in the
educational psychology space. She After the session a google folder was created with resources
is passionate about supporting shared and discussed during the sessions and this was shared
young people on their learning and with all participants. Conversations were lively and diverse
development journey. If you have across both sessions with ideas being freely shared. From the
ideas for how the IEDP could be
committee’s perspective this has been a successful initiative
active in advocating for change,
please get in touch. and we are keen to continue with them in the future. We are
polly@howilearn.co.nz currently developing plans for more professional discussions
using Zoom, as well as discussions with invited speakers.
IEDP NEWSLETTER ISSUE 6 2
VICTORIA UNIVERSITY CONFERENCE HIGHLIGHTS
AUTISM CLINIC by Michele Blick
The Victoria University of The IEDP invited Linda Theron to be a keynote speaker and
Wellington Autism Clinic is workshop facilitator at the New Zealand Psychological Society
now fully up and running conference held on 27-30 August.
https://www.victoria.ac.nz/
Linda Theron, professor in the Department of Educational
autism-clinic
Psychology and Centre for the Study of Resilience at the University
AUTISM LEARNING of Pretoria, shared her research on resilience processes for young
people challenged by significant adversity. When conceptualising
COMMUNITY
resilience, she acknowledged the complexity of the concept. Rather
Learn strategies, discover than conceptualise resilience solely as being due to personal
resources, and find support for attributes, she defined resilience as an ecosystemic concept, a
your work with students with process involving sociocultural contexts that shape resilience and
autism. Join the Monarch determine which resilience-enablers support positive adaptation to
Centre for Autism community adversity. This conceptualisation resonated with the way
for invitations to free
educational psychologists in
edWebinars with live chats,
access to a resource library, Aotearoa New Zealand
and online discussion forums acknowledge the ecological
https://www.edweb.net/ and dynamic systems that
autism interact in a young person’s
life. It is important for
WHO’S AFRAID OF
educational psychologists to
LEARNING? LECTURE understand how and why
some young people can ‘beat
Roseanna Bourke, Professor of
the odds’. This knowledge
Learning and Assessment,
provides educational
Massey University, delivered
psychologists with the ability
an Inaugural Professorial
to support a young person’s
Lecture on Friday 1 November.
resilience by identifying the
Drawing on theories of social
protective factors and
and cognitive learning and
resources that will facilitate
motivation, the lecture
resilience and equip a young
explained how fear of new LindaTheron delivering her
person to move towards
things can limit our capacity to keynote address
positive adjustment. If you
learn. The lecture is available
were not able to attend the
on https://
conference and would like to learn more, you may like to access the
webcast.massey.ac.nz/
book Professor Theron co-edited: Youth resilience and culture:
Mediasite/Play/
Commonalities and complexities.
8876b075376f483c935d1719d
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IEDP NEWSLETTER ISSUE 6 3
RESTORYING TRAUMA RETHINKING THE LANGUAGE
by Sapphire Telford OF DISORDER
Michelle Johnson-Jennings facilitated a pre- by Sapphire Telford
conference workshop about restorying
historical trauma for healing. Peter Kinderman, gave a conference address
about rethinking the language of disorder.
Michelle is a clinical psychologist who lives in
Canada. She is from the Choctaw Nation in Peter, a UK clinical psychologist, is working to
America and has devoted much of her life, change the approach we take to mental health
research and work to supporting indigenous and medication from a clinical to an ecological
communities to re-discover the strengths of their perspective. Mental health distress is commonly
ancestors and culture. In her workshop, Michelle an understandable response to stressors. It is also
discussed the impact widespread trauma can important that the client knows they have a
have across generations. Not only can there be choice about whether or not they want to accept
psychological impact but even biological, a diagnostic label and that all diagnoses are
affecting the phenotypic expression of genes socially constructed. For example homosexuality
that can make individuals more vulnerable to was once considered a disorder in the DSM-II.
outcomes such as obesity and addiction. Peter noted that we need to be aware of
diagnostic labels being stigmatising and
Michelle explored the impact of colonisation and influencing others’ responses. Also, mental health
the trauma that ensued on the narratives of support should be targeted to populations that
indigenous people. This includes today’s are known to be vulnerable (e.g. children in care)
narratives, where indigenous communities are rather than given on the basis of diagnosis.
often seen as past victims. However, by
reclaiming the strengths of their ancestors and Peter is also contributing to work around
the idea that they pushed through much trauma rethinking medication. While medication has
and difficulty to ensure future generations would certainly been used effectively in some
come to be, indigenous communities can reclaim situations, the exponential increase in
their strengths and identity and in turn think prescriptions for drugs such as antidepressants
about the type of ancestor they want to be. and ADHD medication for children raises
Michelle has used a form of narrative therapy concern. While drugs may support addressing
informed by indigenous expertise to create the symptoms of mental health distress, they do
projects and treatment that can help indigenous not address the cause. Peter believes the idea
people and communities to reclaim their about correcting chemical imbalance in the brain
ancestral strengths and tell a new story. Her work is widely pervasive and yet there is little evidence
was an inspiring framework for how we too in to link this as the key cause, or even a cause of
Aotearoa can support self-determination, much mental health distress. Also, an increase in
strengths-based views and ultimately flourishing prescriptions of antidepressants to children is
for our indigenous and minority communities. concerning, particularly as research has not
adequately explored the risks of this. Working
from an ecological perspective, Peter advocates
teaching strategies and skills to cope alongside,
or instead of, medication and making sure clients
have a choice and self-determination.
IEDP NEWSLETTER ISSUE 6 4
community and using narrative assessment to
AUNTY DEE TOOL guide programme development.
by Sapphire Telford
Those of us who are lucky enough to know
Monique Faleafa, a keynote speaker, at the Valerie are aware that she holds professional
conference, shared the work her organisation Le standards and ethics at the forefront of her
Va is doing for Pacific people. This included the practice. Her knowledge and clarity in these
development of an online tool, Aunty Dee, which areas has helped support many other
helps people to work through problems or practitioners. Funnily enough we even managed
distress using a cognitive behavioural therapy to discuss a difficult topic on the evening she was
approach informed by Pacific expertise. This tool presented with her award!
is designed to be culturally responsive to Pacific
More information about narrative assessment is
communities, particularly young people and
available on line at http://assessment.tki.org.nz/
picks up on key risk words, which if the person
Assessment-tools-resources/Learners-with-
types will give them the opportunity to speak to
diverse-learning-needs/Through-different-eyes.
a trained counsellor. The tool is free, something
Monique emphasises is important to her with the
tools they develop, as she believes it is one way
to democratise psychology.
DAME MARIE CLAY AWARD
by Margaret McNally
On Friday 20 September I had the pleasure of
seeing Valerie Bridge being presented the Dame
Marie Clay Award by the New Zealand
Psychological Society President Dr John
Fitzgerald. What made it extra special was that
many of her current and previous learning
support colleagues attended as well. This reflects
the high esteem that Valerie is held in. Talking to
Valerie about what she has done during her long
career reminds me of the variety of ways that
educational psychologists can help support
students. I am very interested in the work she
has done supporting students with complex
Val Bridge receiving her Dame Marie Clay Award
needs to transition from school to the
IEDP NEWSLETTER ISSUE 6 5
work with individuals, families, making for specialist
INTRODUCING … teachers and schools. Lately practitioners by Jan Johnson
MARIE PETERSEN we’ve been involved in
projects involving groups of
(2016)
Each newsletter we ✦ What really works in special
schools, and that is so exciting
introduce an educational and inclusive education (2nd
to see positive changes on that
psychologist to help build ed) by David Mitchell (2014)
level.
connections within our
profession. Today, we ✦ Distressed or deliberately
What do you enjoy about your
introduce Marie Petersen. defiant? by Judith Howard
work?
Marie is a Resource Teachers (2013)
Learning Behaviour cluster I love it. It’s the best job in the
manager. ✦ Diagnosing ‘disorderly’
world. Every day I get to work
children: A critique of
alongside the most skilled and
What led you to become an behaviour disorder
positive group of people who
educational psychologist? discourses by Valerie
go over and above to make a
Harwood (2006)
I had been working as a student’s learning more
teacher and have always been meaningful. Every day is And the one I’m currently
drawn to the kids that are not different and every student is a reading:
served well by our education unique individual, that’s what
system. I wanted to makes this job both ✦ A framework for
understand better how I might challenging and rewarding. understanding poverty: A
make a difference and began cognitive approach created
I have to comment on the for educators, employers,
my journey into educational
Resource Teacher team. They policymakers and service
psychology.
are the most dedicated and providers by Ruby Payne
What is your work context and skilled group of people I have (2018)
what does an average day look ever had the privilege of
like? working with. They truly give
110% to make a difference for
I manage a service of 38 a child and are innovative and
Resource Teachers, all creative in how they do this.
specialist teachers who are
highly skilled. We work What books do you
alongside the 74 schools in the recommend to educational
Western Bay to support psychologists?
students, families / whanau,
OK I have a few:
teachers and schools / kura to
better provide for students ✦ Visible learning: A synthesis
with diverse learning needs. of over 800 meta-analyses
relating to achievement by
We take Requests for Support
John Hattie (2009)
from schools / kura and we
work alongside to provide ✦ Learning in the fast lane by
learning opportunities for Suzy Pepper Rollins (2014)
those students who struggle
with academic or social / ✦ Casework in education:
emotional learning. We get to Planning and decision
IEDP NEWSLETTER ISSUE 6 6
What advice would you give to I’m also interested in
students studying to become supporting our older
ED PSYCH FORUM
psychologist? community. It’s a frightening Massey University is hosting
statistic when you consider the 12th Educational
Psychology is the study of
suicides in those aged 75 and Psychology Forum on
people, so you have to be
older and I wonder how much 3-4 February 2020.
extraordinarily interested in
psychological support is
people and how they tick. The If you are interested in seeing
available for our older
journey to becoming a ‘great’ what educational
community.
psychologist never stops, you psychologists actually do then
are always learning. That’s the So there is always something come along to learn about
fun part of the job! So my new to wonder, ponder and breaking edge practice and
advice would be to never stop learn! research in the field. In 2020
learning. Find your passion we have a mixture of research,
within psychology and carve and practice based
out your knowledge niche presentations.
within that.
We have the amazing Melinda
What does the future hold for Webber and Laura Lundy as
you professionally? keynotes, as well as a creative
performance as part of our two
I’m very interested in
day line up. This will be
supporting those with high
relevant to anyone working in
anxiety, sadness and
education, or with an interest
depression, unfortunately it’s a
in psychology.
growing concern amongst our
schools. Currently we rely on For more information visit
Australian resources and whilst http://www.eenz.com/epf/ and
they are very useful, it would register for what will be an
be great to have a New amazing two days of sharing
Zealand based resource that and learning.
caters for our culture.
IEDP NEWSLETTER ISSUE 6 7
asking her to help around the house. There are
UNDERSTANDING THE WHY — no broader issues with attention noted. Her
THE ROLE OF COGNITIVE hearing has been checked. English is the first
language spoken at home. She is not reported to
ASSESSMENT be overly anxious or to have experienced a
recent trauma – both explanations for why she
by Polly Schaverien
might ‘tune out’.
When young people reach our team for
We have therefore eliminated some physical and
assessment, it is usually because they (their
emotional possibilities. Yet we don’t know about
families and teachers) have got “stuck”. School-
the cognitive factors. If we stop gathering data at
based supports have been tapped, a range of
this point, how can her teacher, parents and
interventions have been trialled, yet the young
other support people help? Let’s think about a
person is continuing to experience challenges in
few additional possibilities that a cognitive
terms of learning or behaviour.
assessment might reveal:
More often than not, what I have found is that
✦ If her verbal comprehension score was low,
the reason interventions have not worked, is
Heidi may struggle to follow instructions
because the team involved can see what is
because the language used by the teacher
happening (e.g. a child is struggling to learn to
outstretches her current vocabulary. A focus
read, or to listen in class), but are still grappling
on building vocabulary would therefore help
with why. It is hard to choose the right
her comprehend instructions.
intervention, until that why is fully understood.
✦ If her fluid reasoning score was low, Heidi may
This is where I find that cognitive assessment can
struggle with the way in which instructions are
play a role. With the move away from diagnosis
given. She may need information to be very
as the determinant of need, back in the early
concrete and factual in order to follow it and
2000s, the reliance on cognitive testing has
struggle with nuance, jokes, or inferred
reduced. This is positive in many ways, as it
meaning. If this is the case, a focus on
opens the door for much richer and wide-
supporting her to learn how to problem-solve
ranging assessment practices. There is still,
could help.
however, an important place for cognitive
assessment as one of the forms of data we ✦ If her working memory score was low, Heidi
gather. This is because, when used well, cognitive may be in overload when her teacher is giving
assessment can offer a window into how instructions. She may understand the
foundation skills for learning are developing, and language used, and be able to problem solve –
therefore why a person is experiencing difficulty but experience difficulty ‘catching and holding’
in the classroom. the information in mind, so she can action it. If
this is the case, then having the teacher slow
Consider Heidi, who is aged 10 and struggling to
down, break information into small chunks,
follow her teacher’s instructions in class. Heidi is
and coaching Heidi in to use memory tricks
falling further behind in her learning as a result
could assist.
and it is starting to impact her social
relationships. Observation suggests that Heidi ✦ If her processing speed score was low, Heidi
‘tunes out’ soon after the teacher starts may understand what she hears, and
talking. Interview suggests it happens when remember what was said, but need longer to
Heidi is chatting with her peers as well, and sit with and work through the information
parents experience difficulty at home when before she can action it. Perhaps the teacherIEDP NEWSLETTER ISSUE 6 8
could be coached to let Heidi sit with
information a moment, before checking in, and
PODCAST PD
give Heidi longer to complete tasks. by Kate Garland
Many factors could therefore explain the single I’m officially a podcast junkie. My latest
challenge described. Trial and error is certainly addiction is the schoolpsychedpodcast, which
one option for working out which one of these can be accessed on YouTube. The podcast format
factors (or others) could be creating a barrier. is conversational rather than formal
When a child’s learning is at stake, however, the presentations (which makes the series even
faster we can narrow down our hypotheses and easier to listen to while driving). Hosts talk with a
the better tailored our interventions, the fewer range of psychologists and other educational
opportunities will be lost. By triangulating data professionals. Some of the more well-known
across these many methods – including cognitive interviewees include Dr Daniel Siegel (https://
assessments - we have the best chance of getting www.youtube.com/watch?v=a0SwHetizhk) and
to the core of the why and tailoring intervention Dr David Kilpatrick (https://www.youtube.com/
directly to need. That’s why I value cognitive watch?v=xRmPBW8ixnc).
assessments as one of the tools in my toolbox.
I especially enjoyed Dr Kilpatrick’s podcast. He
Polly Schaverien is a Wellington-based clinical effortlessly summarised vast amounts of reading
psychologist working in private practice, research and suggested how to put it into
predominantly in the educational psychology space. practice. As is common in the world of podcasts,
She and her colleagues take a holistic, strengths-
I then went down a rabbit hole of related
based approach to learning and behaviour with the
aim providing clarity to young people, about how podcasts and found the 95 percent group
they learn. webinar series https://www.
95percentgroup.com/kilpatrick-webinars, which
presents three podcasts based on Kilpatrick’s
ED PSYCH SURVEY book Essentials of Assessing, Preventing, and
Roseanna Bourke, Ros Pullen and Nicole Mincher Overcoming Reading Difficulties. Kilpatrick also
are Registered Psychologists teaching in the gives presentations as part of the Reading
Massey University EdPsych programme. They League, https://www.youtube.com/watch?
invite you to participate in a short survey v=yjosh5W7i0o
exploring the dilemmas and tensions
On a different topic, I’ve also been watching and
educational psychologists face around
listening to Ted Talks and conference
assessment and inclusive practices in education.
presentations about autism spectrum disorder
This survey asks questions around three
(ASD). I’ve enjoyed Ami Klin, who discusses
vignettes of tensions in practice. It will take no
studies he has conducted showing that babies
longer than 15 minutes. If you decide to
(who are later identified to have ASD) show
complete the survey, your responses are
different patterns of eye tracking with their
anonymous and we are not collecting
parents and caregivers as opposed to
demographic data that could identify you. If you
nuerotypically developing babies https://
require more information, please contact Ros
www.youtube.com/watch?v=blT6W7Hx9LE
Pullen (Senior Professional Clinician, Educational
Psychology) r.pullen@massey.ac.nz
To respond to the survey open the link https://
massey.au1.qualtrics.com/jfe/form/
SV_3CzrpR7M0FWW58xIEDP NEWSLETTER ISSUE 6 9
thing’?? The chapter works Whilst ostensibly a book for
BOOK REVIEW through how the thinking on both parents and
by Emma Levy APD has evolved, what the professionals, I don’t think it
research has found about would be an easy read for all
Making sense of whether or not it’s an parents, but those who like to
interventions for children
independent disorder (no research what’s out there for
with developmental
spoilers here!), and then moves their children will definitely
disorders: A guide for
on to interventions that find it useful. For
parents and professionals by address APD, and what the professionals, Caroline and
Caroline Bowen and Pamela research has found about Pamela have gone to all the
Snow each. effort for us. This will be your
I’ve been following Pamela go-to book if you want a
You’ll find chapters on reading,
Snow for some time. An shortcut straight to the
ASD, language, attention and
Australian psychologist and research in an area of child
working memory, and even
speech/language therapist development, so you can feel
diets, supplements and
(imagine bringing that confident in the
nutrition, amongst many more.
combination to your work!), recommendations you are
Each chapter works through
she has a blog called The Snow making to support young
the evolution of thinking in
Report. The blog addresses the people.
that area and the
evidence base around
interventions, linking each to
teaching children to read, and solid, peer reviewed research,
various reading intervention and pointing out flaws in
programmes. So, I was very research methodology
excited to hear she had a new
associated with some popular
book coming out. Co-
mes. If you’re trying to
authored with Caroline Bowen,
remember the name of the
Making Sense of Interventions paper that said vaccines don’t
for Children with cause autism, you can find it
Developmental Disorders is the there! If you’re wondering
book you’ve been waiting for, whether the Arrowsmith
if you want to save yourself
reading programme is a
hours of research into what
worthy investment for your
interventions have been found
local school, it’ll tell you!
to work, and not, for a variety
of developmental issues. The book combines a light-
hearted approach, written in
The chapter on Auditory language we can understand
Processing Disorder (APD)
and talking directly to the
caught my eye immediately.
reader at times, with a tone
I’ve never been certain
that is clear and firm about
whether it’s an independent what the research has found.
disorder, or a collection of There’s no “I reckon” or “I
symptoms found in people prefer” in this book – it’s all
with diagnoses of ASD, ADHD,
“this is what the research says”.
or language and literacy
difficulties. Is it really ‘aIEDP NEWSLETTER ISSUE 6 10
programme with lesson plans. involvement and support to
TOP BOOKS Tom has included common Assistive technology David
by Robyn Stead high frequency word lists and Mitchell’s book covers a wide
word lists of more range of commonly
The IEDP loves reading. Here phonologically complicated encountered interventions. If
are Robyn’s top six picks.
words that students will need you are wondering how
1.At the cutting edge by Tom to learn and practise. Because effective an approach is or you
Nicholson. the book doesn’t have are wondering what to
coloured illustrations or any recommend this is an excellent
This book is my go to resource. other markers to place it in the resource.
for early primary children who junior classroom, I have used
are struggling to learn the 5.Visible learning and the
the book to assess and
basic building blocks of science of how we learn by
develop interventions for
literacy. Tom writes from a John Hattie and Gregory Yates
students throughout primary
depth of knowledge of the and intermediate school. A bit similar to the David
research but also a practical Mitchell book but the focus is
knowledge of what learning 3.Writing for impact 1 and 2 by
on wider educational
looks like in a New Zealand Tom Nicholson
approaches and how the
classroom. I’ve used this book
These are new volumes and teaching profession
as a starting point to create
were published in 2018. approaches how to teach so
interventions a class teacher
Volume 1 is a thorough review that children learn. I tend to
can use with a small reading of the research including effect dip in and out of this one
group and a teacher aide can sizes of various writing depending on what I’m seeing
extend. I’ve even been able to interventions. Volume 2 is a in classrooms.
create small games that a
teaching guide including
more able child can play with a 6. He’ll be OK, growing
lesson plans. As Tom points
less able child to add to the gorgeous boys into good men
out in volume 1 writing is
amount of practice a child by Celia Lashlie
something that teachers think
having difficulty can they know how to do well but As the mum of two young men
experience. the evidence is suggesting I came to this book when it
2.Phonics handbook by Tom that perhaps they don’t use was initially published for
Nicolson the best strategies. Any of the some personal guidance on
teaching methods suggested how to raise my boys. As a
This book provides a in Writing for Impact are professional I often refer back
systematic approach to evidence based and teacher to it when I’m speaking with
teaching phonological skills. tested so as a psychologist you parents or helping teachers
The book is the whole package can be confident that they are understand why the boys in
done up in an easy to locate doable. their class may be behaving
on the bookshelf bright blue.
the way they are. This is a
There is an explanation of why 4.What really works in special
much-thumbed book which
and what the research says, a and inclusive education: Using
expresses a great deal of
set of assessments to support evidence-based teaching
technical wisdom in a very
understanding of where a strategies (2nd ed ) by David
approachable way. It’s also
child might be missing key Mitchell
very funny and at times a bit of
skills and knowledge and then
From cooperative group lightness is just what everyone
a step by step intervention
teaching to parent needs.IEDP NEWSLETTER ISSUE 6 11
movements towards healing and thrivance) and
IEDP STUDENT CONFERENCE Professor Christina Richards (Counselling
SCHOLARSHIP psychology approaches to gender and sexuality)
to be outstanding in their respective fields.
Congratulations to Cathy Cooper, recipient of
the 2018 IEDP Student Conference My favourite presentation was ‘Whakapiki Wairua
Scholarship. The award supports a student - the study of a Māori mindfulness intervention in
subscriber of the IEDP to attend the NZPsS a wharekura’. I enjoyed attending programme
Annual Conference. The following is Cathy’s items from the Institute of Criminal Justice and
reflection about her conference experience. Forensic Psychology symposium, in particular
Jim Ogloff’s presentation on the assessment of
This year I was the very fortunate recipient of the risk for stalking. I found the professional practice
IEDP Student Conference Scholarship to attend seminars well-geared towards those of us
the NZPsS annual conference. This was the most working through our internships. The students
informative and interesting conference I have who presented the mini workshop on reflections
ever attended! The conference theme – ‘Tuia te and insights on the Christchurch terror attack
ao whānau whānui kia puāwai – our relational elucidated their topic exceptionally well.
world, psychology contributing to human
flourishing’ was so evident in the words of each The student breakfast was an excellent
speaker and each workshop that it was held opportunity for networking, as was the
continuously in the forefront of my thoughts. whakawhanaungatanga conference welcome
function. I enjoyed using the conference app
I began my conference experience by attending Attendify and found it easy to navigate.
two half-day workshops. ‘Engaging Pasifika:
Cultural competency training for working with I enjoyed attending this conference
Pasifika people’ was run by Le Va. The Le Va team wholeheartedly. Thank you immensely to the
welcomed us at the door and their presenters IEDP for the scholarship which allowed me the
kept us focused, entertained and learning. opportunity to attend. In light of my experience, I
have already diarised my attendance at the 2020
Linda Theron’s workshop ‘Supporting clients to NZPsS conference in Dunedin!
beat (or change) the odds’ changed my
perspective on resilience! Linda was an engaging
speaker and with absolute ease had us all
participating and contributing. Attending Linda’s
workshop was one of the highlights of my
conference experience.
I found all the conference keynote speakers to be
absolutely stunning in their presentation skills
and their dissemination of information. While I
enjoyed every speaker, in particular I found Dr
Monique Faleafa (Democratising psychology for
Pasifika and beyond), Professor Linda Theron
(Towards human flourishing under stress: what
can psychologists learn from innovations in Cathy Cooper attending the IEDP conference social.
resilience theory and practice?), Professor Left to right Kerry Gibson, Tania Anstiss, Michele Blick,
Michelle Johnson-Jennings (Transformation of Fiona Howard and Cathy Cooper
trauma through love and land: indigenousIEDP NEWSLETTER ISSUE 6 12
ABOUT THE IEDP IEDP COMMITTEE 2019/20
The goals of the IEDP are to: Chair: Michele Blick micheleblick1@gmail.com
✦ provide professional support and networking Secretary: Vacant
opportunities to members
Treasurer: Robert Shaw
✦ raise the profile of educational and
Professional Development: Robyn Stead
developmental psychologists to highlight the
contribution the profession can make to Newsletter Editor: Kate Garland
individuals, whanau, communities and society
Advocacy: Polly Schaverien
✦ represent educational and developmental
psychologists to the public, media and Student Representative: Jo Orchard
government to promote the use of
psychological knowledge to support equality
and uphold the spirit and intent of Te Tiriti o
IEDP CONTACT DETAILS
Waitangi. Email micheleblick1@gmail.com
Facebook, fb.me/IEDPNZYou can also read
