Skip to content

Department of Education

Viewing archives for Rees Centre

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (2021) Process evaluation of Virtual Pregnancy in Mind during the Covid-19 pandemic. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Palmer, L. and Walters, H. (2021) Reflections and learning from our local service response to families during Covid-19. London: NSPCC.

McElearney, A., Palmer, L., Walters, H., and Hyde-Dryden, G. (2020) Learning from adapting the Baby Steps programme in response to COVID-19. London: NSPCC.

Hyde-Dryden, G. and Ward, H. (2017) Towards a Family Justice Observatory – A Scoping Study: Main Findings Report of the International Scoping Exercise. Available at: http://wp.lancs.ac.uk/observatory-scoping-study/

Lushey, C., Hyde-Dryden, G., Holmes, L. and Blackmore, J. (2017) No Wrong Door evaluation report. London: Department for Education.

Holmes, L, Thomas, C, Hyde-Dryden, G, Williams, A (2017) Firstline evaluation report. London: Department for Education

Brown, R., Ward, H., Blackmore, J., Thomas, C. and Hyde-Dryden, G. (2016) Children identified in infancy as likely to suffer, significant harm: a prospective longitudinal study: age eight follow-up, London: Department for Education.

Hyde-Dryden, G., Gibb, J., Lea, J., Buckley, E., Holmes, L., Wallace, E., Lushey, C. and Lawson, D. (2015) Improving practice in respect of children who return home from care: Research report. London: Department for Education.

Hyde-Dryden G., Holmes L., Lawson D. and Blackmore J. (2015) Taking Care Practice Framework for Reunification evaluation report. Loughborough: Centre for Child and Family Research, Loughborough University.

Ward, H., Brown, R. and Hyde Dryden, G. (2014) Assessing Parental Capacity to Change when Children are on the Edge of Care: An Overview of Research Evidence, Childhood Wellbeing Research Centre Report, London: Department for Education.

Lucy is a second-year DPhil student, funded by an ESRC Grand Union DTP studentship.

Her DPhil research aims to engage in a meaningful and creative way with service children to explore how service life has shaped their experiences of education and sense of self. By choosing this focus, the research seeks to widen and nuance current understanding of service children’s educational experiences in addition to furthering knowledge into how service children see themselves. As a result of this, it is hoped that the research will support in developing the professional body of knowledge and understanding of this group of children in schools and help inform the Service Pupil Premium (SPP) funding choices in addition to wider school practice.

Before embarking on her DPhil at Oxford, Lucy completed her PGCE and MEd in Primary Education at the University of Cambridge. In addition to her DPhil work, Lucy is a Trustee for the Armed Forces Education Trust (AFET) – a grant-giving charity for service children – and a volunteer for the Oxford based charity, Big Brothers Big Sisters.

 

 

Lisa Cherry is a First Year Full Time DPhil Student based in The Rees Centre.

An Author, Trainer and speaker on Trauma, Recovery and Resilience, Lisa brings 30 years of experience working in education and social care settings. In the last ten years, Lisa’s work has been focused on creating and delivering training across all sectors, Education, Social Care, criminal justice and health, with the sole aim of contributing to the facilitation of developing services that can create better life chances for children who are considered to be vulnerable.

Lisa’s research in her MEd looked at the intersection of school exclusion and being in care and the impact upon education and employment across the life course.

Publications
  • The Brightness of Stars; Stories of adults who came through the care system, 2016 KCA Publishing
  • Conversations that Make a Difference for Children and Young People: Relationship-Focused Practice from the Frontline, 2021 Routledge

Georgia is a Research Officer in the Rees Centre. She is currently working on the Alex Timpson Attachment and Trauma Programme in Schools, primarily involved in qualitative data analysis. Georgia is also working on a British Academy funded project about care-experienced academics working in higher education.

Georgia came to research from a legal background. She initially worked as a researcher in the Centre for Child and Family Research at Loughborough University, where she was involved in multiple research and evaluation projects including, a prospective longitudinal study of children identified in infancy as likely to suffer significant harm; evaluations for the Department for Education Children’s Social Care Innovation Programme; and research on return home from care. More recently, Georgia worked as a Development Researcher at the NSPCC, involved in the development of local services for children and families from concept through to scale up.

Her primary research interests are transitions from care (e.g. transitions from care into adulthood, returning home from care) and the role of education in supporting and providing opportunities for vulnerable children. Georgia’s PhD focused on care leavers’ experiences of higher education in England.

Publications

Journal articles

Harrington, L., McElearney, A. and Hyde-Dryden, G. (2021) Adapting the Pregnancy in Mind (PiM) support service to virtual delivery. Journal of Birth and Parent Education, 8 (3).

Margolis, R., Jackson-Hollis, V., Hyde-Dryden, G., Robson-Brown, E., Smith, E. and McConnell, N (2020) Families facing multiple adversities: impact and interventions. Paediatrics and Child Health 30(11), 390-394.

Ward, H., Brown, R., Blackmore, J., Hyde-Dryden, G. and Thomas, C. (2019) Identifying parents who show capacity to make and sustain positive changes when infants are at risk of significant harm. Developing Practice: The Child, Youth and Family Work Journal, 54, 45-61.

McDermid, S., Hyde-Dryden, G. and Ward, H. (2015) Looking for long-term outcomes: What early interventions are needed for children and young people at risk of maltreatment in England? Irish Journal of Applied Social Studies, 15 (2), 36-49.

Hyde-Dryden, G. (2015) Overcoming self-reliance and lack of expectation among care leavers in higher education in England: the role of inter-agency working. Swiss Journal of Social Work, 16, 75-93, (Special issue).

Munro, E., Pinkerton, J., Mendes, P., Hyde Dryden, G., Herczog, M. and Benbenishty, R. (2011) The contribution of the UNC for the rights of the child to understanding and promoting the interests of young people making the transition from care to adulthood. Children and Youth Services Review 33 (12), 2417-2423.

 

Reports

McElearney, A., Murphy, C., Fullerton, D., Hyde-Dryden, G., Cosette, A. and Morris, S. (2021) School staff, parents and carers’ views and experience of the Keeping Safe whole-school education programme: Lessons from the process evaluation for teaching children to recognise abusive behaviours and tell. London: NSPCC.

McElearney, A., Hyde-Dryden, G., Walters, H., Palmer, L., Coulter, K. and Adamson, G. (