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Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.

Publications

• Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
• Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
• Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S.  (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
• Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
• Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
• Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.

Janique is a  Probationary Research Student in the Department of Education at the University of Oxford.

Her current research focuses on children’s learning and the emotional well-being of transnational Caribbean families. As a seasoned educator she has worked at the secondary school level for over a decade and obtained a Bachelor’s in Education from the University of the West. Indies.

In 2015, as a Commonwealth Scholar at the University of Warwick, she completed an MA in Educational Innovation, with distinction. She is a committed community volunteer and leader.  Her research interests remain in understanding how to improve outcomes for children in care and children who are impacted by separation from parents through migration.

Lucy is a third-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.

Ellen’s background is in Psychology and Education with 15+ years of experience working as a school counsellor, IBDP & undergraduate and graduate lecturer for international institutions in Greece.

Her passion for engaging adolescents and young adults in experiential community projects for positive youth development prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their self-concept and purpose in self, school, society and transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological Association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.

As a scholar practitioner, Ellen has supported research projects at the Rees Centre, Department of Education and others on trauma- informed practices in UK schools.

Ellen’s research interests include: participatory action research, adolescent purpose, student voice, youth trauma, transition to adulthood, and trauma-informed and restorative educational practices with youth in social care and unaccompanied refugee minors.

Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.

Supervisors

Dr Ian Thompson and Dr Neil Harrison (former)

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

Director of Trauma Informed Consultancy Services, author, trainer and speaker, Lisa brings 30 years of experience working in education and social care settings. In the last thirteen years, Lisa’s work has been focused on creating and delivering training across all sectors – Education, Children’s Services, criminal justice and health – with the sole aim of contributing to the facilitation of developing settings, services and systems that prevent trauma, mitigate the effects of trauma and do not add to trauma.

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

Yousef’s current doctoral research explores the educational resilience pathways of unaccompanied refugee minors. Their research draws upon data and fieldwork from Jordan and Greece.

Yousef is also a research officer at the department, working with the Rees Centre on local authority data analytics projects in the UK (PI: Professor Leon Feinstein), and with TalkTogether, a UKRI GCRF-funded research programme in India and the Philippines (PI: Professor Sonali Nag).

Prior to their doctoral studies, Yousef worked in program management and social data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef holds a Master of Public Administration from Columbia University and a Master of Education from Harvard University.

Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.

Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.

Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.

Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the