Friday 27th April

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09:00 – Registration

09:30 – Welcome and Introduction: A review of past conferences and new research

10:30 – Neurobiological and Developmental Perspectives on the Meaning, Experience

and Impact of ‘Privilege’ on Adolescent Lives

11:30 – Coffee

12:00 – Discussion

13:00 – Lunch

14:00 – The Impact of Money Exchange:

-Between parents and schools

-Between parents and therapists

-What young people learn about money from their parents

15:00 –Coffee

15:30 – Choice of Group Discussions:

-How can we use what we have learned in schools?

-How can we use what we have learned within therapy?

16:30 – Final discussion and summing up of the day

17:00 – Finish

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Leslie Lund

Introduction and Welcome

 

Leslie will give an overview of past CYPPE conferences and where we seem to be going in studying privileged youths.

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Leslie Lund is a UKCP registered psychotherapist who has over twenty years of experience in working with young people and their families, and she has devoted many years to researching the special challenges which educationally privileged adolescents face at home and at school. She created CYPPE in 2016 to provide an opportunity for mental health professionals to collaborate in an exploration of the effects of privileged environments on the development of adolescent emotional health and wellbeing. Leslie supervises school counsellors and offers workshops on adolescent mental health to schools, parents, and community organisations. She is the founder of the Surrey Counselling and Psychotherapy Initiative, a professional members group which supports the personal and professional development of counsellors, psychotherapists and psychologists in private practice.

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Bill Young

Neurobiological and Developmental Perspectives on the

Meaning, Experience and Impact of 'Privilege' on Adolescent Lives.

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For the first presentation, Bill will explore the potential advantages and disadvantages afforded by various privileges through the lens of neurobiological and psychosocial development:

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• summarising critical developmental changes in the brains and minds of adolescents and how these create both opportunities and vulnerabilities for their ongoing lives.

• considering the various meanings of ‘privilege’ within this developmental framework and, more specifically, how these can shape their future lives. 

• highlighting ethical, educational and therapeutic issues arising from our work with adolescents across a spectrum of privileged conditions and environments.

• and identifying key areas of understanding and research required for this emerging field to develop further and thereby benefit service providers, young people and their families.

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Bill is a Paediatrician and Consultant Child & Adolescent Psychiatrist working across NHS, independent, academic and voluntary sectors. His previous work spans developing community-based CAMHS across the UK, establishing several in-patient psychiatric units for young people, and working with national and international organizations such as Young Minds, British Board of Film Classification and UNICEF. His current areas of interest include treating childhood trauma, delivering mindfulness-based interventions to young people and parents, improving stress resilience in schools, and promoting child mental health awareness through public education.

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Louise Keller and Leslie Lund in discussion

Economically Privileged Parents and

Issues of Money Exchange in Private Education

 

Louise and Leslie will discuss issues around money, such as the money exchange between parents and schools, and what children learn about money from their parents.

They hope to talk about the money exchange between parents and private practice therapists, but the intent is to leave lots of time for discussion, so prepare to participate!

 

Louise Keller is a UKCP & BACP registered Child and Adolescent Psychotherapist.

Since 2003 her clinical experience has involved work with children and their families in a variety of educational settings (both in the state and independent sectors). Currently she consults to independent schools in Central London where she has helped develop their pastoral support and in-house Counselling services. She provides training workshops for schools and corporate settings and has a private practice in North West London where she sees both primary and secondary aged children, adults, parents, couples and families. She has a particular interest in the complexities that wealth and privilege can present in therapeutic work.

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Workshops

A choice of workshops and small group discussions which will explore a variety of topics.

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Saturday 28th April

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09:00 – Registration

09:30  – Welcome and Introduction

10:00 – The Acquisition of Privileged Identity in Independent Schools (Part 1: Boys)

11:00 – Coffee

11:30 – Discussion

12:30 – Lunch

13:30 – The Acquisition of Privileged Identity in Independent Schools

(Part 2: Girls)

14:15 – How can Boarding Schools Support the Psychological Development of Young

People?

15:15 – Coffee

15:45 – Discussion

16:45 – Feedback forms and CPD certificates

17:00 – Finish

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Allison Paech-Ujejsky

The Acquisition of Privileged Identity in

English Single-Sex Independent Schools (PART 1: Boys)

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This session will address specific issues about how boys react when schooled in the totally enveloping environment of a single sex boarding school. How does this particular form of socialisation shape their individual expression and identity? Following on from research at four single-sex boarding schools, this presentation will cover areas such as the use of school curriculum to express social class and gender, the motivations which boys express toward their learning and their future careers, and the development and use of ‘cultural capital’ associated with attending elite institutions. Patterns of peer and social interaction will also be explored, as well as boys’ perceptions of school and family expectations. Finally, Allison will discuss the boys’ emotional lives, including difficulties and conflicts they experienced.

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Allison Paech-Ujejski was born in Australia and attended a single-sex independent school.  After attaining an MEd, she taught in private schools for 15 years, many of them single-sex boarding schools. In 1985 she completed an M Phil in Education at Cambridge University and in 1991 began research toward her Doctorate at Cambridge which looked at masculine socialisation processes in boarding schools. She has lived and worked in Australia, Canada, Hong Kong, Poland and Britain. Her children were educated in the English private school system as day pupils. Since 2006, Allison has been a director of Boarding Concern, an organisation which raises awareness of boarding issues and supports former boarders who feel damaged by their boarding experiences. Her current work looks at the integration of foreign students into British boarding schools.

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Leslie Lund

The Acquisition of Privileged Identity in

English Single-Sex Independent Schools (PART 2: Girls)

 

Leslie will use some current sociological research to look at girls' schools and the pressures and mixed messages which young women experience. She will muse on the nature of single-sex schools and, with the CYPPE delegates, theorise about the effects of gender identity processes within co-educational environments.

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Callum Barnes

How can Boarding Schools Support the

Psychological Needs of Young People?

 

Callum will discuss his school's developing use of psychological insights and the emotional and relational supports put in place for young men in his boarding programme. Since boarding schools are becoming more popular than ever in Britain, CYPPE delegates will have the chance to explore what needs to be done in boarding schools to minimise possible damage to young people and maximise healthy growth and development.

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Callum Barnes teaches Design Technology at Winchester College. For two years, he has also worked as an Assistant Housemaster in one of the school’s 11 boarding houses, helping to care for the emotional wellbeing, and the social, academic and cultural potential of 60+ boys aged 13-18. In July 2016, Callum was appointed Designated Safeguarding Lead, taking on the responsibility for Child Protection and Safeguarding related matters within the School.