Force of habit

In my People Solutions Sourcebook I write about the ‘Three Hs’ that are powerful influences on behaviour: head (reason); heart (passion or emotion) and habit. Which is more powerful will depend on the circumstances at any given time. For example, following a major loss heart is likely to be to the fore.

It’s also fair to say that these three sets of influences will affect each other – for example, our reasoning may well be affected by emotional issues at times (and vice versa, of course). But one thing that tends to remain constant most of the time is the power of habit. A major part of the reason for this is that habits establish ‘neural pathways’. That is, we ‘train’ our brain to react in certain ways, according to certain predefined patterns of behaviour and response. So, in a sense, a habit becomes an automatic, pre-programmed response. We do something so often that it becomes an established part of our ‘repertoire’ – we just do it without thinking about it. And that is why the phrase ‘force of habit’ is such an appropriate one.

But, and it’s a big but, that does not mean that habits become forces beyond our control, parts of our behaviour that we can do nothing about. That is an unwarranted defeatist approach, one that oversimplifies a much more complex picture. Neural pathways can be changed. They will continue to apply if nothing happens to change them, but steps can be taken to change them, of course.

This is where reflective practice comes in. A key part of reflective practice is self-awareness, being able to ‘tune in’ to what effect we are having on a situation and what effect it is having on us. This can include being aware of our habits and evaluating whether they help or hinder. We can then leave the positive habits well alone and let them continue to do their good work and focus on changing those habits that may be problematic in some way.

So, how do you change a habit? Basically it involves taking a more conscious approach to certain behaviours. For example, if you know that you tend to speak too quickly when you are nervous, then you need to train yourself to speak at normal speed when you are nervous. This would involve being self-aware enough to recognise that you are starting to feel nervous and then consciously controllingthe speed at which you are speaking (without going to the other extreme and speaking too slowly!). What you need to do consciously, carefully and deliberately to begin with will soon become established as a new habit – you will establish a new neural pathway. This time, though, it will be a more positive and helpful habit.

This may all sound simple and straightforward at one level, but what makes it more complex (and difficult at times) is: (i) being tuned in to what our habits are is not always easy (by their very nature they tend to operate without our knowing they are happening); and (ii) it can take time before we have sufficient confidence in our ability to change habits to be able to discipline ourselves into behaving in new ways.

What adds to the complexity is that I have focused here on trying to change habits of behaviour, but there are also habits involved in our emotional responses and our thinking patterns. Like behavioural habits these too can help or hinder, but they too can be changed with the help of reflective practice.

What it boils down to then is that habits are very powerful influences on our thoughts, feeling and actions, but they are not all-powerful. Reflective practice has an important role to play in helping us take greater control over what influences us.


Thompson, N. (2012) The People Solutions Sourcebook, 2nd edn, Basingstoke, Palgrave Macmillan. tsPSS 2e

Routes to Resilience: a guest post by Carolyn Barber

When we talk about physical health, we mean healthy habits, fitness, strength, agility, energy and so on. Mental health on the other hand has become synonymous with ill-health – depression, anxiety, stress, unable to cope, and above all stigma.

With physical health, we all know that at times we have to work harder at it. We all know that if we get flu, or if we have an operation, there will be a period of recovery needed. Sometimes we have to build ourselves up physically to take on a particular challenge – stamina if we plan to run a marathon, for example. No one imagines that if you get yourself into peak physical condition you never have to think about your physical well-being again.

The stigma which surrounds mental ill-health means that we are often ignorant about what contributes to good mental health, which habits are beneficial and can help build psychological strength and mental resilience in times of change, for example. And if you’re in the 25% of the adult population who are identified as experiencing mental ill-health, such as depression and anxiety – many people say that the stigma and attitudes of others are the hardest things to deal with, making recovery tougher than it needs to be.

For those working in the people professions, self-care in terms of good mental health and well-being, is a pressing concern. According to the Health and Safety Executive in their 2013 report, the ‘industries that reported the highest rates of total cases of work-related stress (three-year average) were human health and social work, education and public administration and defence.’

There are huge challenges in the changing political and economic context, as well as the organisational cultures associated with human health and social care services. A better awareness of how to take care of our own mental health strengthens our professional ability to help others in a climate of uncertainty.

The 5Cs framework represents five core components of good mental health:

Challenge – this is the way we grow in self-confidence, and develop a sense of competence and capability. ‘Challenge’ represents learning new things, taking risks and stepping outside our comfort zone, setting goals for ourselves.

Character – this is about how we understand and believe in our own personal values, strengths, skills and resources. We all have stories about our lives, but how do we tell them?

Composure – this is the ability to distance ourselves from our thoughts and reduce emotional intensity. It means learning how to still the mind, notice more, and develop our self-awareness.

Connection – this is about our relationships with others, our social networks, and our contribution to work, to our family, to the community.

Creativity – this represents the fun, child-like aspects of our nature which all too often we lose sight of as we grow older. It’s about using our imagination, developing our creative talents, and thinking outside the box.

The 5Cs framework is simply a way of organising information to make sense of complex ideas. It’s helpful to think of a framework rather like a travel map. Like a map, a framework can help us make decisions about the route we want to take. It can show us that there may be many different paths to get to the same place. Using a framework we can explain why we might try this or that path depending on our circumstances.

Carolyn Barber is a qualified social worker with over thirty years’ experience as a practitioner, manager, practice educator, researcher and trainer. She is the author of The Layperson’s Guide to Good Mental Health: Your A-Z for a Happier Life (2013) and a founder director of The Good Mental Health Cooperative, a social enterprise based in Hampshire. Her new e-learning course, Positive Mental Health, uses the 5C’s framework to explore self-care in relation to good mental health, well-being and resilience; develop a broader perspective on the research and theory around what contributes to good mental health; and identify specific interventions which can be applied in direct work to support people experiencing poor mental health and mental ill-health. For more information go to

Groups and Groupwork – Book Review

A – Z of Groups and Groupwork by Mark Doel and Timothy B. Kelly, Palgrave Macmillan, 2014, ISBN 978 0 230 30857 2, 9 + 241pp.

This book is part of a new series of A to Z books from Palgrave Macmillan. As the name implies, each book contains a set of dictionary-style definitions covering different aspects of the subject concerned, in this case groups and groupwork. Groupwork is a method that can be very effective in a variety of ways, a powerful way of bringing about much-needed change in what can often be very demanding circumstances. Sadly, it is not used as much as it used to be, but its value as a helpful resource remains unchanged and there is certainly much to be gained from making much fuller use of the empowering opportunities skilled groupwork offers.

Experience has taught me that any book that has Mark Doel’s name on the cover will have much to offer. He is one of those relatively rare authors who succeeds in discussing complex issues in an accessible way without oversimplifying them. In this new work he teams up with Timothy B. Kelly, another experienced groupworker, to produce an A to Z guide to groups and groupwork. The result is a well-written and very helpful overview of groupwork.

I believe this book will be helpful in a number of ways. For people who are undertaking groupwork, it will serve as a useful reference guide to be dipped in as and when required. For people who are new to groupwork it will be a useful introduction that gives a good flavour of what is involved in what they are about to embark on, including the challenges and the rewards. For students there will be much here to help them with assignments and their learning more broadly.

So, overall, this is a very welcome addition to the literature on this important topic.  As an A to Z guide should be, it is broad ranging in its scope. It is also clearly written and very well informed by two authors who quite obviously have considerable experience and expertise in the subject. Anyone involved in, or considering becoming involved in, groupwork should have a copy of this book.


Assessment in Child Care: Using and Developing Frameworks for Practice edited by Martin C. Calder and Simon Hackett, 2nd edn, Russell House Publishing, 2013, ISBN 978 1 905541 85 0, 384pp.

This is a new, revised edition of an established textbook. Working with children and young people in need of care and protection is complex and demanding work. Assessment is one of the major keys to effectiveness in this type of work, as it is a process of laying a foundation of understanding, a framework of meaning or narrative that helps us make sense of the situation we are dealing with. Developing a sound, helpful, accurate and reliable assessment is a highly skilled process, and so a well-resourced, wide-ranging book like this is to be welcomed.

In these bureaucratic, managerialist days I have seen far too many examples of assessment reports that do not do justice to the complexities involved, which do not achieve the level of professional understanding required for high-quality work. It is as if some people see assessment as just a process of filling in a form, when of course the reality is far more complex than that. This book is effective in getting across the message of just how complex and how important assessment is. It provides quite a comprehensive overview of the subject with chapters on a wide range of aspects.

Given that the book contains so many different chapters by different authors, it is perhaps inevitable that some chapters are better executed than others, but overall this is a well-written book with important things to say about important issues. It is not the sort of book that is likely to be read from cover to cover – although no doubt some people will, and will be all the better for doing so. It is more likely to be used as a reference source, and one that could and should be available to teams of staff charged with undertaking assessment work with vulnerable children and young people.

When it comes to concern about well-being, the well-being of children and young people can often be forgotten. The growing literature on well-being and happiness has little to say about children and young people, but this book provides an important contribution to our understanding of the needs of children and young people in need of care and protection.


Living and learning

Living and learning

It was Friedrich Nietzsche who said that what does not kill us makes us stronger, and he was nearly right. Only nearly? Yes, because much of what does not kill us has no effect on us whatsoever – it simply passes us by. Our life experience has the potential to make us stronger, but only if we capitalise on the opportunities presented. So, a more realistic aphorism would be: what does not kill us has the potential to make us stronger if we take the trouble to learn from that experience.

But much will depend on our understanding of what learning is all about, how the model of learning we adopt conceptualises it. For example, if we take the traditional model of learning as one of gathering facts and figures, filling our heads with information that may or may not be useful at a later date (the ‘banking‘ model of learning that Paulo Freire was so critical of), then that presents us with little scope for learning from life experiences.

What can also hold us back in terms of models of learning is the tendency to see learners as having fixed personalities (or ‘essences’, to use the technical term) – for example, when people say things like ‘it’s my nature, it’s just the way I am’, as if change is not possible. Such a model of learning assumes that the individual remains untouched by their learning, except for perhaps having added a few more bytes of information to their hard disk or giving them the opportunity to practise skills.

An alternative model of learning that can get us away from these limitations is what is known as existential learning, rooted in existentialist philosophy. According to this approach learners are not fixed entities to be topped up with additional information or more well-oiled skills. Learners are people on a life journey, changing in response to the circumstances they find themselves in. We are constantly faced with situations where we have to make decisions, where we have to choose which branch in the road we go down. Those decisions shape not only the direction we go in, but also who we are. That is, we are not fixed entities on a journey, we are that journey; the journey is a central part of our spirituality, our sense of who we are and how we fit into the wider world. For many that sense of spirituality comes from religion, but, whether religious or not, we all have a spiritual path we are following.

Not so long ago any mention of spirituality outside of religion would have been met with muttered barbs of ‘tree hugging’ and being ‘wired to a moonbeam’. But, increasingly now it is being recognised that spirituality is an important part of being human and that we have to get past any reluctance to engage with spiritual matters. Existential learning recognises this.

Existential learning is learning that changes us in some way, that empowers us to do things differently, to see things differently and, importantly, to feel things differently. Existential learning transforms us in some way. As Nietzsche would see it, it makes us stronger.

There is a parallel here with leadership, particularly self-leadership. A leader is not just someone who keeps the organisational wheels turning, but rather transforms the situation to make sure that they are turning in the right direction (following the best path). Self-leadership is about making sure we are clear about where we are going with our work and our lives more broadly (our path) and what decisions we need to make to follow that path and get where we want to be. Existential learning means making the changes we need to in order to be able to get the most out of our journey.

Existential learning is a key part of the Avenue Professional Development Programme:

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The Invisibility of Grief

I attended a conference once where one of the presenters said that when people undergo a major change in their lives they experience something very similar to grief. ‘Similar?’, I thought to myself. ‘No, it is more than similar, it is identical; it is grief’. Grief is our reaction to loss, not just our reaction to bereavement. This sounds a very straightforward statement to make, and yet I regularly encounter situations involving significant losses other than death where the people involved are not taking account of grief at all – even though I am sure they would do so if a death had occurred.

This is what I mean by the invisibility of grief. There are so many situations in which it is a significant factor and yet will often receive little or no consideration. I have come across social care workers who have been involved in settling older people into a residential setting (when increasing infirmity has necessitated giving up their home) who have given no thought to the grief the person concerned is likely to be experiencing. Similarly I have worked with child care staff who have not considered the grief involved in experiences of child abuse, a phenomenon characterised by many losses at many levels. Thankfully, I have also met many people who are well tuned in to loss and grief issues and respond very supportively and sensitively. However, it is the proportion of caring professionals who do not do so that causes me some degree of consternation.

I am not blaming or criticising such staff. If they have not had training on such issues and/or suitable guidance through supervision, then they cannot be criticised for not being aware of what they are not addressing.

Similar concerns occur in the wider workplace and not just in the caring professions. For example, employees may be given compassionate leave and, in some organisations at least, a very supportive response at a time of bereavement. However, if their loss is not death related, they may receive little or no support – even though losses unconnected with death can often be more impactful than a bereavement. For example, a worker whose spouse has been sent to prison may experience a stronger grief reaction than a worker whose grandparent has died (especially if they were not particularly close to their grandparent).
Kenneth Doka’s work on disenfranchised grief (Doka, 1989) has proven influential. A disenfranchised loss is one that is not recognised or socially sanctioned and does not therefore trigger off the type of social support people normal receive at the time of a significant loss. He identified three main forms of disenfranchisement: (i) the relationship is disenfranchised; for example, someone in a secret same-sex relationship – that is, one that is not ‘out’ – whose partner dies may receive little or no support if the person who has died is perceived as a flatmate or a lodger; (ii) the loss itself is disenfranchised; for example, a death by suicide may evoke less support than a less stigmatised cause of death; (iii) the griever is disenfranchised; for example, it is often assumed that people with learning disabilities do not grieve or that older people ‘get used to grief’. Corr (1998) added a fourth form when he made the important point that workplace losses can also be disenfranchised, as so many organisations are not geared up towards dealing with such matters (see Thompson, 2009).

We can also add a fifth form of disenfranchisement, namely losses that are not death related: divorce, homelessness, abuse, redundancy, becoming disabled or chronically sick, being a victim of a crime and/or violence and the myriad other losses that are part and parcel of life. Anything we put our heart into can lead to grief when we lose what we have made that emotional investment in. Grief is therefore a much wider concept than a response to death.

So, in the people professions – whether the caring professions or management and human resource practice across all sectors – we need to be attuned to issues of loss and grief and not fall into the sadly all-too-common trap of missing the significance of grief in situations where no actual death has occurred.

I have worked with many groups over the years (students at universities and practitioners and managers on training courses) where we have looked closely at just how significant a factor grief is in people’s problems – especially where that grief has not been acknowledged and given the attention it deserves. The result every time was a group of people who went away much better prepared for tuning in to loss issues. Such groups were also generally much more aware of how certain apparently inexplicable aspects of the situations they had been dealing with were now much more explicable.

Dr Neil Thompson is an independent writer, educator and adviser. He is the author of Grief and its Challenges (Palgrave Macmillan, 2012) and has also produced a DVD on working with loss ( His website is at


Corr, C. (1998) ‘Enhancing the Concept of Disenfranchised Grief’, paper presented at the annual meeting of the association for Death Education and Counseling, Chocago, IL, March.
Doka, K.J. (ed.) (1989) Disenfranchised Grief: Recognizing Hidden Sorrow, Lexington, MA, Lexington Books.
Doka, K.J. (ed.) (2002) Disenfranchised Grief: New Directions, Challenges and Strategies for Practice, Champaign, IL, Research Press.
Thompson, N. (2009) Loss, Grief and Trauma in the Workplace, Amityville, NY, Baywood.

Learn about grief with Neil’s book

Influencing organisational culture

‘Essentialism’ is the technical terms for the idea that each us has a fixed nature: we are who we are and there’s not a lot we can do about it. Despite ample evidence to show that this is a seriously flawed way of thinking, it remains a very common (mis)understanding of human psychology. While it would be foolish not to recognise very strong and lasting patterns of behaviour, though and emotional response in each of us, it would be equally foolish not to recognise that people can and do change.

Such changes can be self-initiated – that is, as a result of an explicit decision made: ‘I will be more patient from now on’; ‘I must cut down on fatty foods as I am worried about my cholesterol levels’; and so on. However, they are often in response to the circumstances we find ourselves in and we may not even notice we have changed, so subtle can the differences be. This is often the case in an organisational setting where the influence of other individuals, of groups and of the organisational culture can be very strong.

I want to now focus on the organisational culture issues as these can be particularly significant. This is because cultures influence us in very powerful but very subtle ways – we slide into commonly accepted norms and patterns, generally without recognising that this process is happening.

This can be good or bad, depending on the circumstances. For example, some cultures are very negative and are characterised by a degree of defeatism and cynicism, manifestations of low morale. On the other hand, cultures can be very positive influences, encouraging a supportive set of relationships, promoting learning, creativity and innovation and generating a sense of security. This is the hallmark of good teamwork – the sense of shared endeavour that makes people feel that, however challenging the workplace may be, ‘we are in this together’.

This is where leadership comes in. A major challenge for any leader is to be able to influence the culture in a positive direction, to bring about positive changes and to block negative ones. ‘Challenge’ is exactly the right word, as influencing a culture is a very difficult and demanding undertaking. But it is also a challenge that is worth investing time and energy in, as the positive benefits can be immense, while the price we pay for allowing a negative culture to persist is very high indeed.

Managers therefore need to take these issues very seriously and be prepared to develop the knowledge, skills and confidence to be able to shape cultures positively.  These can be developed, although not overnight. It involves building on our existing interpersonal skills to develop trust and credibility.

However, in my People Skills book, I make the point that it is not just managers who are leaders – professional staff can and should see themselves as leaders too. So, we all need to be thinking about what influence we can have on the culture around us and not just leave this to managers. For me this is part of self-leadership – the ability to be clear about where we are going with our work, career and life overall and helping to create the circumstances that will get us there plus the commitment to doing so.

Cultures are sets of habits, unwritten rules and taken-for-granted assumptions that develop into shared meanings. If we want to influence the culture in a positive direction, then we need to identify the negative elements and challenge them, while also recognising the positive elements and building on them.

How easy or otherwise it is to influence a culture will vary from circumstance to circumstance. Sometimes, it can be a long and difficult journey, but at other times, it can be relatively straightforward – for example, a culture characterised by a lack of communication can easily be changed by team members making a concerted effort to communicate with one another. Cultures are very powerful, but they are not all-powerful. We have a choice, we can either seek to influence our culture or we can resign ourselves to becoming passive victims of that culture, with all the detrimental effects that entails.

Neil Thompson’s latest book is People Management (Palgrave Macmillan, 2013), which is a follow up to his highly successful People Skills (3rd edn, Palgrave Macmillan, 2009) and the highly acclaimed The People Solutions Sourcebook (2nd edn, Palgrave Macmillan, 2012). His books are available from

Book review: Roots and Wings: A History of Outdoor Education and Outdoor Learning in the UK

Ogilvie, K. C. (2013) Roots and Wings: A History of Outdoor Education and Outdoor Learning in the UK, Lyme Regis, Russell House Publishing. ISBN 978-1-905541-84-3: £39.95 + £1.50 delivery:

This is a mammoth of a book, with over 800 pages in total. As its title indicates, it has a strong historical focus – and that focus is also very wide, locating outdoor education in the context of wider human history, beginning the story over ten million years ago. As someone who is interested in history, I very much enjoyed that wide sweep and the effective way the history of outdoor education was woven into the picture of human history. However, I fear that those who want to know about the history of outdoor education specifically without much interest in the wider picture will feel unhappy with the page after page of historical detail approach that the author has adopted.

Outdoor learningBut, if you can get past that, there is much of value in this book. It shows how approaches to outdoor learning have changed over time and yet have a strong sense of continuity. It could be argued that you don’t need to know the history of an approach to learning to be able to practise it effectively. However, I would want to argue that having a grasp of the historical context will enrich our understanding and therefore put us in a stronger position to make use of the learning opportunities outdoor education presents.

Fundamental to this book is the recognition that different people learn in different ways. While traditional, classroom-based learning can be very effective in the right circumstances, it is not the only way of promoting learning. Outdoor education focuses on the whole person and recognises that there is much to be learned from activities, particularly those that involve engaging with nature. The author argues convincingly that it is important for children to develop an awareness of, and appreciation for, nature. Much the same can be said of adults, of course, especially those whose fast-paced urban lifestyles can leave them out of touch with the natural world. Perhaps, as a species, we would have more respect for our habitat and pollute it less if we were less disconnected from it.

One of the longstanding criticisms of classroom-based education is that it encourages a narrow, conformist approach to learning and to life more broadly. Outdoor learning, by contrast, has the potential to encourage a broader, more adventurous approach to learning and indeed to how we rise to the challenges our lives throw at us. No one is claiming it is a panacea, but a clear message from this book is that it has much to commend it, much that can be of great value in promoting learning.

This is an important book that documents an important history. It deserves to be widely read by educators of children and adults alike.


Neil Thompson: 
The Avenue Learning Centre:
The Avenue Professional Development Programme:
Russell House Publishing:

The challenge of leadership

The challenge of leadership

I was recently a speaker at a conference on leadership. It is a topic that has interested me for some time. I have been particularly intrigued by the idea of a leader as someone who influences an organisational culture in a positive direction. The conference chair used a phrase that made an impact on me and which I have already started using in my training on these issues: he described a leader as a thermostat not a thermometer – that is, someone who can affect the ‘temperature’ in a team, section or whole organisation, rather than someone who just reflects that temperature.

Where there is a lack of leadership there will be managers and professionals (and yes, indeed, it is not just managers that can and should be leaders) who become passive victims of the culture in which they are operating. Of course, it has to be recognised that organisational cultures can be very powerful influences indeed on not only group and individual behaviour, but also thought patterns and emotional responses. Such influences can be highly positive (empowering, motivating, supportive, nurturing and energising) and can create a strong sense of shared endeavour and high morale, with a great deal of learning going on. However, they can also be highly negative (disempowering, demotivating, unsupportive, macho and draining), resulting in little real sense of teamwork and a culture of low morale that can be quite destructive for all concerned and which can stand in the way of any real learning taking place.

Of course, leaders do not have complete control over the cultures they inhabit – the reality of organisational life is far more complex than that. However, there are ways and means in which leaders can make their presence felt in shaping cultures in a positive direction. Some people make the mistake of assuming that, because cultures are very powerful, they are all-powerful and that there is therefore little that can be done to affect them. This mistaken assumption can be especially prevalent where low morale is to the fore, as low morale tends to promote negativity, defeatism and even cynicism, which then discourages any challenges to that culture.

In reality, cultures are sets of habits, taken-for-granted assumptions and shared meanings, and so much of their force comes from the dead weight of habit. In some circumstances, cultural change can be a long and difficult process, while in others it can be relatively straightforward. For example, where there is a culture characterised by people not communicating with one another, an effective leader could potentially change that culture fairly quickly by making sure that people start communicating with one another. New sets of (more positive) habits can be formed quite quickly at times.

Of course, leadership involves an important set of skills, and those skills need to be underpinned by a degree of confidence, as we will not be able to serve as a positive influence if we lack confidence in our ability to do so. Herein lies a considerable irony. Cultures of low morale – those cultures that cry out most for effective leadership – are precisely the breeding ground for low confidence. So, where leadership is needed most could very well be where it is least likely to be found or to flourish.

So, while leadership has much to offer we should not see it in simplistic terms as some sort of magic solution. There are many challenges involved in taking leadership forward, but it is to be hoped that the benefits of improved leadership are sufficient to spur us to find ways of building on the foundations we already have. With this in mind, one thing we should be aware of is that, as long ago as the 1920s, Mary Parker Follett was making the vitally important point that one of the primary tasks of leadership was to support the development of other leaders – that is, good leadership begets leadership.

People Management, Neil’s latest book, is due to be published by Palgrave Macmillan on March 22nd.

Developing a community of learning

In the build up to launching the Avenue Professional Development Programme a few people have asked me what the thinking behind the initiative is. Perhaps it would be helpful if I put it in the context of how my thinking has developed.

For several years I taught students week in week out and the advantage of that was that I was able to link ideas together from one session to the next, respond to any concerns or confusions and help people grow as they took their learning forward over time. The disadvantage was that I was influencing the learning of only a very small proportion of the practitioners who are engaged in professional practice and not influencing managers at all. So, when I became an independent writer, educator and adviser, the situation was reversed. That is, I had the advantage of working with a wide range of practitioners on training courses up and down and was also able to work with managers, but the disadvantage was that I lost that continuity, that ability to be a linking thread and guide for a group of learners. What I gained on the swings I lost on the roundabouts.

However, in developing multimedia learning resources and e-learning facilities for Avenue Media Solutions (, I came to realise that online learning could be a way to get both sets of advantages, to have the swings and the roundabouts. So, the idea for the Avenue Professional Development Programme (APDP) was born. In the past 12 months I have been working towards developing an online facility that will allow me to work with a wide group of learners over a period of time. The idea is that people who sign up to the programme will have access to a range of learning facilities, will be able to interact online with a wide range of other learners and have the benefit of my overall stewardship of the programme. So, participants will get the benefits of being part of an online learning community tutored by a very experienced educator and highly respected author at a price per annum of less than many companies charge for attending just a one-day course. And I will get the benefits of being able to work with a wide community of learners at more than a day or two at a time – a win-win situation all round.

Members of the APDP will: be able to join in discussions with other learners through online forums; have access to a growing library of multimedia learning resources (articles, videos, podcasts, webinars and so on) based largely but not exclusively on my own work; develop an e-portfolio to record and consolidate their learning (ideal for professional registration purposes); make use of a reflective journal; and be part of groups with shared interests and/or aspirations. The major benefit of being part of the APDP is that members will have a focal point for their learning. They can bring issues from their own practice, combine them with issues arising from the learning resources regularly being added to the programme, discuss them with others, reflect on them in their journal and record (and, importantly, consolidate) their learning in their e-portfolio. This will provide a continuity of learning that can be difficult to achieve without some form of structured programme like this.

The technological development for the programme is nearing completion, so we should be able to launch soon, once we have enough members signed up to form a genuine community we will be underway. Full details of the programme are available at: