Shaalan Farouk is a Principal Lecturer in Educational Psychology at the University of Roehampton. Before becoming a full time academic he worked as a senior educational psychologist and was an associate tutor and lecturer on the doctoral training programme in educational psychology at the Institute of Education, University of London. He completed a PhD at Birkbeck College, University of London in 2008. The subject of the PhD was the relationship between primary school teachers’ thoughts, emotions and behaviour at work.
At the University of Roehampton he teaches on the subjects of cognitive development, adolescence, narrative psychology, counselling in schools, teachers’ working lives and the emotional practice of teaching. Most recently he has participated in creating a new MA in Special Education Needs (Psychology).
Shaalan Farouk’s areas of research include relationship between cognition and emotions in teaching and learning. At present he is engaged in research on phenomenological and narrative psychology and how these approaches can be applied to helping adolescents at school. He is particularly interested in how teachers and other educationalists may adopt a narrative approaches to help adolescents become re-engaged with their own education.
Simon Edwards is a Lecturer on Youth Studies in the School of Education and Continuing Studies, University of Portsmouth. Before becoming a full time academic he worked for West Sussex Youth Service managing a youth centre based on a secondary school site. This role provided the context for a PhD research project, which enabled him to develop a model of working with educationally disengaged young people reflecting Freire’s (1972) youth work pedagogy. In particular, he put forward a model which enabled adolescents to become re-engaged with their education through relationship building activities and social practices rather than individual cognitive performance. This work then led him to managing an alternative provision unit and developing this family and community learning model across a range of curriculum subjects.
He completed a PhD, in Education Philosophy at Sussex University in 2013 and took a lectureship at the University of Portsmouth. His teaching covers contemporary youth culture and social justice issues related to philosophy of education, formal and informal education pedagogy , social networking and young peoples’ identity on and offline. His recent research interests include; i) Re-framing young peoples’ digital social networking practices on emerging social media ii) Re-thinking bullying in schools ; parents and students’ perceptions of social issues in schools iii) Evaluation of a care leavers’ project iv) Evaluation and development of a well-being app.
Simon is also a director and voluntary youth worker with Electric Storm Youth, Lancing; an organisation which aims to support the holistic spiritual, social and emotional development of teenagers by working with them in the wider narrative context of the community and their families. His doctoral project, experience as youth and community worker and alternative curriculum secondary school teacher, as well as Shaalan Farouk’s experience and expertise as an educational psychologist inform this current Fresh Start project. The project supports young people re-engage their learning in school by discussing and drawing on their positive experiences and relationships located within their wider narratives or stories; that is, with family, friends and communities. The Fresh Start project recognises that knowledge and self-identity is developed within a wider narrative context than the school site. It recognizes young people draw on experiences within these contexts and internalise autobiographical stories about themselves, which then has a strong influence on what they think and do. Fresh Start therefore connects adolescents’ narratives about school and their education to their lives outside of school so that it becomes relevant to them and is supported by their parent/s.
Edwards, S. (under review) Re-thinking Social issues in Secondary Schools: Issues to do with digital social networking in secondary schools.
Farouk, S. (2004). Group work in schools: A process consultation approach. Educational Psychology in Practice, 20(3), 207-220.
Farouk, S. (2010). Primary school teachers’ restricted and elaborated anger. Cambridge Journal of Education, 40(4), 353-368.
Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18(4), 491-407.
Farouk, S. (2013). The self-conscious emotions of guilt, shame and pride in education. In C. Mohiyeddini, M. Eysenck & S. Bauer (Eds.), Psychology of Emotions: Recent Theoretical Perspectives and Novel Empirical Findings (Vol. 1). New York: Nova Publishers
Farouk, S. (2014). From mainstream school to pupil referral unit: a change in teachers’ self-understanding Teachers and Teaching: Theory and Practice, 20(1), 19-31.
Farouk, S. (under review) Voicing the self: The autobiographical memories of adolescents excluded from school, Youth and Society
Sims-Schouten, W., & Edwards, S (2015) Man up!’ Bullying and Resilience within a Neoliberal Framework. (under review)
Wang, V. & Edwards, S. (2016) Strangers are friends I haven’t met yet: A positive approach to young people’s use of social media. Journal of Youth Studies