Fiona Peacock

Senior Teaching Associate

Qualifications

EdD Faculty of Education, University of Cambridge MA Educational Studies, De Montfort University Post Graduate Certificate in Group Psychotherapy, University of Sheffield City and Guilds (7307) Further and Adult Teachers Certificate, Bedford College of Higher Education BA Combined Studies (Education, Literature, Outdoor Recreation), Bedford College of Higher Education (CNAA)

Recognition:
BACP Senior Accredited Psychotherapist/Counsellor Certified Theraplay Therapist, Trainer and Supervisor

Memberships/Professional Bodies

Personal profile

Until recently I was co-lead of the Post Graduate Diploma in Child and Adolescent Psychotherapeutic Counselling. As I now wind down towards retirement I supervise Transforming Practice MEd students, one EdD students and one PhD student. For over 30 years my clinical work was focussed around Children Looked After or Adopted, developing highly specialist skills in this field. This included several years working for CAMHS before setting up in private practice (part time) and teaching at the Faculty (part time). As part of my clinical practice, I was co-director of Therplay UK between 2020 and 2024.

Academic Groups/Areas/Links:
THRiVE https://www.educ.cam.ac.uk/research/groups/thrive/ CPPL (curriculum, pedagogy and professional learning) https://www.educ.cam.ac.uk/research/groups/cppl/

Course Involvement & PhD Supervision:
I am always keen to support researchers looking into how we provide children and young people with experiences that enable them to thrive. Sadly I can no longer take EdD or PhD students but I am happy to informally support and potentially examine work in this field of inquiry. Currently I am supervising EdD projects looking at the pedagogy of therapist eduction via the integration of Heuristic Inquiry and Research Lesson Study and how the therapeutic supervision of staff in schools enable those staff members to be more resilient as well as more emotionally available to staff. I supervise one PhD student who is using Heuristic Inquiry to explore how we might navigate the space where there are differences between our own authentic expression and those of those we may be close to. Recently one of my PhD students has completed her doctorate entitled Narrative Inquiry Exploring how Teachers' Attachment Experiences Influence the Teacher-Student Relationship. This has been confirmed as a pass with no corrections! I have supported former counselling students with research projects undertaken after they had completed their Transforming practice MEd. One was looking at use of Minecraft in clinical work https://www.educ.cam.ac.uk/research/programmes/chasm/, another that is exploring how Work Discussion can be used in boarding setting to support staff to be 'more vulnerable but safer' in how they respond to the children they care for and another that is using Interpretative Phenomenological Analysis (IPA) to explore placement breakdown in residential settings for children in care

Counselling and Psychotherapy for Children and Young people using play and the arts. Heuristic Inquiry, Narrative Inquiry and Autoethnography into the tacit knowing of professionals who centre their work around care in its broadest sense. Theraplay as a clinical model that is relational in its foundation. Research methodologies that are congruent with the professional practice of practitioner-researchers

Current Research Project(s):
An open air Heuristic Inquiry into the operationalisation of our m/other tongue. This project is looking at ways to subvert usual models of supervision by engaging with knowing and knowledge that emerges from the process of doing research and sharing the process. It is exploring what stops care being at the centre of practice and policy decision making for therapists, therapist educators, researchers and managers of organisations that have care at their heart. The research is shared via a monthly Substack called You Do Know https://youdoknow.substack.com

Holliday C. Peacock F. and Lewoski C. (2017). Student motivations for undertaking a child and adolescent psychotherapeutic counselling course. British Journal of Guidance & Counselling 1–11. https://doi.org/10.1080/03069885.2017.1309519

Richardson M. and Peacock F. (2016). Fostering Good Relationships: Partnership Work in Therapy with Looked After and Adopted Children. London: Karnac.

Peacock F. (2014) Pre-school and the Early Years. In McLaughlin C. & Holliday C. (eds) Therapy with children and young people: integrative counselling in schools and other settings London: SAGE

Peacock F .(2014) Intervening to Work with Other Relationships. In McLaughlin C. and Holliday C. (eds) Therapy with children and young people: integrative counselling in schools and other settings London: SAGE

Peacock F. (2014) Psychotherapeutic Counselling in a Multi-disciplinary Multi-agency Environment. In McLaughlin C. and Holliday C. (eds) Therapy with children and young people: integrative counselling in schools and other settings London: SAGE

Holliday C. Fuller T. Peacock F. and Lewoski C. (2014) Contracting in Counselling http://counsellingminded.com/
Holliday C. Fuller T. Peacock F. and Lewoski C. (2014) Concluding Counselling http://counsellingminded.com/

Moore J. and Peacock F. (2007).A sensory approach to Assessing and Obtaining the View of Children Delayed in Development. Seen & Heard 17(4).

Moore J. and Peacock F. (2007). BEING BEFORE DOING: LIFE STORY WORK FOR CHILDREN WITH ATTACHMENT DIFFICULTIES. Dramatherapy 29(1) 19–21. https://doi.org/10.1080/02630672.2007.9689712