Emma Ní Chinnéide

Programme Director

Dr Emma Ní Chinnéide is Programme Director on the Professional Doctorate for Child, Community and Educational Psychology. She is also the organising tutor for the Trust’s British Psychological Society accredited short course in supervision in schools and the community Supervision for staff working in schools and community contexts: working relationally and reflectively. Emma was previously clinical Team Manager for one of the Trust’s specialist Child & Adolescent Mental Health Teams 

Emma’s current research interests include: consultation, supervision in schools and community contexts, integrated working (especially with colleagues in Children’s Social Care and Adult Mental Health), the provision of psychological services at the organisational level and effective implementation of interventions. She has presented at national and international conferences on consultation and supervision research and has published on consultation and on relational models of supervision for applied practice. 

 

Qualifications

• Doctorate of Educational Psychology (DEdPsy) – University College London
• MSc Educational Psychology – University College London
• Higher Diploma in Education (HDipEd) 
• BA (Psychology Mode 1)

 

Memberships of professional bodies

• Fellow of the Higher Education Academy (FHEA)
• Registered Practitioner Psychologist with the Health and Care Professions Council (HCPC)
• Associate Fellow of the British Psychological Society (BPS) 

Emma is currently undertaking the Elizabeth Garrett Anderson Senior Leader Apprenticeship at Alliance Manchester Business School, University of Manchester.

 

Teaching roles

• Professional in Context Module Lead, Professional Doctorate in Child, community and educational psychology (M4)
• Supervisor and examiner 

 

Research interests

• Relational models of consultation and supervision
• The Tavistock approach to learning and teaching in Higher Education 
• Interdisciplinary working, including in education  
• Autism and learning differences, especially shared decision-making and challenging systems of dis-ablement 
• Projective techniques in assessment and intervention  

 

Selected publications

Journal articles

Sakata, E., Ahmed, Z., & Ní Chinnéide, E. (2024). Promoting self-reflection and cultural attunement in culturally responsive consultation: the development of a tool for practice. Educational Psychology Research and Practice, 10(1), 1-15.  

McBay, C., Wariebi, N., Ní Chinnéide, E., Douglas, M., & Shaldon, C. (2023). ‘Every ending requires us to begin anew’: Endings and beginnings in supervisory relationships. Educational & Child Psychology, 40(4), 55-68. 

Ní Chinnéide, E., Reynolds, A., Ahmed, Z., & Canagaratnam, M. (2023). Making sense of experience: Tools for collaboration with children and young people with social, emotional and mental health needs at points of transition. Journal of Pastoral Education, 1–21. 

Dunsmuir, S., Kennedy, E.K., Lang, J., & Monsen, M. (2023). A qualitative review of pre-service training of Educational Psychology consultants in the United Kingdom. Journal of Educational and Psychological Consultation, 33(3), 314–344. 

Bates, K., Morgan, H., Crosby, E., Nurse, K., Flynn, A., Stern, D., Baronian, R., & Kennedy, E.K. (2021). Developing digital approaches for young people with Autism and Learning Disabilities: Service user involvement and shared decision-making. Educational & Child Psychology, 38(3), 124-139. 

Kennedy, E.K., & Laverick, L. (2019). Inclusion in Complex Systems Contexts: Can relational supervision for head teachers help? Support for Learning, 34(4), 443-459. 

Kennedy, E.K., Keaney, C., Shaldon, C., & Canagaratnam, M. (2018). A relational model of supervision for applied psychology practice: Professional growth through relating and reflecting. Educational Psychology in Practice, 34(3), 282-299. 

Kennedy, E.K., Frederickson, N., & Monsen, J.J. (2008). Do educational psychologists “walk the talk” when consulting? Educational Psychology in Practice, 24(3), 169 – 187. 

 

Book chapters 

Kennedy, E.K., & Lee, V. (2021). A distinctive helping relationship: Historical and contemporary perspectives on psychodynamic thinking in consultation. In C. Arnold, D. Bartle & X. Eloquin (Eds). Learning from the Unconscious: Psychoanalytic approaches to educational psychology. Karnac. 

Keaney, C., McBay, C., Shaldon, C., Kennedy, E.K., Reid, S., Schnackenberg, N., & Walker, S. (2021). Feelings, relationships and ‘being held’ – supervisee and supervisor experiences of psycho-dynamically informed supervision in the service of professional learning. In C. Arnold, D. Bartle & X. Eloquin (Eds). Learning from the Unconscious: Psychoanalytic approaches to educational psychology. Karnac.