1. Consultant
Professor Kevin Woods
Director of Postgraduate Research
School of Environment, Education and Development
Programme Director Doctorate in Educational and Child Psychology
Room A5.16
Ellen Wilkinson Building
University of Manchester
Oxford Road
Manchester M13 9PL
United Kingdom
Tel: 0161 275 3511

2. Consultant history
Kevin Woods is employed as director of initial professional training in school psychology at the University of Manchester, England. He leads a program of research funded by the National College for Teaching and Leadership which develops the school psychology evidence-base across a range of UNCRC relevant priority areas, including: prevention of abuse in the home and at school; improvement in literacy learning; improved participation in learning and assessment for vulnerable young people. In addition, he has lead other nationally funded research projects relating to child protection and safeguarding interventions. He recently delivered a public lecture on the topic of ‘Educational psychology’s contribution to the rights of the child’ and current project work is focused upon elicitation and utilization of young people’s views in relation to their school-based assessment participation. Alongside colleagues, he is currently developing an action research project across several school psychology services to develop enactment of the UNCRC across service provisions.

3. Consultant conditions of availability
Greenwich Mean Time (GMT). Phone or Skype. With prior arrangement, a mutually convenient time between Monday-Friday, 9  AM – 7 PM GMT.

4. Recommended publications

  • Burton, D., Smith, M., & Woods, K. (2010). Empowering children through training as social scientists: an example of a direct contribution to the curriculum. Educational Psychology in Practice, 26(2), 91-104.
  • Daniels, D., & Jenkins, P. (2010). Therapy with children: Children’s rights, confidentiality and the law (2nd ed.). London: Sage Publications.
  • Jenkins, P. (2013). Exploring children’s rights: A participative exercise to introduce the issues around children’s rights in England and Wales (2nd ed.). Brighton: Pavilion.
  • Jenkins, P., & Palmer, J. (2012). At risk of harm? An exploratory study of school counsellors in the UK, their perceptions of confidentiality, information-sharing and risk management. British Journal of Guidance and Counselling, 40(5), 445-459.
  • National Children’s Bureau (NCB) (2007). Championing young children’s rights and entitlements. London: NCB.
  • Office of the Children’s Commissioner (OCC) (2014). Consultation by the Office of the Children’s Commissioner. A rights-based approach to education: What are the characteristics of an education system which protects and promotes children’s rights? London: OCC.
  • Nuttall, C., & Woods, K. (2013). Effective Intervention for School Refusal Behaviour. Educational Psychology in Practice, 29(4), 347-366.
  • Poretti, M., Hanson, K., Darbellay, F., & Berchtold, A. (2014). The rise and fall of icons of ‘stolen childhood’ since the adoption of the UN Convention on the Rights of the Child. Childhood, 21(1), 22-38.
  • Sebba, J., & Robinson, C. (2010). Evaluation of UNICEF UK’s Rights Respecting Schools Award. London: UNICEF.
  • UNICEF (2014). Rights Respecting Schools Award (RRSA). Retrieved 4.11.14 from: http://www.unicef.org.uk/rrsa.
  • Woods, K., & Bond, C. (2014). Linking Regulation of Practitioner School Psychology and the United Nations Convention on the Rights of the Child: the need to build a bridge. School Psychology International, 35(1), 67-84.
  • Woods, K., Bond, C., Farrell, P., Humphrey, N., & Tyldesley, K. (2009) The Role of Educational Psychology in the Safeguarding of Children in the UK. Durham: Association of Educational Psychologists (AEP).
  • Woods, K., Lewis, S., & Parkinson, G. (2010) Investigating access to educational assessment for students with disabilities, School Psychology International, 31(1), 21-41.