Tina Rae has over 25 years experience working with children, adults and families in both clinical and educational contexts within local authorities and specialist educational services.

Tina specialises in social, emotional and behavioural disorders and difficulties. She has undertaken research in the areas of engagement and disaffection with learning in young people, debriefing following critical incidents, attachment disorders, emotional wellbeing and the psychological assessment of young offenders.

Tina is also a prolific author and has written extensively on topics such as wellbeing, attachment, emotional literacy, behavioural problems, anger and stress management, critical incidents, cognitive behavioural therapy, motivational interviewing, solution-focused brief therapy, loss and bereavement in young people, youth offending and social skills development.

Tina also contributes to national and international conferences and events on a regular basis, including those for the Social and Emotional and Behavioural Difficulties Association (SEBDA) and Optimus, whilst also providing training courses for school-based staff in both special and mainstream contexts and Educational Psychology services across the country.

Tina is a member of SEBDA’s council and executive. She is also a member of the European Network for Social and Emotional Competence (ENSEC).

Tina is an Academic and Professional Tutor on the Doctorate in Child and Educational Psychology (initial training). She is joint module leader for Consultation and Intervention and module leader for Professional Practice in the Real World. She works at the Stratford campus on Thursdays and Fridays.

Doctoral Theses recently examined

Estee-Wade, R. (2011). The Construction of mental health in everyday life and how children in Medway evaluate TAMHS therapeutic interventions.

Green, H. (2011). Exploring teachers’ constructs of mental health and their reported responses to young people experiencing mental health problems: a grounded theory approach.

Evans, M.J. (2011). Solution oriented school improvement programme: does it do what it says on the tin?

Wilkinson, S.B.T. (2011). An exploration of support for bereaved children and young people and implications for provision in Northern Suffolk.

Mohamed, S. (2012). The mental health and well-being of refugee children: an exploration of risk, resilience and protective factors.

Attard-Baldacchino, P. (2012). Collaborative work between different professionals working in public services for children with special educational needs in Malta: current applications and pathways to best future practice.

Pennick, J. (2012). School refusal: perspectives of teenage girls.

Silvey, S. (2012). A phenomenological exploration of how young people and their parents perceive their experience of managed moves.

Thavarajah, R. (2010). An exploration of the factors supporting sustained reintegration following permanent exclusion or managed move through the young person’s perspective.

Doctoral Theses recently supervised

Warner, J. (2012). What are young people’s experiences of person-centred reviews and how does the process impact on locus of control?

Doctoral Theses currently supervised

Lally, S. (2013). School exclusions and reintegration: an exploration of pupils, parents and teachers experiences.

Wilson, M. (2013). Supported or thwarted: basic psychological need satisfaction from the perspective of permanently excluded young people.

Read, E. (2013). What are mothers’ experiences of an autism spectrum condition specialist primary provision and what do they think is the impact of their child’s attendance on their approach to parenting?

Tina specialises in social, emotional and behavioural disorders and difficulties. She has undertaken research in the areas of engagement and disaffection with learning in young people, debriefing following critical incidents, attachment disorders, emotional well being and the psychological assessment of young offenders. She is currently conducting research in the areas of supervision for workers in SEBD contexts and issues for girls and young women including sexualisation, teenage partner violence and relational aggression.

Tina examines doctoral vivas at UEL and is also an external examiner for Bristol University Doctorate in Educational Psychology. She has supervised doctoral-level research in areas such as disaffection, school refusal, resilience and mental wellbeing in children and young people.

Tina is also a prolific author and has written extensively on topics such as wellbeing, attachment, emotional literacy, behavioural problems, anger and stress management, critical incidents, cognitive behavioural therapy, motivational interviewing, solution focused brief therapy, loss and bereavement in young people, youth offending and social skills development. Most recent publications include the following.

MacConville, R., & Rae, T. (2012). Building happiness, resilience and motivation in adolescents: a positive psychology curriculum for well-being. London: Jessica Kingsley Publishers.

Rae, T., Hodgson, B., & McKenna, K. (2012). Nurturing social and emotional development: a programme to nurture development from lower KS2 to lower KS3. A programme of work based upon nurturing principles. London: Nurture Group Network.

She is currently writing the Well Being Curriculum (14–19) for Wales which is due for publication Spring 2013 and is also developing a Positive Psychology course for children and young people for KS1–4.

Tina also contributes to national and international conferences and events on a regular basis, including those for the Social and Emotional and Behavioural difficulties association (SEBDA), The Nurture Group Network (NGN), Federation for Leaders in Special Education (FLSE) and Optimus, whilst also providing training courses for school-based staff in both special and mainstream contexts and Educational Psychology services across the country. Tina is a member of the SEBDA executive and council.

• Doctorate in Child and Educational Psychology (initial training)

• PYD104: Consultation and Intervention (Joint Module leader with Dr Miles Thomas)
• PYD106: Professional Practice in the Real World (Module Leader)

Books

1. Rae, T. (2007). Dealing with feeling (2nd ed.). London: Sage.
2. Rae, T., & Raphael Reed, L. (2007). Creating gender- fair colleges and classrooms. London: Sage.
3. Rae, T., & Raphael Reed, L. (2007). Creating gender- fair schools and classrooms. London: Sage.
4. Rae, T., & Pedersen, L. (2007). Developing emotional literacy with teenage boys. London: Sage.
5. Rae, T. (2006). Emotionally literate behaviour management. Bedfordshire: Authors on line.
6. Rae, T. (2006). Good choices. London: Sage.
7. Rae, T., & Weymont, D. (2006). Supporting young people coping with grief, loss and death. London: Sage.
8. Rae, T., & Marris, B. (2006). Teaching anger management and problem solving skills. London: Sage.
9. Rae, T., & MacConville, R. (2006). Teaching peer support for caring and co-operation. London: Sage.
10. Rae, T., Nelson, L., & Pedersen, L. (2005). Developing emotional literacy with teenage girls. London: Sage.
11. Rae, T., Marris, B., & Koeries, J. (2005). Problem postcards: social, emotional and behavioural skills training for disaffected and difficult children aged 7 to 11. London: Sage.
12. Rae, T. (2004). Emotional survival an emotional literacy course for high school students. London: Sage.
13. Rae, T., & Marris, B. (2004). Escape from exclusion an emotionally literate approach to supporting excluded and disaffected students at key stage 2, 3 and 4. London: Sage.
14. Rae, T., & Moore, C. (2004). Mighty Motivators: a resource bank for setting targets and rewarding pupil progress for 5 to 11 year olds. London: Sage.
15. Rae, T., & Nelson, L. (2004). Remembering providing support for children aged 7 to 13 who have experienced loss and bereavement. London: Sage.
16. Rae, T., & Simmons, K. (2003). The anger alphabet. Understanding anger: an emotional development programme for young children aged 6 to 11. London: Sage.
17. Rae, T., & Robinson, G. (2002). Keep your coooool! Stress management for young children. Bristol: Lucky Duck Publishing.
18. Rae, T., & Deane, S. (2002). Peter Punk: developing self-esteem, citizenship, PSHE and literacy skills in the literacy hour for key stages 1 and 2. Bristol: Lucky Duck Publishing.
19. Rae, T., & Wardle, C. (2002). School survival: helping students to survive and succeed in secondary school. Bristol: Lucky Duck Publishing.
20. Rae, T. (2001). PSHE and Citizenship 1. Dunstable: Folens.
21. Rae, T. (2001). PSHE and Citizenship 2. Dunstable: Folens.
22. Rae, T. (2001). PSHE and Citizenship 3. Dunstable: Folens.
23. Rae, T. (2001). PSHE and Citizenship 4. Dunstable: Folens.
24. Rae, T. (2001). PSHE and Citizenship 5. Dunstable: Folens.
25. Rae, T. (2001). PSHE and Citizenship 6. Dunstable: Folens.
26. Rae, T. (2001). Strictly stress. Bristol: Lucky Duck Publishing.
27. Rae, T., & Quartey, B. (2001). Developing parenting skills, confidence and self-esteem. Bristol: Lucky Duck Publishing.
28. Rae, T. (2000). Confidence, assertiveness, self-esteem. Bristol: Lucky Duck Publishing.
29. Rae, T. (2000). Purr-fect skills: a social and emotional skills programme for 5–8 year olds. Bristol: Lucky Duck Publishing.
30. Rae, T., & Moore, C. (2000). Positive people. Bristol: Lucky Duck Publishing.
31. Rae, T. (1999). Coping with change. Dunstable: Folens.
32. Rae, T., & Johnson, P. (1999). Crucial skills: an anger management and problem solving teaching programme for high school students. Bristol: Lucky Duck Publishing.
33. Rae, T. (1998). Dealing with feeling. Bristol: Lucky Duck Publishing.