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Dr Duncan Gillard

@duncanjee.bsky.social

Psychologist; ACT & DNA-V trainer; author of The Science of Children’s Wellbeing & Acceptance & Commitment Therapy for Dummies; Co-creator of ConnectPSHE; works at Enable Trust.

55 Posts139 Follower125 Folgt
Dr Duncan Gillard@duncanjee.bsky.social · last yr.

Opening para of chapter six of Beyond Freedom and Dignity. What an opener. Dripping with implications for what it means to be human, what it means to exist within human societies and what it might mean to position oneself so as to be an agent of positive change within human societies.

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Dr Duncan Gillard@duncanjee.bsky.social · last yr.

Opening para of chapter six of Beyond Freedom and Dignity. What an opener. Dripping with implications for what it means to be human, what it means to exist within human societies and what it might mean to position oneself so as to be an agent of positive change within human societies.

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Dr Duncan Gillard@duncanjee.bsky.social · last yr.

What an honour to have such recognition from our community, alongside such incredibly inspirational people. I feel grateful and humbled. Thank you @myacbs.bsky.social

ACBS@myacbs.bsky.social · last yr.

Join us in celebrating the 2025 ACBS Fellows. Fellowship in #ACBS is a distinguished honor, recognizing meaningful contributions to research, training, policy, & clinical practice. Thank you to these leaders for advancing #CBS with passion, integrity, & purpose zurl.co/fKdII #BehavioralScience

Dr Duncan Gillard@duncanjee.bsky.social · last yr.

“When feeling the pain associated with doing something inconsistent with your values, be kind to yourself. We all fall off the values horse; most of us frequently! But don’t allow that self-kindness to result in behavioural complacency. Rather, use the pain to guide you back to value”.

Dr Duncan Gillard@duncanjee.bsky.social · last yr.

New RCT study on the impact of the Connect PSHE curriculum on children’s wellbeing. So great to finally get this published. More studies in the pipeline too so watch this space.

ACBS@myacbs.bsky.social · last yr.

Can #ACT help kids thrive in school? A new study published in #JCBS on Connect PSHE, an ACT-informed curriculum, found that even without extra support for teachers, students saw improved well-being. Scalable. Promising. Worth watching. pdf.sciencedirectassets.com/... #ACBS #MentalHealthInSchools

Dr Duncan Gillard@duncanjee.bsky.social · last yr.

Amazing ACT CPD opportunities at silly cheap prices from brilliant trainers with all proceeds going to an excellent cause. Everyone wins!

Ross McIntosh@rossmcintosh.bsky.social · last yr.

ACT for £10 - a fabulous learning experience which is recorded. This will raise money to fund conference tickets for students and people on low income. Grab your ticket here - www.eventbrite.co.uk/e/act410-exp... @riopsy.bsky.social @thinkpsychol.bsky.social @duncanjee.bsky.social

Dr Duncan Gillard@duncanjee.bsky.social · last yr.

Don’t agree we should give up on this yet @lucyfoulkes.bsky.social. We developed a universal program (252 lessons over 7 years) called Connect PSHE and in a recent RCT (n = 745) demonstrated statistically sig’ gains on 2 MHW measures, after just 18 lessons. See www.sciencedirect.com/science/arti...

Adding implementation support to a universal Acceptance and Commitment Therapy-based school well-being intervention: A cluster-randomised controlled trial

Implementation support is a key factor in the success of school-based well-being programmes. To assess the impact on children's well-being of providin…

sciencedirect.com

Dr Lucy Foulkes@lucyfoulkes.bsky.social · last yr.

For me, these new findings are exceptionally useful for suggesting we should stop universal MH interventions in schools, and focus on one-to-one, targeted and directed interventions instead. @jackandrews.bsky.social and I argue this is more detail below doi.org/10.1111/camh...

Debate: Where to next for universal school-basedmental health interventions? Time to move towardsmore effective alternativesJack L. Andrews & Lucy FoulkesDepartment of Experimental Psychology, University of Oxford, Oxford, UKThere is an urgent need to improve mental health outcomes among young people. One approach taken toaddress this problem has been the design and delivery of universal school-based prevention, based on thera-peutic models such as CBT and mindfulness. Such interventions are delivered to groups of young people, irre-spective of risk or need. However, in this commentary, we argue that the initial appeal of universalinterventions has not been supported by the evidence: universal school-based prevention is less effective thantargeted approaches, often leads to null or unsustained positive effects, has the potential to elicit negativeeffects and is not well liked by young people themselves. In addition, many young people in each classroomalready meet the criteria for a mental disorder, meaning that prevention approaches may not be appropriateor effective for this group. In this commentary, we respond to Birrell et al.’s (2025) paper by arguing that thefield should move away from universal prevention and instead invest our limited resources in the refinementand dissemination of interventions with a stronger evidence base, such as one-to-one, targeted and indirectapproaches.
Dr Duncan Gillard@duncanjee.bsky.social · 2y ago

Our recent publication outlining a ACT and DNAV oriented psychological service for children, families and schools, complete with a casework example and outcome data! Congratulations on leading this paper Dr Owen Cogan! explore.bps.org.uk/content/bpse... #edpsychs

Supporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example

Recent UK Government figures show that permanent exclusions and suspensions in England are increasing. Children with special educational needs (SEN), especially those with a primary need in the area of Social, Emotional and Mental Health (SEMH), are particularly vulnerable in this regard . Given the clear links between school exclusions and a wide range of negative life-outcomes – such as increased vulnerability to criminality and prison sentences – the need to find creative and innovative ways of reducing exclusions and suspensions is a clear and present priority. This paper presents a new, outcomes-based Educational Psychology (EP) service delivery model for children, families and schools, rooted in Acceptance & Commitment Therapy and related models derived from the world of Contextual Behavioural Science (CBS). The paper also presents a case study example, including intervention outcomes and processes, to illustrate how this new service delivery model takes a whole-child, contextual, person-centred and evidence-informed approach, to help create the conditions for a young person to thrive and be more fully included within mainstream education.

explore.bps.org.uk

Dr Jo Taylor@jgetaylor.bsky.social · 2y ago

QUESTION? Are you interested in learning about a supervision model which is based on neuroscience and has been shown to increase perceived resilience? Check out this BRAND NEW training for Educational Psychologists ⬇️ Details and booking link on the flyer ⬇️⬇️

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Dr Duncan Gillard@duncanjee.bsky.social · 2y ago

Zelensky offers to step down as president to secure peace deal for Ukraine - The i Paper What kind of “dictator” does this?! The kind of dictator who is not a dictator, but rather a hero, that’s who.