Maree Todd, Minister of the Scottish Government for Children and Young People
Maree Todd grew up in the West Highlands, attending Ullapool High School and then studying pharmacy and prescribing at Robert Gordon's and Strathclyde, as well as taking an ante-natal teaching diploma at the University of Bedfordshire.
A pharmacist by profession, Todd worked in NHS Highland for 20 years, mainly as a mental health pharmacist in a psychiatric hospital. She also contributed to SIGN guidance on perinatal mental health.
Maree Todd was appointed Minister for Childcare and Early Years in November 2017. The post was renamed Minister for Children and Young People in June 2018.
Bruce Adamson - Commissioner for Children and Young People in Scotland
Bruce Adamson is a lawyer who has over 20 years of experience in children’s rights. Originally from New Zealand, he moved to Scotland in 2002.
A Member of the Children’s Panel for 13 years, he worked directly with vulnerable children and their families, listening to their experiences and making decisions about their safety and wellbeing.
Mr Adamson has been on advisory boards for several public authorities and civil society organisations and is a former Chair of the Scottish Child Law Centre. As legal officer at the Scottish Human Rights Commission, he was central to the development of law, policy and practice covering the broad spectrum of children’s rights.
In 2013, he was the United Nations Representative for the Global Alliance of National Human Rights Institutions, representing institutions from over 100 countries to improve human rights in Scotland and across the world.
Mr Adamson has acted as an international expert for the Council of Europe, the European Union and the OSCE. Working in emerging democracies in the Western Balkans and Ukraine, he has helped to improve the situation for children in some of the most challenging situations in Europe.
He has also been a member of several international projects, including one on the reform of the European Court of Human Rights and another on increasing the ability of national parliaments to act as human rights guarantors.
Howard Bath - Clinical Consultant
Howard Bath has had a long career working with children and young people in the child welfare and youth justice systems. He has been a youth worker, house parent, program manager and agency director. Trained as a clinical psychologist, Howard completed a doctorate in Social Welfare at the University of Washington in the US and has provided direct therapeutic services for young people and their families. From 2008 to 2015 he was the inaugural Children’s Commissioner in Australia’s Northern Territory with a mission to promote the wellbeing of vulnerable children.
Howard currently provides a range of consultancy and training services across Australia and internationally, focusing on the impacts of severe developmental adversity, the promotion of healing and growth and the development of congruent intervention frameworks. Howard is co-author (with John Seita) of the recently published book: The Three Pillars of Transforming Care: Trauma and Resilience in the Other 23 Hours (2018, Faculty of Education Publishing, University of Winnipeg). Howard can be contacted through Allambi Care in NSW: email@example.com
Frank Fecser - Co-Founder of the Life Space Crisis Intervention Institute
With Dr. Nicholas Long, Dr. Frank Fecser co-founded the Life Space Crisis Intervention Institute and developed the LSCI certification training program. Together, they produced the LSCI instructional video series and, with Dr. Mary M. Wood, co-authored Life Space Crisis Intervention; Talking with Students in Conflict. In addition to his contributions to the LSCI Institute, Frank is the recently retired Chief Executive Officer of Positive Education Program (PEP), a multi-service, special education and mental health program serving children, youth, and families throughout Greater Cleveland, Ohio.
During his career, he has held a number of direct service and administrative positions including classroom teacher, case manager, building administrator, and quality assurance director. He has provided training and consultation to many programs in the U.S., and has authored or co-authored books, including the 6th and 7th editions of Conflict in the Classroom, as well as articles and monographs on positive approaches to working with troubled and troubling children and youth. In 2003 Frank received the Spirit of Crazy Horse Award from Reclaiming Youth International; in 2007 he was awarded the Woodruff Prize for superior work in mental health and in 2008 was honoured by Pressley Ridge with the Annual Achievement Award. In 2012 he received the American Re-Education Association’s Lifetime Achievement Award and was inducted into the Kent State University College of Education and Health and Human Services Alumni Hall of Fame. In 2018 he was recognized as a distinguished alumnus of the College of Education and Human Services at Cleveland State University.
Mary Ellen Fecser - Special Education Behaviour Consultant/Trainer
Mary Ellen Fecser is a consultant and trainer with the Positive Education Program (PEP) in Cleveland, Ohio. She is also a master trainer of Life Space Crisis Intervention and a trainer of the Neurosequential Model of Education through the Child Trauma Academy. During her career she has taught and worked as a case manager for students with emotional disturbance at both PEP and in the public schools. For the past 20 years she has worked as a consultant in the public schools, providing functional behavior assessments, support and training to those working with challenging students. She has spoken at national and international conferences with a special focus on students who have experienced developmental trauma and those on the autism spectrum.
Mark Freado - Director of Growing Edge Training
Mark Freado is the Director of Growing Edge Training, LLC. Freado’s 40-year professional career encompasses contributions to the fields of mental health, public and alternative education, social services, and juvenile justice. He is a master trainer of Life Space Crisis Intervention (LSCI), master trainer of Planning Restorative Outcomes, a master trainer of Three Pillars of Transforming Care, and a certified trainer of Situational Leadership II with the Ken Blanchard Company. Freado works with a growing number of international private providers and public agencies speaking, consulting, and delivering training services. He specializes in program development, leadership skills, and interventions for at-risk and disadvantaged children, adolescents, and their families. He is the author of numerous professional articles, and co-authored the book and training program, The Art of Kid Whispering: Reaching the Inside Kid. Freado has Masters Degrees in Forensic Psychology, from the Chicago School of Professional Psychology and Counselling, from West Virginia University. www.growingedgetraining.com.
Dan Johnson - Clinical Director of Kibble Education & Care Centre
Dan Johnson is a Forensic Psychologist and Clinical Director at Kibble Education and Care Centre. He worked as a residential care worker prior to training in forensic psychology in the Scottish prison service where he was awarded a Butler Trust Certificate Award for violence prevention. He has been Honorary Lecturer at Glasgow Caledonian University and is a Fellow of the Churchill Memorial Trust, researching international models of trauma care. He is also Visiting Researcher at The Centre for Youth and Criminal Justice (CYCJ) at the University of Strathclyde.
Shumela Ahmed - Managing Director of Learning, Development and Growth.
Resilience Learning Partnership was created in mid 2018. Our aim is to enhance practice and promote best practice models and solutions to those in the health, care, education and criminal justice sectors- we do this by harnessing the power of lived experience.
Shumela's background is in education and widening participation. She is also an advocate for young people who are in care. She is extremely passionate about what kind impact education can have on young people’s lives and the differences that can be made when education works for those who need it most.