Sally is Senior Policy Fellow at the Centre for Research on Play, Education, Development and Learning (PEDAL) at the University of Cambridge. Sally is a specialist in early childhood, with a varied career including leadership roles in charities, national and local governments. Before joining PEDAL, Sally was Deputy Chief Executive at the Parent-Infant Foundation where she led work to raise awareness of the importance of the earliest years, and to drive change at a local and national level. She has also held other influential roles in the early childhood sector including Strategic Lead at the Maternal Mental Health Alliance and Development Manager for Children Under One at the NSPCC, where she developed and implemented research-led interventions. Sally started her career as a Civil Servant working on Children’s Policy in Westminster and in New South Wales, Australia. She has authored a range of influential policy reports relating to the importance of the earliest years of life; the challenges affecting families during that time, and how policy makers and services can respond.
Sally Hogg
Sally is Senior Policy Fellow at the Centre for Research on Play, Education, Development and Learning (PEDAL) at the University of Cambridge. Sally is a specialist in early childhood, with a varied career including leadership roles in charities, national and local governments. Before joining PEDAL, Sally was Deputy Chief Executive at the Parent-Infant Foundation where she led work to raise awareness of the importance of the earliest years, and to drive change at a local and national level. She has also held other influential roles in the early childhood sector including Strategic Lead at the Maternal Mental Health Alliance and Development Manager for Children Under One at the NSPCC, where she developed and implemented research-led interventions. Sally started her career as a Civil Servant working on Children’s Policy in Westminster and in New South Wales, Australia. She has authored a range of influential policy reports relating to the importance of the earliest years of life; the challenges affecting families during that time, and how policy makers and services can respond.
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Being and Becoming Mentally Healthy: A framework for understanding the mental health of babies and young children
Although there is increasing interest and investment in infant mental health, the term itself is not well understood. To support professionals to work together to protect and promote babies’ and young children’s mental health, we have worked with UNICEF-UK to create a new framework describing what it means to be mentally healthy in this life stage. The framework has two parts, “Being” and “Becoming” capturing both babies’ and young children’s current mental health as well as the capacities they are developing that will enable them to be mentally healthy in the future.
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Understanding Early Trauma: The case for supporting parent-infant relationships
Understanding of adverse childhood experiences has grown in recent years. We now know more about how external circumstances cause psychological trauma in some children. When we understand early trauma – and the importance of early relationships – we are better able to prevent, and respond to, children’s mental health problems. [Please note that this is an external blog and may not reflect the views of ACAMH]
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Where is the I in CAMHS?
“As we enter Infant Mental Health Awareness Week, I argue that policymakers, commissioners and service providers must start thinking infant, children and young people’s mental health.”
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