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Edward Sellman

Assistant Professor, Faculty of Social Sciences

Personal Details
Research Supervision Areas
Publications

Contact

workRoom B15 Dearing
Jubilee Campus
Wollaton Road
Nottingham
NG8 1BB
UK
work0115 951 4425
fax0115 846 6600
edward.sellman@nottingham.ac.uk

Expertise Summary

Dr Edward Sellman is Deputy Director of Postgraduate Research. He researches mindfulness, integral and transpersonal psychology and well-being as a member of the Centre for Research in Human Flourishing.

Edward originally trained as an art/primary-school teacher and then worked with children experiencing social, emotional and behavioural difficulties in a range of settings. He is a qualified integrative & transpersonal counsellor, mindfulness teacher and therapist offering sessions in Holotropic Breathwork, SoulCollage and Trauma Release Exercises (see transpersonaltherapies.org.uk). He also works in private-practice and volunteers at a hospice bereavement service.

He acts as a supervisor for research students working toward PhD degrees (principally on integral and transpersonal psychology, mindfulness and well-being in education) and has acted as an external examiner at several UK Universities. He is a course tutor on the MA Trauma Informed Practice, leading the module: 'Practice Perspectives on Dealing with Trauma'. He is also the module convenor of 'Responding Mindfully to Challenging Behaviour', offered on several Masters programmes.

He is co-editor of Restorative Approaches to Conflict in Schools, published by Routledge, and is currently working on several writing projects about mental health and mindfulness in education.

Orcid ID

ResearchGate Profile

Research Summary

His research and teaching interests include:

Contemplation, mindfulness, inner-work, consciousness and education
Integral and transpersonal theory, soulfulness in education and therapy
Creativity and integration of peak experiences, journaling
Perinatal and early-childhood trauma, counselling and the pedagogy of the therapeutic relationship
Conflict resolution, restorative and trauma-informed approaches in schools
Mental well-being, non-pathologising approaches to mental health, human flourishing

Prospective PhD Applications

I have limited capacity for doctoral supervision and will only be seeking 1-2 new doctoral students for entry in Autumn 2025. I will only consider supervising projects that relate to the research topics listed above. If you are interested in applying you will need to have a draft proposal ready before contacting me. Please email me if you would like to discuss the appropriateness of your research topic.

Ongoing research projects:

Learning from and integrating peak experiences/extraordinary states of consciousness.
Creative Lives Project - interviews with distinguished artists from a diversity of disciplines about the relationship between creativity and well-being.

Completed research projects:

Positive Education and Mindfulness at Trent College, Nottingham, 2016-19
Mindfulness and staff self-care within HE, 2016-17
Mindfulness and staff self-care within the fire service, 2015-16
NIHR Collaborations for Leadership in Applied Health Research & Care (Notts, Derbys & Lincs) - Evaluation of Group ADHD Parenting Programme (with Dr Martin Batty, Dr Kapil Sayal & Dr Janine Coates), 2010-13
Mighty Creatives/Arts Partnership Nottinghamshire - Working with artists to promote outcomes for Looked After Children, 2011-12
ESRC Seminar Series- Inter-disciplinary Perspectives on Restorative Approaches to Conflict in Schools: Exploring International Theory and Practice (with Dr Hilary Cremin, University of Cambridge & Dr Gillean McCluskey, University of Edinburgh), 2010-11
Nottinghamshire Targeted Mental Health Services/Arts Partnership Nottinghamshire - Working with artists to promote mental well-being at four Nottinghamshire Schools (with City Arts), 2010-11
DfiD/MUNDI Global Education Centre- Evaluation of Global Voices: Creative Approaches for International Education in Special Schools, 2009-11
Catholic Children's Society - An Evaluation of the Effectiveness of an Independent Social Work Service in Three Schools (with Dr Belinda Harris & Dr Max Biddulph), 2009-10
Arts Partnership Nottinghamshire - An Evaluation of Arts Projects Working with Young People Not in Education, Employment or Training (with Pr Pat Thomson & Pr Chris Hall), 2008-11
School of Education Small Grant- Students as Researchers at Special Schools, 2007-08
NRDC- Evaluation of Learning for Living Materials, Project Director, 2007
ESRC Priority Network- 'Pathways Into and Out of Crime', Researcher, University. of Sheffield, 2002-03
DfES- 'Study of Young People Excluded from School, Researcher, University. of Birmingham, 2000-02
Mental Health Foundation- 'The Mental Health Needs of Children with EBD'. Project Director (with Dr Ted Cole, Pr. Harry Daniels & Dr John Visser), University. of Birmingham, 2001-02
CSV Millennium Award- 'Peer-mediation action-research', University. of Birmingham, 2001

Selected Publications

SELLMAN, E. M., 2020. The nature of Self and its challenges to educational orthodoxy and 'discipline'. In: ERGAS, O. and RITTER, J., eds., Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research 34. Emerald.
SELLMAN, E. M. and BUTTARAZZI, G. F., 2020. Adding Lemon Juice to Poison – Raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. British Journal of Educational Studies. 68(1), 61-78
BRITO, R., JOSEPH, S. and SELLMAN, E. M., 2022. From Instrumental to Integral Mindfulness: The case for a more holistic and transformative approach in schools Studies in Philosophy and Education. 41, 91-109
CRAWFORD, A., SELLMAN, E. M. and JOSEPH, S., 2021. Journaling: A More Mindful Approach to Researching a Mindfulness-based intervention in a Junior School International Journal of Qualitative Methods.

View all publications

Edward is a member of the Centre for Research in Human Flourishing. His research supervision areas include:

Contemplation, mindfulness, inner-work, consciousness and education
Integral and transpersonal theory, soulfulness in education and therapy
Creativity and integration of peak experiences/extraordinary states of consciousness, journaling
Perinatal and early-childhood trauma, counselling and the pedagogy of the therapeutic relationship
Conflict resolution, restorative and trauma-informed approaches in schools
Mental well-being, non-pathologising approaches to mental health, human flourishing

Prospective PhD Applications

GANDHI, V. and SELLMAN, E., eds., 2026. Concerning Mental Health in Education: Exploring Key Debates and Critical Issues Routledge.. (In Press.)
SELLMAN, E., ed., 2025. Being a Mindful Teacher (In Press.)
BAYIR, A., SELLMAN, E. M. and JOSEPH, S., 2024. The Confluence of Authenticity and Mindfulness: Principal Component Analysis of the Authenticity Scale and the Five-Facet Mindfulness Questionnaire The Humanistic Psychologist. 52(1), 54-69
WILSON, R., SELLMAN, E. M. and JOSEPH, S., 2024. Still Surviving Rather Than Thriving - The Need to Reimagine Post-Pandemic Wellbeing According to Secondary School Teachers Pastoral Care in Education. 42(4), 513-533
BAYIR, A., SELLMAN, E. M. and JOSEPH, S., 2024. The Prosocial and Pro-Environmental Aspects of Authenticity and the Mediating Role of Self-Transcendence Person-Centered & Experiential Psychotherapies. 23(4), 461-474
WILSON, R., SELLMAN, E. M. and JOSEPH, S., 2024. Wellbeing and the importance of going ‘out of the realm of the classroom’: Secondary School Teachers' Perspectives Educational Review. (In Press.)
WILSON, R., SELLMAN, E. M. and JOSEPH, S., 2023. ‘Doing Well’ and ‘Being Well’ – Secondary School Teachers’ Perspectives British Educational Research Journal. 49(5), 987-1004
BAYIR-TOPER, A., SELLMAN, E. M. and JOSEPH, S., 2022. Being yourself for the ‘greater good’: An empirical investigation of the moderation effect of authenticity between self-compassion and compassion for others Current Psychology. 41, 4871–4884
BAYIR-TOPER, A., SELLMAN, E. M. and JOSEPH, S., 2022. Examining the Structure of Authenticity: A Factor Analytic Study of the Authenticity Scale and Authenticity Inventory Subscales The Humanistic Psychologist. 50(2), 304-319
SELLMAN, E. M. and AMRHEIN, B., 2022. Attending In and Out: Synergising mindful and restorative practice. In: AMRHEIN, B. and BADSTIEBER, B., eds., (Im)possible perspectives on behaviour: theoretical, empirical and practical contributions to the de- and reconstruction of the label “behavioural disorder” BeltzJuventa.
BRITO, R., JOSEPH, S. and SELLMAN, E. M., 2022. From Instrumental to Integral Mindfulness: The case for a more holistic and transformative approach in schools Studies in Philosophy and Education. 41, 91-109
WILSON, R., SELLMAN, E. M. and JOSEPH, S., 2022. ‘Doing well and being well’ – what’s the difference?: A study of secondary school teachers’ perspectives. Impact (The Chartered College of Teaching).
CRAWFORD, A., JOSEPH, S. and SELLMAN, E. M., 2021. A quiet revolution? Reflecting on the potentiality and ethics of mindfulness in a junior school British Journal of Educational Studies. 69(2), 237-255
BRITO, R., JOSEPH, S. and SELLMAN, E. M., 2021. Mindfulness ‘in’ Education as a Form of Iatrogenesis Journal of Transformative Education. 19(3), 261-283
BRITO, R., JOSEPH, S. and SELLMAN, E. M., 2021. Exploring Mindfulness in/as Education from a Heideggerian Perspective Journal of Philosophy of Education. 55(2), 302-313
CRAWFORD, A., SELLMAN, E. M. and JOSEPH, S., 2021. Journaling: A More Mindful Approach to Researching a Mindfulness-based intervention in a Junior School International Journal of Qualitative Methods.
SELLMAN, E. M. and BUTTARAZZI, G. F., 2020. Adding Lemon Juice to Poison – Raising critical questions about the oxymoronic nature of mindfulness in education and its future direction. British Journal of Educational Studies. 68(1), 61-78
SELLMAN, E. M., 2020. The nature of Self and its challenges to educational orthodoxy and 'discipline'. In: ERGAS, O. and RITTER, J., eds., Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research 34. Emerald.
SAYAL, K., TAYLOR, J. A., VALENTINE, A., GUO, B., SAMPSON, C. J., SELLMAN, E., JAMES, M., HOLLIS, C. and DALEY, D., 2016. Effectiveness and cost-effectiveness of a brief school-based group programme for parents of children at risk of ADHD: A cluster randomised controlled trial Child: Care, Health and Development. 42(4), 521-533
SELLMAN, E., ed., 2016. Spirituality and Educational Concern: A Special Issue of Pastoral Care in Education. NAPCE/Routledge..
SELLMAN, E., 2015. Safe-spaces, support, social-capital: A critical analysis of artists working with vulnerable young people in educational contexts. International Journal of Art & Design Education. 34(1), 60-72
TAYLOR, J., VALENTINE, A, SELLMAN, E., BRANSBY-ADAMS, K., DALEY, D. and SAYAL, K., 2015. A qualitative process evaluation of a randomised controlled trial of a parenting intervention in community (school) settings for children at risk of attention deficit hyperactivity disorder (ADHD) BMC Psychiatry. 15, 290-301
DEARDEN, J. and SELLMAN, E., 2015. Book review: Approaching disability- critical issues and perspectives. British Journal of Educational Studies. 63(4), 508-509.
SELLMAN, E., CREMIN, H. and MCCLUSKEY, G., eds., 2014. Restorative Approaches to Conflict in Schools: Inter-disciplinary perspectives on managing relationships in the classroom Routledge.
MEREDITH, M. and SELLMAN, E., 2014. Who misses out? Inclusive strategies for students with communicational difficulties. In: SELLMAN, E., CREMIN, H. and MCCLUSKEY, G., eds., Restorative Approaches to Conflict in Schools: Inter-disciplinary perspectives on managing relationships in the classroom Routledge.
SELLMAN, E., 2014. Creating the restorative school part 2: The impact of restorative approaches on roles, power and language. In: SELLMAN, E., CREMIN, H. and MCCLUSKEY, G., eds., Restorative Approaches to Conflict in School: Inter-disciplinary perspectives on managing relationships in the classroom
SELLMAN, E., CREMIN. H. and MCCLUSKEY, G., 2014. Contextualised, contested and catalytic: A thematic introduction to the potential of restorative approaches in schools. In: SELLMAN, E., CREMIN, H. and MCCLUSKEY, G., eds., Restorative Approaches to Conflict in Schools: Inter-disciplinary perspectives on managing relationships in the classroom
CARTER, C. and SELLMAN, E., 2013. A view of dyslexia in context: implications for understanding differences in essay writing experience amongst HE students identified as dyslexic Dyslexia. 149-164
SELLMAN, E., 2012. Creative Approaches to Inclusion. In: SELLMAN, E., ed., Creative Learning for Inclusion: Creative Approaches to Meet Special Needs in the Classroom Routledge.
SELLMAN, E. and CUNLIFFE, A., 2012. Working with artists to promote mental health and wellbeing in schools: an evaluation of processes and outcomes at four schools. In: STICKLEY, T., ed., Qualitative research in arts and mental health: contexts, meanings and evidence PCCS Books. 140-169
SELLMAN, E., 2012. Waiting Room: exploring the impact of medical and educational discourse on identity through painting Journal of Visual Arts Practice. 10(3), 275-289
CREMIN, H., MCCLUSKEY, G. and SELLMAN, E., 2012. Restorative Approaches in Schools: Findings from an International, Cross-sector and Interdisciplinary Seminar Series In: American Educational Research Association Annual Conference 2012.
SELLMAN, E., ed., 2012. Creative Learning for Inclusion: Creative Approaches to Meet Special Needs in the Classroom Routledge.
SELLMAN, E., 2012. Artists working with Looked-After Children – An Evaluation Report for The Mighty Creatives University of Nottingham.
CREMIN, H., SELLMAN, E. and MCCLUSKEY, G., 2012. Interdisciplinary perspectives on restorative justice: developing insights for education British Journal of Educational Studies. 60(4), 421-437
SAYAL, K., DALEY, D., JAMES, M., YANG, M., BATTY, M., TAYLOR, J., PASS, S., SAMPSON, C., SELLMAN, E., VALENTINE, A. and HOLLIS, C., 2012. Protocol Evaluating the effectiveness of a school-based group programme for parents of children at risk of ADHD: the 'PArents, Teachers and CHildren WORKing Together (PATCHWORK)' cluster RCT protocol. BMJ Open. 2(5), e001783
SELLMAN, E./CITY ARTS, 2012. Art Works: Using the arts to promote emotional health and wellbeing in schools City Arts.
SELLMAN, E., 2011. Peer mediation services for conflict resolution in schools: what transformations in activity characterise successful implementation? British Educational Research Journal. 37(1), 45-60
SELLMAN, E., 2011. Mundi Global Voices Project: Creative Approaches for International Education in Special Schools – Evaluation Report University of Nottingham.
SELLMAN, E., 2011. Inclusive Museums/Galleries: What can we learn from research and what research needs to be done? (Presentation) In: Engage- East Midlands Regional Workshop.
SELLMAN, E., 2011. Book Review: Vygotsky and Special Needs Education- Rethinking Support for Children and Schools, by H. Daniels & M. Hedegaard (Eds.) European Journal of Special Needs Education. 26(3), 415-417
THOMSON, P, HALL, C and SELLMAN, E. & VINCENT, K., 2011. An Evaluation of Arts Projects Working with Young People Not in Education, Employment of Training: Project report University of Nottingham.
2011. Four Short Films About Artists Working with Vulnerable Young People on Social and Health Goals Sellman, E. & McCourt, A.. City Arts/Push Media. 01/01/1900 00:00:00
THE MIGHTY CREATIVES, 2011. If I...?: A resource to help you understand and support the achievements of Looked After Children in secondary schools The Mighty Creatives.
HARRIS, B, BIDDULPH, M and SELLMAN, E. & REEP, R., 2010. A Formative Evaluation of the Faith in Families School Social Work Service - Project report University of Nottingham.
SELLMAN, E., 2009. When Listening is Hardest School Leadership Today. 1(5), 12-15
SELLMAN, E., 2009. Lessons learned: student voice at a school for pupils experiencing social, emotional and behavioural difficulties Emotional and Behavioural Difficulties. 14(1), 33-48
SELLMAN, E., 2009. What can we learn from promoting voice at settings educating children with emotional and/or behavioural difficulties? In: BERA Annual Conference.
SELLMAN, E., 2008. Mediation Matters: Creating a peaceful school through peer mediation LDA.
SELLMAN, E., 2008. Book review: Peer Mediation - Citizenship and Social Inclusion Revisited by H. Cremin British Educational Research Journal. 34(4), 572-574
SELLMAN, E. & FINNIGAN, R. WITH DALE, M., 2007. Evaluation of the Learning for Living Guidance Materials 2006-07: Final Report University of Nottingham.
DANIELS, H., COLE, T., SELLMAN, E., SUTTON, J., VISSER, J. and BEDWARD, J., 2003. Study of young people permanently excluded from school London: Department for Education and Skills. (1841859257)
SELLMAN, E., 2003. PhD Thesis: The Processes & Outcomes of Implementing Peer Mediation Services in Schools: A Cultural-Historical Activity Theory Approach University of Birmingham. Available at: <http://etheses.bham.ac.uk/255/>
COLE, T., SELLMAN, E., DANIELS, H. and VISSER, J., 2002. The mental health needs of children with emotional and behavioural difficulties: bright futures: working with vulnerable young people London: The Mental Health Foundation. (1903645336)
SELLMAN, E., BEDWARD, J., COLE, T. and DANIELS, H., 2002. A Sociocultural Approach to Exclusion British Educational Research Journal. VOL 28(PART 6), 889-900
SELLMAN, E., 2002. Peer Mediation, School Culture and Sustainability Pastoral Care in Education. VOL 20(PART 2), 7-11

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