From 'PIEs One' to 'PIEs 2.0'

From January 2018, this website has gradually switched over from an earlier account of the essential nature of a PIE - known as PIEs one, or the 'classic' version - to use the ‘revised’ and much broader account of what constitutes, and what helps create, a psychologically informed environment.

This broader account allows us to explore many of the issues that the earlier account struggled to cover. It also allows services to get more into the operational detail of using this approach.


Using the 'classic' account?

The older, PIEs One account nevertheless has some significant strengths. For services whose main work and focus is on activities within one building or site, the narrower focus on the built environment is sufficient; and for those just at the start of their journey, the relative simplicity of having ony five key issues has some advantages.

  • Psychological model
  • Staff training and support
  • Reflective practice
  • Working on the built environment
  • Evidence-generating practice*

Those who have used the 'classic account' (PIEs One) until now to guide development of all their services should find that all the work they have done can be fairly readily translated into the terminology and approach of new framework. (This is part of the principle of 'backwards compatibility' for any decent software up grade.)


PIE 2.0

The revised account, as given here, is known as 'PIEs 2.0', and it identifies the key or core features of a PIE, under 5 main headings. For present purposes, we can list these five as:

  • Psychological awareness
  • Staff training and support
  • Learning and Enquiry*
  • Spaces of opportunity
  • 'The Three Rs'

.......with Relationships underlining everything that is done.

There is a page on each of these key features,  and the role of reflective practice and the central issue of relationships (see the side panel on the right); and the video presentations listed there will explain and explore the overall intention, and each of these specific areas.

What the new framework aims to do - again, as with any software upgrade - is to iron out some bugs in the older model, and add new 'functionality' which enables the 'programme' to enter new territory, and/or work with other new developments. (For more on this, see the 'preamble' video, in the panel opposite; and "is the PIE evolving?' :  HERE).

  • You can read in general about PIEs 2.0 :  HERE.
  • You will find the specific practice elements of PIEs 2.0 laid out :  HERE


Don't be too tidy

These five key themes - we sometimes call then 'the Big Five'  - have stood the test of time.  But they are not distinct, water-tight compartments.When you move on to look at the more specific practice elements within each, you will find they are even less so. There is quite a lot of overlap. It's not always obvious what activity belongs where.

This is partly because real life just isn’t neat; but also because in a well functioning service, all these elements are integrated, and mutually supporting. They will overlap.   You may call that 'synergy', or 'a whole systems approach' – all of which is fair enough. Or you might say they are five windows, through which to look at where you are, and what you do; and you may see the same thing from different angles..

But the point here is to remember that these terms are just an attempt to describe creative practice, as we see it. As such, these terms our servants, not our masters.

  • (For a more playful way of saying this, see: My cat is a built environment? : HERE)
  1. For more background on the development of the PIEs 2.0 framework, the past discussions and the analysis behind it all, see PIEs 2.0 - the development process
  2. For a more light-hearted account, see also: Everything you wanted to know about PIEs, but were afraid to ask HERE, which uses the new approach.


Which PIEs model does the PIzazz use? 

The paperwork version for the PIEs Self Assessment and Service Specification framework - the 'Pizazz on paper' - uses PIEs 2.0.  This is primarily because the assessment framework, and the action planning that it entails, requires giving evidence for the attainment of each 'level'. The classic version did not lend itself to customisable precision in the way that PIEs 2.0 does.  It also does not have the same range.

However, with some ingenuity it is always possible to use the Pizazz on paper with the older model. For those that wish to have the benefit of the Pizazz assessment and improvement cycle, but with the older concepts, see:  Using PIEs One with Pizazz: HERE

Meanwhile the software version of the Pizazz, the PIE Abacus, does allow some greater flexibility; and for those that are most keen to there will be a version that works with the older, classic version.


* In Pies 2.0, Reflective Practice in 'frontline services' is now seen as being one element amongst others in the Learning and Enquiry theme. This wider picture aims to suggest that the same thinking needs to extend and 'embed' throughout all of a service's work. (For some examples, see the forum discussion summary on  'Roll out and top-to-toe embedding : HERE)

  • For more on the Pizazz, see: An Introduction to the Pizazz: HERE
  • For more on the PIE Abacus, see: The PIE Abacus – an on-line Pizazz (summary): HERE.

Further background reading/viewing

NB: Developing as a PIE is not about a new set of things that a service must do, or must do 'properly', to 'be a PIE'.

The PIE framework is more a new way of looking at what you do, helping you to see more clearly.  It just helps services to focus more effectively on what really matters to service users and to staff.

We believe that the newer framework allows you to see more things more clearly, that's all.



PIEs 1

For an earlier, but fairly full account of the development and the original key themes of a PIE according to PIEs One, see: HERE

For a more recent account and assessment, see : HERE


PIEs 2

  1. Psychological awareness   - PIElink page HERE
  2. Staff training and support   - PIElink page HERE
  3. Learning and Enquiry          - PIElink page HERE
  4. Spaces of opportunity        - PIElink page HERE
  5. 'The Three Rs'                     - PIElink page HERE


What psychology? HERE

What is an environment? : HERE

The ethics and politics of PIE : HERE

Where is/are 'Relationships' in the 2.0 framework? :  HERE

Where did it all come from? : HERE


Preamble: the scope and overall purpose of this 'upgrade' and the revised version

General introduction to the key features of the revised version HERE