PIEs 1 & 2.0 - the revised account

From January 2018, this website has been gradually switching over from an earlier account of the essential nature of a PIE - PIEs 1, or the 'classic' version - to use the ‘revised’ account of what constitutes, and what helps create, a psychologically informed environment.  There is a lot of material, and it is a long transition; so please do bear with us over what is likely to be a few weeks yet of disruption.

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 Reflective Practice and Relationships underlining everything that is done.

Note though that even the number of key features here is not precise or clear-cut. Do we, or do we not, still regard Reflective Practice as a definitive or core theme?  And where does the centrality of relationships fit in? (Answer: for reflective practice see "Learning and Enquiry'; and for relationships, see Where is/are 'Relationships' in the PIEs 2.0 framework?

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 overlap.   You may call that 'synergy', or 'a whole systems approach' – all of which is fair enough.

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.

There is a page on each of these key features (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.


Using the 'classic' account?

Those who have used the 'classic account' (PIEs 1) until now to guide development of 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.)

What the new framework aims to do - again, as with any software upgrade - is to iron out 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.

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

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 Pies Self Assessment and Service Specification framework - the 'Pizazz' - uses PIEs 2.0.  This is because the assessment framework, and the action panning 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. 

For more on the Pizazz, see: An Introduction to the Pizazz, HERE

Useful reading and viewing

PIEs 1

For a full account of the development, and the original accounts, of a PIE, see: HERE


PIEs 2

  • Psychological awareness   - PIElink page HERE
  • Staff training and support   - PIElink page HERE
  • Learning and Enquiry          - PIElink page HERE
  • Spaces of opportunity        - PIElink page HERE
  • 'The Three Rs'                     - PIElink page HERE
  • Where is/are 'Relationships' in the 2.0 framework? - PIElink page HERE

Useful viewing

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

General introduction to the key features of the revised version HERE