From PIEs 1 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 1, or the 'classic' version - to use the ‘revised’ account of what constitutes, and what helps create, a psychologically informed environment.

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.

  • 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 elements or core themes - we sometimes call then 'the Big Five'  - have stood the test of time.  But they are not distinct, water-tight compartments.

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. Or you might say they are five windows, through which to look at where you are, and what you do.

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)

There is a page on each of these key features,  and the role or reflective practice and the central issue 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.


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.

  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 1 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.

  • 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/listening/viewing

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

Being a PIE is more a new way of looking at what you do, helping you to see more clearly.

Being a PIE just helps services to focus more effectively on what really matters to service users and to staff.

PIEs 1

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

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