I graduated in Speech Science at UCL and as a speech and language therapist in 1997. I went to work in the NHS in a child development centre. I soon returned to study and to UCL - exploring the development of language and literacy in Deaf/deaf children and children with language learning difficulties at the Brain and Behaviour Sciences Unit in the Institute of Child Health. After that, I returned to practice as a Speech and Language Therapist, working in a boundary spanning role across health and education to deliver joined-up systems for children in the early years. I enjoyed that post - working collaboratively with a specialist teacher for children with autism within the early years system. I got drawn back to academia and began my career as a clinical academic at Reading University. The back and forth between practice and academia has, in many ways characterised my academic career. Not only health, but also education and social care services have found a way of including me in their practice, service, and systems development. I consider myself privileged because of this. I now work in Manchester Metropolitan University as Deputy Pro Vice Chancellor for Health and Social Care and Professor of Educational Psychology, and I continue to develop ideas by working with people in the situated realities of the practice context. I work with teams who want to explore how their relationships could be improved to support the development of children and families. I believe that relationships are the most important thing to people who use public services. I have found that highlighting strengths in peoples' relationships at work can improve them further. I work with video recording and video review of strengths in teams. This helps the workers step back and see themselves and others differently. Stepping back leads to a wider view and looking at strengths leads to a more appreciative perspective. This opens new possibilities for ways of working and teams and individual workers can find new ways of understanding themselves and others and they find new and better solutions to challenges. In this talk I'm going to show 4 video clips of how this team-based approach was used with a team in a mainstream primary school who wanted to support inclusion and transition for four siblings. There were many areas of challenge at the start. The work was funded by the county’s advisor to the virtual school (for children in the looked after system). The research was approved by the Faculty of Education ethics committee. The family and the educators involved know that their work will be shared at this conference and they have given specific approval for the video clips from the work to be shared in this workshop. Dr Sam Fox, my colleague from Manchester Met was able to join in the work as an observer and she took notes on what was happening during the sessions and we have talked about the work and developed ideas together. Sam can't be at the workshop in Leeds, but she has recorded a short video giving her reflections on the process and its outcomes. I will focus on sharing the clips as a way of sharing the story of this work. I think it might be a useful approach in our quest to find good ways to prevent the use of restraints with children. If you would like to read more about the background research on this approach you can find it here: James, D.M., Fisher, S., & Vincent, S. (2021). Challenging behaviour around challenging behaviour. Journal of Applied Research in Intellectual Disabilities. https://doi.org/10.1111/jar.12879 I am very grateful to colleagues in the NHS who helped to develop this approach, Cumbria Northumberland Tyne and Wear Foundation NHS Trust.