sarah sutton

Dr Sarah Sutton has over thirty years’ experience of working with children, parents and families whose early lives have been disturbing.

Her psychoanalytic training, child development research and experience in children’s services have clearly shown the formative impact of a child’s social and relational context on their developing mind.

In writing, training and supervision, she focuses on the implications of relational development: the crucial significance of relationships in the first 1000 days, setting a navigation system we rely on for the rest of our lives.

She acts as an expert witness for court, is trained in the Anna Freud Story Stem Assessment Profile and teaches on Tavistock psychoanalytic studies & infant mental health programmes.

Sarah is co-director of the learning studio, where we work on the premise that in order to do things differently, we need to see things differently. We look at framing relationships in each particular working context, to understand more about what is said and unsaid, valued and undervalued, in order for meaningful change to come about.


sarah sutton’s books

Psychoanalysis, Neuroscience and the Stories of Our Lives draws on psychoanalytic ideas, neuroscience and development research to understand the relational roots of mental health and identity.

Being Taken In: The Framing Relationship looks at the formative nature of our earliest relationships, and how we can help children make new connections when their early lives have been disturbing.

Parent Infant Psychotherapy for Sleep Problems: Through the Night a collaboration with Dilys Daws, Founder of and Honorary Advisor to AIMH (UK), on a new edition of her classic book.

What You See is What You Get: Observation, as Opposed to Inspection, as a Means of Organizational Change
Chapter in Psychoanalysis and Other Matters: Where Are We Now? edited by Judith Edwards.


andrew harrison

Andrew Harrison at the learning studio has been inquiring into value since 2015, when NHS Improvement asked him to help understand the value of NHS Change Day.

Since then, value inquiries have taken place in 50+ settings, where there is a need to re-imagine value and help create the conditions for system change.

Practitioners and activists have again and again found it energising and empowering to bring their shared discourse over what matters to them in house, rather than outsource to a third party evaluator.

They exchange stories about their actual practice, listening out for items of value in it, day to day.

They socialise around these accounts of value to make clear to one another what they actually hold in common, as a basis for developing shared resolve to make changes to create more value.

It is almost always the case that the view of value from the hierarchy underplays the experience of what matters that is true for those with least power.

Revaluation helps to resist this institutional neglect of what matters, and the related disavowal of others’ experience. Few groups have less hierarchical power than children. Learning studio and Revaluation want to play their part in reimagining the value of the first 1000 days for all of us.