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Wendy Ellyatt
Wendy has always been fascinated with what creates lives of meaning and purpose. Founder of the Project and creator of the Flourish model - originally derived from her interest in the work of Richard Barrett - she has now combined her expertise in early human development with her interest in natural systems design, to help develop a range of tools that promote and support the creation of regenerative societies and cultures of lifelong learning. In 2019 she joined the Global Council for the Wellbeing Economy Alliance (and was co-chair for a year) and led the early development of the UK Spirituality in Education Alliance. In 2021 she was invited to become a member of the Sustainable Development Goals (SDGs) Thought Leaders Circle sdgthoughtleaderscircle.org and became a co-author of the Unitive Narrative. She also became a member of the Inner Development Goals (IDGs) Catalyst Network. In 2022 she supported the strategic development of Kinship Earth and in 2023 she became a co-founder of Living Cities Earth. She is an active member of the Charter for Compassion and Harvard Human Flourishing Program Community Networks and is currently leading the development of the Our Shared Future Sacred Ecologies Lab. She acts as an advisor to a number of futurist cultural transformation initiatives, including those exploring the transformation of education systems and the positive use of digital technology/AI. In the UK she is the founder of the Save Childhood Movement www.savechildhood.net, National Children's Day UK www.nationalchildrensdayuk.com and www.futuregens.net and is a long-term fellow of the RSA. |
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Simon Daisley
For thirty years Simon has been helping to close gaps; between supply and demand, between perception and reality - and between people. His passion lies in being curious about what makes people happy, healthy, wealthy and fulfilled and how they can achieve a sustainable balance between what they need and what they have. He is a Fellow of the Chartered Institute of Marketing and a long-time advocate of the work of Richard Barrett and the Barrett Values Centre. After a long career in customer service and customer experience working with the likes of Rolls-Royce in the UK and Singapore, Barclays in the UK, US and India and BT globally, he is now working in the residential care sector. He ran his own consulting business for a number of years, through which he created the concept of Wholehearted Customer Management (WCM) and worked with Frederick Reichheld, the customer loyalty guru, to deliver the First European Summit on WCM in Dublin. He has also worked extensively in local government, where he has helped to design, develop, implement and support the very best customer experiences, involving strategy development, training design and delivery, coaching and mentoring. In 2019 Simon became interested in how the Flourish Model could help with the wellbeing of both residents and staff within care homes and he is currently leading this element of the project's development. |
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Harriet Broadfoot
Harriet is an early childhood education (ECE) researcher and teacher. Currently based at Durham University’s School of Education, she is undertaking an ESRC funded doctoral study focusing on compassion in ECE environments which synthesizes her interests in well-being, compassion, sustainability and global citizenship, and early learning environments. She is also a postgraduate associate of the Wolfson Research Institute for Health and Well-being. In 2022 she became a director of the Save Childhood Movement (SCM) and is currently leading the development of ‘The Children’s Voice’ initiative and acting as a Project Director for National Children’s Day UK (NCDUK). In 2023 she joined the Flourish Project as a Research Affiliate with a particular interest in early human development. |
FLOURISH PROJECT ASSOCIATES
The Flourish Associates are experts that have expressed early interest in helping us to take our work out into the world. They each bring with them a wealth of life experience, core capacities and wisdom that can facilitate positive systems change across a diverse range of sectors.
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Lana Jelenjev is a community alchemist and learning design strategist with a solid background in child development, training and education. She is the co-author of Community Builder: Designing Communities for Change and The 90 Day Action Planner, a Kickstarter backed planner for creative entrepreneurs. Lana provides support in various areas related to ideation, curriculum design, community building and personal development.
Lana is an avid firestarter, having co-founded initiatives like Neurodiversity Education Academy, an online platform providing awareness, education and support for teachers, parents and students on the topic of Neurodiversity. She is also a co-founder of Shift Foundation, an organisation for real life learning and awareness based collective action. Lana also established Community Rituals, a training and support platform to enable leaders to understand the language of rituals in communities. Supporting fellow community weavers, transformational leaders and impact driven NGOs, Lana also launched Community Alchemy, an online learning and mastermind program focused on designing communities for change. |
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Dr Beth Meriam, PhD (Cambridge) is an award-winning anthropologist, leadership consultant and transformative mentor to leaders and change-makers worldwide. Drawing on 25+ years of experience in 60 countries across 5 continents, Beth’s clients are enabled to tackle major problems and find groundbreaking solutions—often in unexpected ways. She brings laser-focused insights, out-of-the-box creative thinking, and grounded, effective ‘can-do’ energy that inspires all those who experience it.
Her contributions have received numerous education, enterprise and social responsibility accolades, including a Cambridge University ‘Honorary Student’ award and The James Littlejohn Prize. Beth’s experience spans: National Government, International Humanitarian Agencies, Multinationals (Technology, Retail, Banking & Finance, Hospitality, Law), Civic Non-Profits, SMEs and Interfaith Institutions.She is a Taos Institute Global Associate, a Windsor Leadership Facilitator and, at the personal invitation of Dr. Stephen Porges, forms part of the Traumatic Stress Research Consortium. |
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Dr MaryCatherine Burgess PhD has an interdisciplinary educational background, a diverse work history, and a rich array of experiences that have prepared her for contributing her talents, gifts, and visions at this time of global transformational change and conscious evolution. Her love of learning has led to several postgraduate educational degrees, professional licensures and certifications, and in-depth training and explorations into what it means to be a universal human. Having worked in the USA, Italy, and the United Kingdom, she is currently striving to divide her time between the USA and the UK.
In 2005, she trained to become a Barrett Values Centre (BVC) Consultant in using their Cultural Transformation Tools (CTT), which include values assessments that help individuals, groups, organizations, and larger communities identify and work with their values. Through the Institute of Noetic Sciences, in 2014, she became a Graduate Facilitator of the Conscious Aging Program , and in 2015, was invited by Dr. Marilyn Schlitz to serve as one of her pilot facilitators for workshops that accompany her book and the film of the same name, Death Makes Life Possible, which she co-produced with Deepak Chopra. Since around 2011, she has become increasingly involved with the Charter for Compassion, including the Charter’s UK (United Kingdom) Task Force, the Boundless Compassion Program in Omaha, and numerous other compassion initiatives at the University of Edinburgh, in Scotland, and in Omaha. In June 2018, she became a Boundless Compassion Facilitator. She also then became a Compassionate Integrity Training (CIT) Facilitator in the summer of 2020. In 2020 she joined a Global Education Network of educators across the globe, who are actively working to integrate empathy, compassion, social and emotional learning, ethics, and values into all levels of education and modes of learning. |