• 2008-11: First-class BSc (Hons) Psychology - University of Manchester.

  • 2011-12: Post-Graduate Certificate in Education (PGCE - teacher training) in Psychology, PSHE & Citizenship (secondary) - Manchester Metropolitan University. 

  • 2013: Certificate in Psychological Assessment and Applied Research Skills (a British Psychological Society approved Assistant Psychologist course) - Oakfield Psychological Services.

  • 2014: Educational and Child Psychology Diplomas (level 2 and 4 certificates) - Online Academies. 

  • 2015-18: Doctorate in Educational Psychology - University of Southampton.



I have nearly 10 years full-time experience working in education with children and young people across a variety of settings, including the following roles:

  • 2011-13: Class Teacher in mainstream secondary schools - A-level psychology, PSHE & citizenship, lead teacher of GCSE child development.

  • 2013-14: SEN Teacher, Middle Leader and Trainee Applied Behaviour Analysis Tutor - specialist school for children with autism.

  • 2014-15: Assistant Psychologist - specialist school.

  • 2015-18: Trainee Educational Psychologist - Local Authority & school placements.

  • 2018-current: Educational Psychologist - Local Authority 4 days a week.

  • 2019-current: Independent EP - GPS 1 day a week - sibling support, research c0-supervisor, NME trainer, and expert advisor (Friendili). 

  • 2018-current: Volunteer Independent Visitor - regular contact and monthly visits with a child looked after.



Developmental trauma: I am interested in understanding the needs of children who have experienced adverse early life experiences through a developmental trauma lens - who may consequently present with emotional and behavioural dysregulation, and display protective attachment/connection-seeking and attention-needing patterns of behaviour. 


Family support: Growing up as a sibling to someone with additional needs (including diagnoses of autism, a 'moderate to severe' learning disability, rare chromosome abnormality, epilepsy, sensory processing differences, and behaviours that challenge) has led to my passion to support siblings, as well as parents/carers. 


Local Authority role: Additional responsibilities include Emotional Literacy Support Assistant training and group supervisionEmotionally-Based School Avoidance training, group supervision and casework; and delivery of a parent/carer support group for children with social communication needs.





Psychology is the scientific study of the mind and behaviour. EPs apply psychology to education through training, consultation, assessment, intervention and research. We work across settings in the 0-25 age range (e.g. nurseries; primary, secondary & specialist schools; and colleges) to promote hope and change at individual, group and systems levels.


Individually: EPs work collaboratively with young people, their families, and school staff to elicit views, gain a shared psychological understanding of strengths and needs, and to help identify the provision/support to meet these needs.


Group: EPs can deliver interventions or workshops to students e.g. on wellbeing or friendships, or to staff e.g. through staff supervision sessions. 


Whole school: EPs can deliver staff training e.g. on developmental trauma, and can help promote organisational growth through consultation.


Consultation: In individual casework, I advocate the use of person-centred planning approaches that put young people at the heart of decision-making and planning through use of models of consultation, assessment, and intervention, such as PATHs, MAPs, Person-Centred ReviewsCircle of Adults, Solution Circles, and Multi-Element Plans. At a whole school level, I am keen on using the PATH process to promote change within organisations. Through consultation, I make use of solution-focused approaches that help draw from what is already working and building on existing strengths and skills.

Staff supervision: I am passionate about staff supervision, and the use of group supervision models, to help provide a creative space for reflective problem-solving; professional and emotional support; peer-to-peer support; and promote the development of knowledge, skills and confidence. 

Assessment: As well as being trained in standardised cognitive assessments, I am strongly committed to using dynamic assessment approaches. These focus not only on exploring cognitive strengths and needs, but also the affective factors influencing cognitive processes (e.g. anxiety & motivation), and what mediation strategies help children to make progress. 

Training: I am particularly passionate about the use of positive psychology (aka the science of happiness) to promote the wellbeing of children, staff and family members e.g. through mindfulness, gratitude, kindness & compassion.