Please see below if you'd like to find out more information e.g. about the EP role, my ways of working, specialist interests, work experience, training/CPD, and education.



EPs apply psychology to education through training, consultation, assessment, intervention and research. We work across settings in the 0-25 age range (although most often 3-19), e.g. nurseries; primary, secondary & specialist schools; and colleges, as well as homes, to help promote hope and positive change for children and young people, their families, professionals, and schools. EPs work at individual and systems levels:

  • Individual: Through casework, EPs work collaboratively with children and young people, their families, and school staff. We elicit views and facilitate reflective problem-solving to gain a shared and holistic psychological understanding of strengths and needs, in order to identify the provision/support required to meet those needs in education. 

  • Systemic: Through consultation and staff training, EPs can help build staff knowledge, skills, confidence and capacity within schools to promote organisational change. 


  • Consultation: Individually, I advocate the use of person-centred planning approaches (e.g. PATHs, MAPs, PCRsCircle of Adults and Solution Circles) that put young people at the heart of decision-making. Systemically, I am keen on using PATHs to promote change at a whole school level. Through consultation, I aim to use solution-focused tools to empower others to draw from existing strengths, skills and protective factors to identify what is working well and promote a sense of hope moving forwards.

  • Assessment: As well as being trained in standardised assessments, I am committed to the use of dynamic assessment. This not only focuses on exploring cognitive strengths and needs, but also what emotional factors may be influencing learning, and what strategies can help children make progress. 

  • Intervention: In my local authority role, I have delivered positive psychology workshops to promote staff and student wellbeing. I also deliver a support group for parents/carers of children with social communication needs. 

  • Training: I have delivered training to schools and professionals in areas such as trauma and attachment, emotionally-based school avoidance (EBSA) and ELSA. 



  • Trauma and attachment: I am interested in understanding the needs of those who have experienced adverse early life experiences through a developmental trauma lens. I am particularly passionate about work with children and young people with care-experiences, who have been excluded (or are at-risk of exclusion) from mainstream schools, and within specialist social, emotional and mental health (SEMH) settings. 

  • Family support: Growing up as a sibling to someone with complex needs (diagnoses of autism, 'moderate to severe' learning disability, rare chromosome abnormality, epilepsy, sensory processing differences, and behaviours that challenge) has led to my passion for supporting families, particularly siblings. 

  • Supervision: I am committed to facilitating and receiving one-to-one and group staff supervision to promote reflective and collaborative problem-solving. 

  • Positive psychology: I am an advocate of the science of happiness (e.g. mindfulness, gratitude, random acts of kindness, self-care and self-compassion) to promote student, family and staff wellbeing.

  • ELSA & EBSA: In my local authority role, I was involved in the initial roll-out, delivery and evaluation of the ELSA training programme. I have also been involved in EBSA training, group supervision of Early Help workers, parent-school and Early Help consultations, casework, and development of the service's 'return to school' guidance.



I have over 10 years of full-time experience working with children and young people:

  • 2011-13: Class Teacher (mainstream secondary) of PSHE and citizenship, A-level psychology, and Lead Teacher of GCSE child development.

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

  • 2014-15: Assistant Psychologist (specialist school for children with autism). 

  • 2015-18: Trainee Educational Psychologist (school & local authority placements).

  • 2018-current: Volunteer Independent Visitor for a child looked after. 

  • 2018-current: Educational Psychologist - West Sussex County Council.

  • My GPS EP roles include as an NME Trainer (Sussex Psychology), Associate Psychologist (Psychology First), voluntary Research Co-Supervisor (Southampton University), and Volunteer (Super Siblings).





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

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