• 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 and 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 support group for children with social communication needs. 





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, parents/carers, 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 attachment or positive psychology, and can 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 an advocate of the solution-focused PATH process to promote change within organisations, particularly drawing 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 passionate about using positive psychology (the science of happiness) to promote the wellbeing of children, staff and family members e.g. through mindfulness, gratitude, kindness & compassion.

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