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

  • 2011-12: PGCE Secondary (teacher training) in Psychology, PSHE and Citizenship - Manchester Metropolitan University. 

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

  • 2013-14: Applied Behaviour Analysis course - Ambitious About Autism. 

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

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



I have over 9 years full-time experience working in education with children and young people across a variety of settings, including roles as a:

  • 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 - school & Local Authority (LA) placements.

  • 2018-current: Educational Psychologist - LA.

  • 2018-current: Volunteer Independent Visitor - providing a consistent relationship through regular contact and visits with a child looked after.

  • 2019 - current: Independent EP work - sibling trainer, research supervisor, NME Trainer with Sussex Psychology, and expert advisor to Friendili.



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 connection-seeking and attention-needing patterns of behaviour).


Sibling support: Growing up as a sibling to someone with additional needs (including my sister's diagnoses of autism, a 'moderate to severe' learning disability, rare chromosome disorder, epilepsy, sensory processing differences, and behaviours that challenge) has led to my passion to support siblings of children with complex needs. 


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 identify a tailored action plan of interventions to meet these needs.


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


Whole school: EPs can deliver staff training (e.g. on attachment or positive psychology) and promote organisational growth through consultation.


Consultation: In individual casework, I advocate person-centred planning approaches that put young people at the heart of decision-making about their future through use of models such as PATHs, MAPs, Person-Centred ReviewsCircle of Adults, Solution Circles, and Multi-Element Plans.

Assessment: As well as being trained in standardised cognitive assessments, I am strongly committed to dynamic assessment. This focuses not only on exploring cognitive strengths and needs, but also what affective factors may be influencing cognitive processes (e.g. anxiety & motivation), and what interventions help promote progress. 

Training: I am passionate about using positive psychology (the science of happiness) to promote staff and student wellbeing e.g., through mindfulness, gratitude, kindness & compassion. I am also an advocate of the solution-focused PATH process to promote change at an organisational level - drawing from what is already working and building on existing strengths and skills.

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© 2020 Gregory's Psychology Services

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