EDUCATION

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

  • 2011-12: Post-Graduate Certificate in Education (secondary 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.

 

WORK EXPERIENCE

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

 

SPECIALIST INTERESTS

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

 

Family support: Growing up as a sibling to someone with complex 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 for family support, particularly support for siblings. 

ELSA: In my local authority role, I was involved in the initial roll-out, delivery and evaluation of the Emotional Literacy Support Assistant (ELSA) training programme during the first two years of its implementation. I now provide regular ongoing supervision to ELSA groups within the local authority and through Psychology First.

Local authority role: Examples of additional responsibilities beyond my involvement in ELSA training and group supervision, and Education Health and Care Needs Assessments (EHCNAs), have included Emotionally-Based School Avoidance (EBSA) training, group supervision and enhanced casework; delivery of a parent/carer support group for children with social communication needs (interact); and positive psychology workshops to promote staff and student wellbeing. 

CPD: ONGOING LEARNING & TRAINING

SOCIAL, EMOTIONAL & MENTAL HEALTH

 
 

THE EP ROLE

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; colleges) to promote hope and positive change at individual, group and systems levels.

 

Individually: EPs work collaboratively with children and young people, their families, and school staff to facilitate reflective problem-solving. They elicit views and gain a shared and holistic psychological understanding of strengths and needs, in order to identify the provision/support required 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 group supervision sessions.

 

Whole school: EPs often deliver whole staff training to schools, and can help promote organisational change through consultation. 

MY EP APPROACH/ WAYS OF WORKING

Consultation: In individual casework, I advocate the use of person-centred planning approaches that put young people at the heart of decision-making e.g. through PATHs, MAPs, Person-Centred ReviewsCircle of Adults, Solution Circles, and Multi-Element Plans. At a systemic level, I am keen on using the PATH process to promote organisational growth, where I utilise motivational interviewing and solution-focused tools to help explore what is already working well, and empowering others to draw from existing strengths, skills and protective factors to help promote hope and change moving forwards. 

Staff supervision: I am passionate about staff supervision, and using group supervision models, to help provide a creative space for reflective and collaborative problem-solving; professional, emotional and peer support; and the development of psychological knowledge, skills and confidence, such as through my ELSA supervision role. 

Assessment: As well as being trained in standardised assessments, I am strongly committed to using dynamic assessment tools. These not only focus on exploring cognitive strengths and needs, but also what emotional factors may be impacting on learning, and what strategies help children make progress. 

Intervention: I am particularly passionate about positive psychology (aka the science of happiness) to promote student, family and staff wellbeing, such as through mindfulness, gratitude, random acts of kindness, self-care and self-compassion. 

Training: I have delivered training to schools in areas such as positive psychology, trauma and attachment, EBSA and ELSA.