I completed professional doctoral training in Child and Educational Psychology. This means that I have knowledge and skills in child development and learning, assessment, psychotherapeutic interventions, consultation, training and reflective supervision. I have subsequently completed professional masters training in Psychodynamic Psychotherapy. This means that my approach to therapy “has the most developed theoretical base of all the talking treatments” and has “evidence of its effectiveness in treating emotional problems and a wide range of mental health conditions” (British Psychoanalytic Council, 2024). These trainings were both completed at The Tavistock and Portman NHS Foundation in London, which is “a global centre of excellence in clinical practice, training and education, and innovation in the fields of mental health and emotional wellbeing” (The Tavistock and Portman, 2024).

As an educational psychologist I am registered with The Health and Care Professions Council (HCPC) and hold chartered status with The British Psychological Society (BPS). As a child Psychotherapist I am registered with the Tavistock Society of Psychotherapists and British Psychoanalytic Council.

These registrations mean that you can be sure that I have undertaken extensive training and that I am monitored by and adhere to the standards of practice and ethical codes of these organisations. In addition to my initial training, there are two key standards that maintain the quality of my work. Firstly, on-going professional development, which means that I continually update my knowledge and expertise through activities such as reading and attending training days or conferences. Secondly, clinical supervision, which means that I regularly attend a separate and confidential space with senior and peer colleagues to share perspectives and receive feedback on any blind spots in relation to our work.

I have worked as an Educational Psychologist in Independent Services and Local Authority Services across East Anglia and London.

I now work in private practice. My involvement is usually commissioned by parents, schools, local authorities, and charity/community services to support children’s learning, development and well-being.

I apply psychology to support the needs of children through consultation, assessment, intervention/therapy, training and supervision. This means that I work at different levels, sometimes working directly with children (e.g. an assessment to help understand a child’s individual learning and psychological needs or working with a group of children) and sometimes working indirectly through systems of support around children (e.g. parents, schools and professionals).

An assessment involves writing psychological reports covering a range of childhood needs and difficulties (e.g. physical and medical, sensory, language and communication, cognition and learning, social-emotional and mental health). Reports can be used for a range of purposes.

I specialise in the area of social-emotional and mental health needs. I am a member of the British Society of the Rorschach and Projective Methods and it’s corresponding International Society. I presented in the Centenary Congress of the International Society of the Rorschach and Projective Methods (ISR) in Geneva, 2022. I co-deliver training and supervision on using projective assessment techniques to other psychologists and psychotherapists/counsellors.

I am working privately as a psychotherapist with children, young people and families in Norwich, Norfolk.

Prior to setting up work privately, I worked in two multi-disciplinary teams in CAMHS (The Child and Adolescent Mental Health Service) as a psychodynamic psychotherapist. I have worked with children and young people of various ages and presenting difficulties.

I am also trained in a therapeutic approach called Video Interaction Guidance (VIG). I have used VIG in schools to support relationships and the well-being of pupils with social-emotional needs. I have also been commissioned by Social Care to support the relationship between mothers/carers and infants under 5, when there has been early ruptures and trauma in the relationship.

There is an overlap of skills between my roles as a psychologist and psychotherapist. I regularly undertake brief therapeutic work with children in schools (e.g. working with groups of children to build resilience), drawing on a range of psychological approaches.