Meet the Team
All of our Educational Psychologists are highly experienced practitioners who have extensive experience working in Local Authorities. They all have the required professional qualifications in Educational, Child and Adolescent Psychology; are registered with the Health and Care Professions Council (HCPC); and have Chartered Psychologist status with the British Psychological Society (BPS).
Co-Founders and Directors
Dr. Laura Grahamslaw: BSc, DAppEdPsy, CPsychol, AFBPsS
Laura founded Psychology First with Dr Chantelle Makin in 2018 and has over fifteen years of experience working with Local Authorities. She completed her Doctorate in Applied Educational Psychology at Newcastle University in 2010, and for her thesis she evaluated the impact of the Emotional Literacy Support Assistant (ELSA) Project on support assistants’ and children’s self-efficacy beliefs. Following her thesis research, and due to her interest in emotional literacy and self-efficacy, Laura and a colleague set up the ELSA project in Surrey in 2011, and a significant number of ELSAs have been trained across the county to date. Since then, Laura has been instrumental in the design and implementation of the ELSA training and supervision, and in 2019 she introduced and set up the Early Years (EY) ELSA training in Surrey. Laura and Chantelle are currently evaluating the impact of the EY ELSA training and supervision on EY practitioners and their settings.
Due to her longstanding involvement with and passion for the ELSA Project, Laura is a member of the ELSA Network Steering Group. The role of the steering group is to manage the ELSA Network; provide accountability; support good practice in training and supervision; and help to ensure the continued development and sustainability of the ELSA model.
Prior to founding Psychology First, Laura was an Academic and Professional Tutor on both the Doctorate in Educational and Child Psychology at University College London (UCL) and the Doctorate in Professional Educational, Child and Adolescent Psychology at the Institute of Education (IOE). She is passionate about the supervision of Educational Psychologists, is highly experienced in this area and has completed further training in psychological supervision at the Tavistock and Portman NHS Foundation Trust.
Laura has additional training in a range of psychological models and interventions including: Narrative Therapy Levels 1 and 2; Theraplay; Dynamic Assessment; Motivational Interviewing; Mindfulness; supporting pupils who self-harm; Optima Reading Programme and the Principles of Instructional Psychology; Personal Construct Psychology; Sycol Solution Oriented Schools; Video Interaction Guidance (VIG); Circle of Adults and PATH; Emotion Coaching; Supporting Trans and Non-Binary Young People; and Suicide Bereavement, Prevention and PostVention. She is a trained Sleep Consultant and has completed the Paediatric Sleep Disorders OCN Level 6 qualification. Laura is also a qualified Mental Health First Aider.
Since her training in Emotion Coaching, Laura supported a special school for children with autism to carry out a piece of action research, using a Problem Based Learning (PBL) model, looking at the use of this approach in developing the emotional resilience of their pupils.
Laura’s other research interests include: the use of video feedback to parents and children following dynamic assessment; Trainee Educational Psychologist’s (TEPs) experiences of supervision; and ELSA’s self-efficacy beliefs and factors that enable these to be maintained over time.
Laura lives in Surrey with her husband and young daughters.
Publications and research:
Grahamslaw, L. S., & Henson, L. (2015). Solving problems through circles: An exploration of the use of Solution Circles and the Circle of Adults Interventions in educational settings. Educational Psychology in Practice, 31(2), pp 111-126.
Evans, S. P., Grahamslaw, L. S., Henson, L., & Prince, E. (2012). Is the restructured initial professional training in Educational Psychology fit for purpose? Educational Psychology in Practice, 28(4), pp 373-393.
Dr. Chantelle Makin: BSc, PGCE, DEdPsy, CPsychol
Chantelle completed her Doctorate in Professional Educational, Child and Adolescent Psychology at the Institute of Education, University of London, in 2011, having previously worked as a primary school teacher. She has worked in education for eighteen years and has gained extensive experience working with children, young people and adults with Special Educational Needs, and their families and school staff, across a range of educational settings.
Chantelle has been involved in LA wide projects linked to her interests in autism and emotional literacy. Chantelle was a Lead Trainer central to the first-time implementation and roll-out across an LA of the Cygnet Parenting Programme, an education and support programme for parents and teachers of children, young people and adults with autism. Chantelle has a particular interest in autism and for her doctoral research study she engaged with children with autism and their parents and teachers living across an LA to understand their experiences in relation to the secondary transition process. Over the years, Chantelle has been extensively involved in the design and implementation of the Emotional Literacy Support Assistant (ELSA) project and in 2019, along with Laura, she brought the Early Years (EY) ELSA training to Surrey for the very first time.
Chantelle is trained in clinical supervision and has worked as an Academic and Professional Tutor on the Doctorate in Professional Educational, Child and Adolescent Psychology at the Institute of Education supervising Trainee Educational Psychologists (TEPs), a role which allowed her to further her experience in Video Enhanced Reflective Practice (VERP). Chantelle enjoys using her extensive supervision experience in her work in schools, including supervision for teachers, support staff and ELSAs.
Chantelle has taken part in advanced practitioner training in a number of psychological topics, frameworks and interventions including: The Principles of Instructional Psychology, Organisational Change – Solution Oriented Schools, Circle of Adults and PATH, Mindfulness, Dynamic Assessment, Narrative Therapy Level 1, Adolescence, Anxiety and School Refusal, Emotionally Based School Avoidance, Pathological Demand Avoidance (PDA), Autism and Anxiety, Video Interaction Guidance (VIG), Emotion Coaching, Paediatric Sleep Disorders OCN level 6, Suicide Prevention and Supporting Trans and Non-Binary Children and Young People. Chantelle is currently doing further training in supervision at The Tavistock and Portman NHS Foundartion Trust.
Chantelle is married with three children and she lives in East Sussex.
Publications and research:
Makin, C., Hill, V., & Pellicano, E. (2016). The primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study. Autism & Developmental Language Impairments, 2, pp 1–18.
Why fit in when you were born to stand out?
Dr. Ciara Close: BSc, PGCE, DEdPsy, CPsychol
Ciara completed her Doctorate in Professional Educational, Child and Adolescent Psychology at University College London in 2011. Since this, Ciara has developed experience both within Local Authority and Independent Practice using consultation as a key framework in supporting the development of children, young people and their families. Previous to qualifying as an EP, Ciara’s interest in psychology and knowledge of school systems was developed through her work in schools as a Specialist Teacher for Cognition and Learning, a Primary School Teacher, and an Assistant Educational Psychologist.
Since focusing her doctorate research on ‘Social Inclusion for pupils with High Functioning Autism,’ Ciara has continued to pursue this interest. She has valued experience in working within special school settings for pupils with complex communication needs, such as Autism as well as developing her knowledge on SCERTs, a research-based and multidisciplinary framework that directly addresses the core challenges faced by children with Autism. Her interest in this area of work has allowed her to develop and deliver courses to professionals in Educational and Health setting on Autism and ADHD and co-deliver parental support programmes for parents of children with Autism post-diagnosis.
Ciara is passionate about supporting school systems and individuals to improve social and emotional well-being. She has developed knowledge and skills in Acceptance and Commitment Therapy (ACT), a creative model based on the innovative use of mindfulness and personal values used within coaching in schools and supervision of school staff. By delivering training to whole school staff on Developmental Trauma and Emotion Coaching, Ciara has helped to create change at a systems level in schools by revisiting their policies to include more curiosity, compassion, and empathy in understanding behaviour and promoting emotional well-being.
Ciara recognises parents/carers’ insights of their child’s needs and values them as key to promoting positive change in the lives of their child. Within her practice, she strives to work closely with parents through active listening to best understand their child’s needs within their early life and home context, whilst working collaboratively with school staff and other professionals to problem-solve using a range of psychological theories and frameworks. Ciara has also trained in Multi-Family Groups in Schools, a therapeutic intervention which aims to support and empower parents through a non-judgemental and collaborative approach.
Ciara lives in Surrey with her husband and two sons.
Publications and research:
Close, C. (2011). Does providing descriptive and/or explanatory information affect peer attitudes and behaviour intentions towards children with High Functioning Autism? (Thesis research available through the British Library).
Dr. Sarah Evans: BA, PGCE, DEdPsy, CPsychol
Sarah completed her Doctorate in Educational Psychology at Southampton University in 2010. Her thesis explored the impact of evidence-based classroom interventions on reducing the core behaviours associated with attention difficulties. Sarah is an established psychologist with over ten years of Local Authority experience working with children, young people and adults (0 -25) and their families within a range of educational and community settings. Prior to this, Sarah was a Primary School Teacher and Lead Practitioner for Social Emotional Aspects of Learning (SEAL) across a locality of schools.
Since completing her doctoral research Sarah has remained committed to improving outcomes for children and young people who experience attention difficulties. This work has included completing an eight-week Mindfulness course and being trained to deliver the Mindful Awareness Practices (MAPs) Programme, a Mindfulness intervention for children aged 4 to 11 years. Sarah has devised training and worked with a range of educational settings to explore how Mindfulness can be utilised as a tool to improve staff and pupil well-being, in addition to educational outcomes.
Sarah has completed further training in supervision and has applied her skills in this area through supervising Assistant Psychologists, Trainee Educational Psychologists and Emotional Literacy Support Assistants (ELSAs). Sarah has also developed and delivered training on a range of topics including, attachment; reading difficulties; Attention Deficit Hyperactivity Disorder (ADHD) and executive function; and whole school approaches to promoting social emotional skills and well-being. Sarah is passionate about the importance of listening to the voice of children and young people and has received training in a number of Person-Centred Planning approaches, such as PATH and Circle of Adults, which she draws on frequently in her work.
Sarah receives regular continued professional development (CPD) and has received training in a range of psychological models and interventions including: Dynamic Assessment; Cognitive Behavioural Therapy (CBT); Motivational Interviewing; The Well Being Toolkit(s); Bereavement and Loss; Gender; Sycol – Solution Oriented Schools; and Well-Being in Schools.
Sarah’s current research interests include: non-pharmaceutical interventions for children and young people with attention difficulties; and whole-school approaches to promoting well-being.
Sarah lives in West Sussex with her partner and their daughter.
Publications and research:
Evans, S. P., Grahamslaw, L. S., Henson, L., & Prince, E. (2012). Is the restructured initial professional training in Educational Psychology fit for purpose? Educational Psychology in Practice, 28(4), pp 373-393.
Evans, S. P. (2010). A small scale randomised controlled trial exploring the effects of white noise as a classroom intervention for boys with attention difficulties. (Thesis research available through the British Library).
Burkitt, E. & Evans, S. P (2004). The effects of socio-economic background on creativity in children, presented at the Annual British Psychological Society conference, University College London, London, 2014.
Dr. Emily Prince: BSc, DEdPsy, CPsychol
Emily completed her Doctorate in Educational Psychology at Southampton University in 2010. Prior to this, she worked with children and young people with special educational needs, specifically those who had been permanently excluded from mainstream education, and also gained experience of working within the field of research. For her thesis Emily explored the role of belonging in understanding the effectiveness of inclusion for children with special educational needs.
For the last 12 years Emily has worked as an Educational Psychologist within Local Authorities and she continues to do so. She works across a range of educational settings and is involved in service delivery at multiple levels. Emily enjoys working through a consultation approach to support children, parents, teachers and other professionals in finding solutions to challenges that they face. She has also been involved in delivering county-wide training for staff working within Children’s Services including: Loss and Bereavement; Traumatic Bereavement; Early Years training for complex social communication difficulties; Eating Disorders and Self Harm; Motivational Interviewing techniques; FRIENDS social skills and resilience training; Video Interaction Guidance (VIG); Adverse Childhood Experiences (ACES) and delivery of the initial training of Emotional Literacy Support Assistants (ELSAs).
Emily receives regular professional development and has additional training in a range of psychological models and interventions including: Psychological models of Resilience; Attachment; Coaching Psychology; Circle of Adults and PATH; Dynamic Assessment; Narrative Therapy Level 1; Solution Focused approaches; Principles of Instructional Psychology; Personal Construct Psychology; and Video Interactive Guidance (VIG).
Emily’s current research interest is exploring resilience in looked after children.
Emily lives in Hampshire with her partner and two young children.
Publications and research:
Prince, E. J. & Hadwin, J. (2013). The role of sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education, 17(3), pp238-262.
Evans, S. P., Grahamslaw, L. S., Henson, L., & Prince, E. (2012). Is the restructured initial professional training in Educational Psychology fit for purpose? Educational Psychology in Practice, 28(4), pp373-393.
McCann, D., Barrett, A., Cooper, A., Crumpler, D., Dalen, L., Grimshaw, K., Kitchin, E., Lok, K., Porteous, L., Prince, E., Sonuga-Barke, E., O’Warner, J., & Stevenson, J. (2007). Food additives and hyperactive behaviour in 3-year-old and 8/9-year-old children in the community: A randomised, double-blinded, placebo-controlled trial. The Lancet, 370(9598), pp1560-1567.
Dr. Kristina Balampanidou: BSc, MSc, DEdPsy, CPsychol
Kristina competed her Doctorate in Child, Community and Educational Psychology at the Tavistock and Portman NHS Foundation Trust in 2019. She has worked in a number of Local Authorities and Child and Adolescent Mental Health Services, gaining significant experience of working within multiagency teams to support people with mental health difficulties. Prior to starting her doctorate, Kristina worked for over 10 years in the public and private sectors as an Assistant Clinical Psychologist (in both community-based services and inpatient clinics) and also as an Assistant Educational Psychologist.
Kristina is passionate about systemic work in schools, particularly developing mental health policies to support children and young people, their families, and school staff. She is currently interested in using Compassion-Focused Therapy (CFT) to support children and young people, including their families, who have experienced trauma in their lives. Kristina has completed introductory training in Compassion Focused Therapy and she hopes to achieve practitioner status through future training.
Kristina uses a consultative approach across all levels of her work in schools to promote systemic change and improve outcomes for all. She also enjoys planning, designing and delivering training in a range of areas to meet the needs of schools. Kristina is committed to applying psychological principles to problem situations aiming to explore different perspectives and to create a holistic picture, thereby enabling people to find the next logical step forward.
Kristina is able to use her personal skills to quickly develop a positive relationship with children, young people and their families/carers, thereby enabling her to support them with a range of therapeutic interventions such as play based approaches, cognitive behavioural principles, and narrative approaches. Through using evidence based practice and sharing psychological principles, she empowers others to achieve their own positive outcomes.
For her thesis, Kristina explored the views of children who had received support from an Emotional Literacy Support Assistant (ELSA). She also has experience of delivering the initial ELSA training and supervising groups of ELSAs. Due to her experience in this area, she is currently writing a chapter in a book for Teaching Assistants on the ELSA project.
As part of her Doctoral training, Kristina took part in a group relations conference which is a reflective space that helps settings to improve their strategic thinking and to understand how organisational culture works. Subsequently, she has used this experience to work closely with senior leadership teams to help them to think about and reflect on their practice. Kristina also enjoys running work discussion groups for school staff which develops their capacity to manage the challenges of their role, practice and their relationships with pupils. She has completed additional training in systemic and psychodynamic supervision, and for a number of years she has supervised senior staff members in her schools.
Originally from Greece, Kristina is multi-lingual, and she also speaks Russian and English fluently. She lives in Berkshire.
Publications and research:
Balampanidou, K. (2019). Emotional Literacy Support Assistant (ELSA) programme: Child-centred approach, building trust, listening and valuing children’s voices: A grounded theory analysis. PhD thesis, University of Essex & Tavistock and Portman NHS Foundation Trust.
Dr. Alexandra Gregory: BSc, PGCE, DEdPsy, CPsychol
Alex completed her Doctorate in Educational Psychology at Southampton University in 2018. She has eleven years of experience working within schools, including eight years within EP services. Prior to her EP training, Alex worked as a qualified teacher in both mainstream secondary and specialist schools, and as an Assistant Psychologist.
Alex is an advocate of person-centred planning tools that put young people at the heart of decision-making about their future (e.g., through PATHs, MAPs and Circle of Adults). Alex is keen to use the PATH process at a whole school level to promote organisational change, in which she utilises solution-focused approaches to empower school teams to draw from existing strengths and skills to promote hope and positive change moving forwards.
Alex has helped design and deliver training to schools in areas such as trauma and attachment, emotionally-based school avoidance, and positive psychology. Alex is particularly keen to promote positive psychology interventions that foster student, family, and staff wellbeing, such as through breath work, mindfulness, gratitude, kindness, self-care, and self-compassion.
Within a local authority context, Alex was involved in the initial roll-out and delivery of the Emotional Literacy Support Assistant (ELSA) training programme during the first two years of its implementation. She now provides regular psychological supervision to several groups of ELSAs across early years, primary, secondary and specialist settings. Alex is particularly committed to providing supervision to create a reflective space that helps develop staff knowledge, skills, confidence, and well-being.
Alex has a specialist interest in developmental trauma. With Dr Bruce Perry and the ChildTrauma Academy, she is a certified NME Trainer (the Neurosequential Model in Education), which involves delivering training and ongoing group supervision in a trauma-informed approach that promotes regulation, relationships and readiness for learning. Alex is especially keen to work within specialist social, emotional and mental health (SEMH) settings, with young people who have been excluded, or are at risk of exclusion, from mainstream schools, and those with care experiences. For over four years, Alex has volunteered as an Independent Visitor for a young person within the care system, which is a role and scheme she is extremely passionate about.
Alex is also passionate about facilitating support for parents/carers and siblings of children with additional needs. Stemming from her own lived experiences in this area, Alex runs events, including talks and workshops, for siblings and their families, and volunteers, with a local charity to help with regular sibling support sessions. Alex is also a published sibling researcher and continues to co-supervise masters and doctoral sibling research projects at Southampton University.
Alex undergoes regular continuing professional development, which has included training in developmental trauma; attachment; bereavement and loss (including traumatic bereavement and suicide); sad events/critical incidents in schools; harmful sexual behaviour; gender; executive functioning; dynamic assessment; solution-focused practice; motivational interviewing; cognitive behavioural therapy; acceptance and commitment therapy; video interaction guidance; and supervision skills.
Alex lives in West Sussex with her partner.
Publications and research:
Dr. Beth Eyres: BSc, PGCE, DEdPsy, CPsychol
Beth completed her Doctorate in Educational Psychology in 2011 at Southampton University. She has over 17 years’ experience of working with children and young people. For over 10 years she has been working as an Educational Psychologist (EP) in Local Authority (LA) Services across both Wales and England. Her other experiences include primary teaching and working as a support worker for children and young people with learning difficulties.
Beth is passionate about keeping the child at the centre of applied psychology. She is a huge advocate of Person-Centred (PC) approaches and recently co-led a webinar on this topic with the Association of Educational Psychology (AEP) to disseminate good practice to EP colleagues, during the global pandemic. She is confident in using PC approaches such as PATH, MAP and Circles of Adults both face to face, and virtually.
Supervision is central to Beth’s practice, both receiving supervision as well as facilitating supervision. She has a wealth of experience in facilitating ELSA group-supervision as well as providing supervision for SENCos and Trainee EPs. She is also a Field Tutor for Trainee EPs in their first year of training on the Doctorate course at Southampton University.
Beth uses a variety of assessment techniques, including Dynamic Assessment, along with consultation, to problem solve and bring about positive ways forward for children and young people. She also is adept in working systemically with whole schools to help them to develop; implement change; and apply psychology at a broader level. Beth plans, designs and delivers bespoke training both to individual schools and LA professionals. Recent examples include Loss and Bereavement, ELSA and Solution-Focused Approaches.
Beth lives in Surrey with her family.
Publications and research:
Eyres, B. (2011). Exploring the role of cognitive mechanisms in the association between negative affect and academic achievement (Thesis research available through the British Library).
Dr. Laura Griffey: BSc, DEdPsy, CPsychol
Laura completed her Doctorate in Educational Psychology at Cardiff University in 2012. Prior to this she worked as a support worker for children with significant needs, and as a teaching assistant and pastoral support in secondary school settings. Since qualifying, she has gained extensive experience as an Educational Psychologist (EP) working in Local Authorities (LAs) across the Midlands and in Hampshire.
Laura is passionate about the development of others and sharing her knowledge and skills, and she has previously supervised assistant psychologists and trainee EPs. She is currently a Fieldwork Tutor for Year 1 Trainee Educational Psychologists from Southampton University. Laura was instrumental in re-establishing the ELSA training in one LA and continues to provide ongoing supervision for ELSAs.
Laura is passionate about Person-Centred Planning approaches including PATH and Circles of Adults, and frequently draws on these in her work. She is confident and experienced at facilitating these both in person and virtually.
Laura is a strong advocate of collaborative working and adopts a consultative approach to explore challenges and facilitate positive outcomes. She is experienced in undertaking a range of work at individual, group, and systemic levels (e.g., observation, consultation, complex casework, work discussion groups, small group interventions, and training). Laura plans, designs, and delivers bespoke training to schools; for example, recently developing and delivering training to a primary school on executive function. She is also experienced at delivering training to other LA professionals on topics including motivational interviewing and solution focussed approaches.
Laura has previously been the EP link for a Specialist Teaching Advisory Service for Hearing Impairment where she worked with specialist teachers, schools, and parents, to collaboratively problem solve and facilitate positive ways forward for pupils with hearing impairments. Whilst within this role she self-funded training in British Sign Language so that she could more effectively communicate with parents and pupils.
Laura is passionate about supporting social, emotional, and mental health (SEMH) needs. During the pandemic she was heavily involved in a working group which created training and resources for schools and parents to support children and young people experiencing anxiety. She has also previously been involved in implementing Therapeutic Story writing and training others in using this approach.
Laura has received additional training in a range of psychological models and interventions including Dynamic Assessment, Adverse Childhood Experiences, Video Interaction Guidance (VIG), Mindfulness, FRIENDS social skills, Person-Centred approaches, and Solution Orientated Schools. She is currently training in supervision at the Tavistock and Portman NHS Foundartion Trust .
Laura lives in West Sussex with her family.
Publications and research:
Dr. Sarah Chestnutt: MA, MSc, DEdPsych, CPsychol, AFBPsS
Sarah completed her doctorate in Educational, Child and Community Psychology at the University of Exeter in 2018. Sarah has worked for a range of Local Authorities as well as with a number of charitable organisations. Prior to training as an Educational Psychologist, Sarah worked as an Assistant Psychologist in a specialist school and clinic for children with social communication differences, as well as working as an Assistant Educational Psychologist within a Local Authority. Sarah has spent time working in the voluntary sector supporting families with lived experience of domestic violence, as well as volunteering in her local community.
Within her Local Authority work, Sarah is a Senior Practitioner Educational Psychologist, taking a lead role in supporting relational policy and practice in schools, ELSA co-ordination and support for Trainee and Assistant Educational Psychologists. Sarah works closely with schools and services to develop and deliver psychologically informed approaches in a range of areas. Within this, Sarah has been instrumental in establishing a community approach to overcoming childhood adversity by linking with health colleagues, schools and parents to deliver training, workshops and supervision. This includes co-developing training with NHS Paediatric Services. Sarah has worked with Public Health and with Department for Education advisers, including responding to government consultations, as she believes that working collaboratively both locally and nationally is important in co-creating effective positive change.
Sarah is skilled in delivering training on a wide range of topics including the importance of attachment relationships, understanding trauma and adversity, working memory, developing and supporting literacy skills, staff well-being, and a range of evidence-based interventions. Sarah is experienced in delivering supervision to individuals and groups, and she is particularly skilled in delivering group staff supervision to build capacity and well-being within schools, as well as individual supervision with Headteachers and SENCos. Sarah uses a consultation based model of support to understand children's strengths and needs, together with their family and education setting, considering the factors we would like to be different, and co-constructing next steps for positive change. Sarah utilises psychological principles within consultation, personal construct psychology and positive psychology within an ecosystemic and person-centred approach.
Sarah has an interest in supporting children in the early years, having a specialist role within a local authority to support children from birth to five years, working collaboratively with parents, early years settings and professionals across Education, Health and Care sectors. Additionally, Sarah has a strong commitment to supporting young people with social, emotional and mental health (SEMH) needs, working in partnership with a local pupil referral unit (PRU) and delivering holistic therapeutic support to young people and their parents/carers in schools across the locality. Sarah believes that working systemically is pivotal to co-creating change for children and young people. She is working within her local area to develop relational policy and practice within schools, alongside participating in a regional quality assurance group developing a well-being framework which advocates for systemic approaches to well-being in education settings.
Sarah is a course tutor on the doctorate in Educational, Child, and Community Psychology at The University of Exeter. She is also a committee member of the Division of Educational and Child Psychology (DECP) within the British Psychological Society (BPS) and has a lead role within communications. Alongside, Sarah is Undergraduate Student Conference Lead within the BPS South West of England Branch. She is passionate about growing access to opportunities within psychology for communities, students and the wider psychological profession.
Sarah lives in Devon with her husband.
Publications and research:
Chestnutt, S. (2018). Linking the past to the future: an exploration of the educational experiences of children who have lived with domestic abuse. Doctoral Thesis, The University of Exeter.
Dr. Steph McLaughlin: BSc, PGCert, DAppEdPsy, CPsychol
Steph completed her Doctorate in Child, Community and Educational Psychology at the Tavistock and Portman NHS Foundation Trust in 2020. Steph also has a Post Graduate Certificate in Clinical Applications of Psychology from Newman’s University, Manchester and she completed her bachelor’s degree in Psychology in Dublin Business School, Ireland in 2012.
Steph has worked for a number of Local Authorities and a Child and Adolescent Mental Health Service in London, gaining experience within complex systems such as a hospital school and working within multi-disciplinary teams to support vulnerable children, young people and their families.
Before her doctoral training, Steph worked for a charity as a support worker for vulnerable children and young people, Steph also worked as an independent tutor, a learning support assistant, and an assistant psychologist in the independent sector.
Steph has a keen interest in working holistically with schools, children and families and enjoys facilitating PATHS and MAPs to support better outcomes for these groups. Steph is also passionate about trauma informed practice and supporting schools and families to develop their knowledge and understanding in this area. She is a regular ‘yogi’ and believes in the importance of teaching breath work and movement to support self-regulation for children and young people, to feel more self-connected. Steph places the importance of connection, compassion, and relationships at the core of her practice and the occasional bit of humour when it’s needed.
Steph’s practice is underpinned by consultation which incorporates a solution focused approach and appreciative inquiry, to create a shared narrative and understanding of a child or young person’s lived experience. Steph facilitates a joint problem solving and reflective consultation space across an individual, group and organisational level. She also delivers training in schools across a range of areas including ‘Supporting Neurodiversity in Schools’ and ‘Supporting Students with Emotional Based School Non-Attendance (EBSNA)’.
Steph is passionate about personal growth and development, for her doctoral thesis, Steph studied the personal and professional changes experienced by trainee educational and child psychologists. From this study, Steph found that similar to children, adults equally highly value the learning relationship with educators and supportive relationships with others.
Steph is Irish and moved to the UK in 2012. She lives in Brighton with her husband and rescue dog Peanut.
Publications and research:
McLaughlin, S. (2020). " I feel... I feel different": A psychosocial exploration of trainee Educational Psychologists' experiences of personal and professional change over their doctorate training (Doctoral dissertation, Tavistock and Portman NHS Foundation Trust/University of Essex).
Dr. Emily George: BSc, PGCE, DECPsy, CPsychol
Emily has 20 years experience working with children and young people in a variety of settings. She completed her doctorate in educational and child psychology at University College London in 2015. Prior to this, she taught in mainstream primary schools for nine years. She was a senior leader for literacy and has also taught in a specialist school for children with Autistic Spectrum Condition.
Emily worked as a Local Authority Educational Psychologist (EP) for seven years after qualifying. She has been the EP in a wide range of school settings including schools for children with SEMH needs (primary and secondary), specialist settings for children with diverse learning needs (including developmental delay, Down’s Syndrome, and autism) and most recently, she was the EP for the Virtual School for children who are looked after. Emily is passionate about using consultation, supervision and coaching in school to help achieve the best outcomes for children and young people, and the staff who support them on a day-to-day basis.
Emily has led projects at school and local authority level and has contributed to policy development within her educational psychology service. She was part of a team leading an ‘attachment and trauma aware schools’ programme which was designed and delivered over two years. This involved providing training to senior leaders, coaching them within their schools to support systems-level change, supporting with an action research project in each school and measuring impact.
Emily has a particular interest in literacy and specifically, writing processes. Her thesis looked at the impact of oral storytelling (Talk for Writing) on compositional skills and self-efficacy for writing. As part of this, she trained schools to use the approach in whole class teaching and evaluated the impact. She has delivered training to schools in independent writing skills and run small scale action research projects looking at self-regulation and the development of writing skills.
Emily has completed additional training and professional development in Video Interaction Guidance (VIG), supervision skills, profiles of ability for autistic girls and trauma-informed approaches for children and young people.
Emily lives in London with her family.
Publications and research:
George, E (2015). Storytelling into Writing: Effects on pupils’ composition skills and self-efficacy. (Doctoral research, UCL).
Dr. Sophie Casson: BA, BSc, MSc, DEdPsy, CPsychol
Sophie completed her Doctorate in Professional Educational, Child and Adolescent Psychology at UCL Institute of Education (UCL IOE) in 2016. Prior to this, Sophie worked in secondary school settings supporting the learning and emotional development of pupils. She also spent a year teaching AS-Level Psychology, enabling her to share her passion for psychological theory and research with pupils. Sophie values ongoing learning opportunities to strengthen practice and development, and has engaged in a variety of training courses, including training to become a Cruse Bereavement volunteer counsellor. Sophie evaluated a mindfulness-based intervention for exam-related anxiety in secondary school settings for her doctoral thesis.
Since embarking on her Doctorate in 2013, Sophie has developed her experience working within Local Authorities (LA) and has gained valuable professional experience working with children, young people, families, school staff and professionals across a range of mainstream and specialist educational settings.
Sophie is interested in and passionate about supporting individuals to improve their mental health, social and emotional wellness, and emotional literacy and resilience. Consequently, in another role, Sophie co-coordinates the Emotional Literacy Support Assistant (ELSA) programme. This involves facilitating the organisation of the training programme for prospective ELSAs in schools and championing good practice in ELSA training and supervision. Sophie is also an experienced ELSA supervisor and supports the continued professional development of ELSAs.
Sophie is passionate about learning and making psychology accessible for all and she enjoys delivering training and workshops on a wide range of topics to school staff, parents, and professionals. Previous topics have included: attachment aware and trauma-informed schools; promoting positive mental health in children and young people; promoting emotional resilience in practitioners; supporting positive interactions in schools; understanding The Zones of Regulation framework; Precision Teaching; managing and understanding low mood, stress, and self-harm; and understanding and supporting learners with Autism Spectrum Conditions (ASC).
Sophie values the importance of receiving and providing supervision to enhance practice and promote learning and development. She enjoys providing consultation, supervision, coaching and listening spaces to professionals, school staff, parents and ELSAs in educational settings. Sophie uses consultation as a core framework and collaborative process to support development and promote positive change.
Sophie adopts a solution-orientated, person-centred, curious, empathetic, and compassionate approach in her practice, and she values and places the child at the centre. Within her practice, Sophie is a strong advocate of collaborative working and places emphasis on building positive relationships and communication and strives towards working closely with parents and school staff by using active listening skills to broaden understanding of pupils’ needs and areas of strength across contexts. Sophie has a keen interest in hearing and understanding clients’ stories and narratives and on promoting children and young people’s voices, participation, and consent.
Sophie originally comes from the Isle of Man, and she lives in London with her partner.
Casson, S. (2016) A mixed methods pilot study evaluating the effectiveness of a mindfulness-based intervention for exam-related anxiety in secondary school settings. UCL Institute of Education (UCL IOE).
Dr. Jemma Murray: BSc, DEdPsy, CPsychol
In 2011, Jemma completed a doctorate in Educational Psychology at Southampton University with a thesis that explored the influence of various autism interventions on parent-child relationships and family well-being. Prior to this Jemma graduated from the University of Sussex with a degree in Psychology, and worked independently with families of children with autism at home, nursery and school. Later she worked for the NHS as a Paediatric Therapy Assistant helping to deliver speech and language, physio and occupational therapy. In this role she carried out programmes for children with complex needs alongside their families and educational settings. She also contributed to assessments carried out by a multi professional ASD diagnostic team.
Since becoming an Educational Psychologist Jemma has worked in Local Authorities delivering services to nurseries, schools and Children’s Services. Jemma is flexible in her approach making use of collaborative consultation, observation, dynamic assessment and training.
Jemma holds relationships and creativity at the heart of her work; relationships are the foundation of well-being and learning and are paramount to children's development. Jemma’s use of creative approaches (through visuals, play, art and story writing) enables people to process problems in a whole new way. As an accredited trainer in Therapeutic Story Writing, Jemma has carried out and supported Trainee EPs to develop research around outcomes for children of forces families and children in care. Jemma has presented findings at the Division for Educational and Child Psychology (DECP).
Jemma’s person-centered approach puts the child at the centre of all her work, ensuring that young people participate in decisions about their future. Whether through individual work or a whole school approach, Jemma utilises a variety of tools such as PATHs, MAPs, Circle of Adults and Appreciative Enquiry. Jemma is experienced in providing coaching and supervision to Head teachers, teaching and support staff and ELSAs. Jemma provides an empathetic, reflective and productive space to build skills confidence and well-being.
Parents and carers play a hugely important role in their children’s development and education and Jemma has worked with schools to bring about their vision for active partnership between school and parents/carers. Examples include: regular parent and child emotional literacy games and activities in school; co-creating one-page profiles for their children joining the school, and relaxed coffee mornings with key support staff and visiting external professionals available to talk or answer questions.
At a wider strategic level, Jemma worked with colleagues to design and deliver large scale training for Personal Social Emotional Health in the Early Years, and a package of training for the social care sector which included Solution Focused approaches and Motivational Interviewing. Jemma leads on therapeutic approaches in schools within a local authority. She is driven to make safe and effective interventions accessible in schools to meet the growing need for addressing and improving children’s mental health and well-being.
Jemma lives in Surrey with her family.
Dr. Jerricah Holder: BSc, Ph.D Educational Psychology, CPsychol
Dr Jerricah Holder is an experienced Educational Psychologist, Trainer and Author of The School Wellbeing Cards. She graduated from the University of Sussex with a First-Class Honours degree in Psychology in 2010, before embarking on the Doctorate in Educational Psychology at the University of Southampton in 2012. Jerricah is passionate about the development of creative visual resources that empower children to share their views and experiences, as well as the use of person-centred planning tools (e.g., PATH, Solution Circles) to support networks around the child to develop a shared psychological understanding of the child’s needs and to encourage collaborative problem-solving.
Over the course of her career, Jerricah has developed a particular passion and interest in supporting the needs of children experiencing Emotionally Based School Avoidance (EBSA). Jerricah promotes a more compassionate and child-centred approach to understanding and addressing barriers to attendance and school wellbeing. She has extensive experience of working with individual children and their family and school settings to increase resilience in school attendance, as well as developing more systemic approaches to EBSA that shift the focus onto early identification and intervention.
Jerricah is experienced in supporting the needs of Care Experienced Children and has completed enhanced training in Patricia Crittenden’s Dynamic Maturational Model of Attachment and Developmental Trauma, in which attachment behaviours are viewed as self-protective strategies. In her Local Authority role, Jerricah delivered regular training sessions on attachment and developmental trauma and she was the link Educational Psychologist for a local SEMH School. Jerricah has also worked closely with therapeutic residential provisions as part of her role with the Virtual School and CAMHS and has led Therapeutic Parenting groups for both foster carers and adoptive parents.
Jerricah has also worked in specialist CAMHS, supporting the needs of children who have engaged in Harmful Sexual Behaviour to others. Areas of specialism include: working therapeutically with under 12’s, sibling sexual behaviour, and managing sexual risk in educational and residential settings. As the Educational Psychologist within the multidisciplinary team, Jerricah oversaw and developed a healthy relationships intervention for children who are autistic and/or who have additional learning needs and worked alongside Clinical Psychologists to develop a School Safety Plan for managing sexual risk in educational settings.
Jerricah has completed further training in the following therapeutic models, which she is able to offer on a 1:1 or small group basis: Therapeutic Story Writing, Cognitive Behavioural Therapy, and Solution Focused Brief Therapy. Wider Continuous Professional Development training has included: David Tzuriel Enhanced Dynamic Assessment training, AIM3 Assessment for Adolescents who display Harmful Sexual Behaviour, Executive Functioning, Autism and Pathological Demand Avoidance.
Jerricah’s core values encompass a high level of compassion, care, and determination, positioning the child at the heart of Educational Psychology involvement and bringing schools and families together to unite and find ways to move forward towards the more positive and hopeful future.
Jerricah lives in West Sussex with her family.
Dr. Tamzin Messeter: BSc, MSc, PGCE, DAppEdChildPsy, CPsychol
Tamzin completed her Doctorate in Applied Educational and Child Psychology at The University of Birmingham in 2018 and has worked as a Local Authority Educational Psychologist for the last 5 years. Prior to this, Tamzin had a wealth of experience working with babies, children and young people in a variety of roles. In 2009, she qualified as a primary school teacher and taught for three years before taking a year for world travel. During this travel, she remained committed to supporting children, working as a tutor for school children with additional needs. In 2014, Tamzin completed a Master’s in Heath Psychology at The University of Surrey, her dissertation focused on the benefits of pet dog ownership for children with Type 1 diabetes. She then spent some time working in health research for the NHS.
As part of her Doctoral training, Tamzin drew upon her own lived experiences. Through her dissertation she gave a voice to siblings of children with ADHD. She is passionate about supporting whole family systems as she recognises that children and their needs to not exist independently of these systems.
Within her Local Authority role, Tamzin has taken a role to link with the Early Years service. Tamzin offers supervision and support to a team of teachers and support workers who work with children aged two to five. Tamzin also adapts and offers training to Early Years settings, provides ELSA supervision to nursery and Reception staff and runs one-off consultations for early years settings to offer creative solutions. She is also part of a national early years interest group.
Tamzin has also offered a bespoke service to Little Troopers which is a registered charity for all children who have parent(s) serving in the military. Having had previous, personal experience with the military community, Tamzin felt well placed to design resources for parents and schools to support the wellbeing of military children. She also appeared on a podcast, offering advice for military teens.
As an educational psychologist, Tamzin prioritises her relationship with school partners and parents and is committed to working in accordance with anti-oppressive practice. She completes regular CPD and is currently extending her knowledge of how to support the development of executive functioning skills. Tamzin is confident with and utilises a range of assessment techniques including Dynamic Assessment to understand where a child’s strengths and needs lie and where mediation and scaffolding may be required. Tamzin likes to use creative, person centred approaches and particularly enjoys facilitating PATHs.
Tamzin lives in Surrey with her partner and two young daughters.
Publications and research:
Messeter, T. (2019). What are the lived experiences of siblings of children and young people with attention deficit hyperactivity disorder (ADHD)? An interpretive phenomenological analysis. Doctoral Thesis. The University of Birmingham.
Messeter, T and Soni, A. (2018). A systematic literature review of the ‘managed move’ process as an alternative to exclusion in UK schools. Emotional and Behavioural Difficulties. 23:2, 169-185, DOI: 10.1080/13632752.2017.1383676
Dr. William Bulman: MEd, Ph.D, DECPSy, CPsychol
William is committed to supporting children, parents and teachers to develop their own insights and to reflect on what is important to them. He has found that this collaborative approach leads to long term change on many levels.
William trained at University College London on the Doctorate in Educational and Child Psychology. He graduated from the programme in 2015 before working in an inner London local authority until 2023. Prior to becoming an EP, William completed a PhD at The University of Manchester whilst working on the national evaluation of the Achievement for All project. This was a Department for Education initiative aimed at raising achievement, parental engagement and wider outcomes for pupils with special educational needs across 10 English Local Authorities. William remains interested in organisational factors within schools which promote effective intervention and whole-school practice.
Both of William’s theses were focussed on relationships in school. His PhD thesis considered evidence regarding the impact that these relationships have on learning for pupils with certain categories of special educational needs. Within the professional doctorate at UCL William developed this theme using action research. He supported teachers to consider what influenced their relationships with pupils and to adopt evidence-based practices to improve them. Since then, William has applied this learning nearly every day as a practicing EP because of his understanding that positive teacher pupil relationships are a powerful force in supporting all pupils - and particularly those with special educational needs.
William represented the British Psychological Society’s Division of Child and Educational Psychology as a committee member for five years, coordinating their engagement with trainee EPs and organising CPD including the ‘Raising Resilience’ event at Queen’s University Belfast. Fostering greater resilience continues to be an important theme within his approach to supporting children.
William trained and supervised ELSAs for several years before leading the ELSA project within his previous team. He now has over 10 years of experience in implementing the programme within London schools. Other than teacher-pupil relationships, resilience and emotional literacy, William is keenly interested in metacognition and incorporates this into much of his work. He believes this to be an important way of building independence and confidence which is also a realistic, sustainable use of school resources.
William lives in South London with his family.
Publications and research:
Bulman, W (2015). Building positive teacher-pupil relationships in secondary schools. Thesis, University College London.
Bulman, W (2013). Exploring the association between classroom relationships and attainment for pupils with Autism Spectrum Disorders and Behavioural, Emotional and Social Difficulties. Thesis, The University of Manchester.
Publications and research:
Dr Sarah Rand: BSc, MEd (SEND), DEdPsy, CPsychol
Sarah completed her doctoral training in Child, Community and Educational Psychology with the Tavistock & Portman NHS Foundation Trust in 2020. Since then, Sarah has developed experience both within Local Authority and Independent practice across the country working across all levels of service delivery. For 10 years prior to qualifying as an EP Sarah worked with a large number of marginalised and vulnerable groups within the education sector first as a special needs teaching assistant within mainstream school, then supporting reintegration and inclusion for those accessing education other than at school (EOTAS). Sarah has also worked as an Assistant Educational Psychologist.
Sarah has a Masters degree in the inclusion of Children with Special Educational Needs and Disabilities. Through this she developed a keen interest in promoting pupil voice to influence approaches to inclusion. Her research in this area led to organizational change within a local authority service. Sarah is passionate about collaboration and co-constructing child focused outcomes with children and young people themselves and key adults in their lives through a variety of consultative person-centered approaches such as PATHs; MAPs, circle of adults in order to create a shared understanding of the situation and a positive, more hopeful way forward.
Sarah is keen to support professional development through individual coaching and supervision in her psychological practice with schools and communities. She draws heavily on applying systemic, psychodynamic and trauma informed perspectives to consultation and intervention. Her approach is rooted in compassion and containment. At a group level she gently incorporates her understanding of group processes and group dynamics when holding staff clinics, work discussion groups, reflective spaces and quality circles in order to support the often stressful, challenges that professionals experience when working with children, young people and their families. Sarah has experience as a Year 2 placement supervisor for Southampton University and a has provided psychological supervision to a number of ELSA supervision groups.
Sarah uses a variety of creative and flexible techniques to gain psychological understanding of the child-in-context. Sarah will use dynamic assessment when working with teachers to explore how an individual learns and the mediation that can optimize learning. She has an extensive toolkit of social, emotional assessment including projective techniques to explore the interplay of emotions and personal narratives to help raise awareness within the system in a culturally responsive way. She has delivered psycho-therapeutic interventions using drawing & talking and non-directive play therapy. She has also led cognitive-behavioural and resilience for learning groups at primary and secondary schools.
Sarah is an engaging facilitator and has delivered a number of training programmes including the initial training of Emotional Literacy Support Assistants (ELSAs), trauma informed approaches, emotion coaching, Parent training for children who have received a diagnosis of Autism in the early years, Literacy for All, metacognition and mediating learning. Following up her doctoral research, Sarah has been integral in developing the use of projective techniques and therapeutic assessment within the EP community in the last three years. She has been a visiting lecturer for Tavistock & Portman and Southampton University EP doctoral courses and has contributed to the series of ‘EP reachout’ webinars on this topic. She is the co-founder of The Projectives Collective and lead reflective space facilitator that provides virtual case discussion to EPs in using projective tools.
Sarah has received additional training in supervision, coaching psychology, executive functioning, SCERTS framework, FRIENDS for life training and Multi-Family Groups in Schools.
Sarah lives in Surrey with her family.
Publications and research:
Rand, SL (2020). Establishing a common procedure for using the Kinetic Family Drawing (KFD) in educational psychology practice: an exploratory study using the Delphi method (Doctoral research, Tavistock & Portman available through ResearchGate).
Dr. Caitlin Thomas: B.A, M.Ed, DChEDPsych, CPsychol
Caitlin completed the Doctorate in Child, Community and Educational Psychology at the Tavistock and Portman NHS Foundation Trust in 2021. This included opportunities to work with children and young people in both educational and clinical settings. It also included an opportunity to complete a research thesis about care experienced children’s experiences of education. Before this, Caitlin completed a Masters in Psychology of Education at the University of Manchester, and a Bachelors in English Literature at the University of Birmingham.
Prior to the Doctorate, Caitlin worked as a learning mentor in a secondary school in Oxfordshire for two years. This offered valuable opportunities to build long-lasting relationships with young people, support adolescents with special educational needs, and gain an in-depth understanding of the opportunities and pressures faced by young people and professionals within a school system.
Caitlin has worked with a range of schools and settings within four Local Authorities over 6 years. Throughout this time, Caitlin has aimed to work systemically and holistically, taking into account the context around the child or young person rather than taking a ‘within child’ approach. This has included applying psychological theories such as Bronfenbrenner’s ecological systems theory, psychodynamic theories, and attachment theory. Caitlin is also passionate about ensuring that children or young people’s voices are at the centre of the process. This includes using creative tools to support children and young people to express their views in a way that suits their particular strengths and needs. Caitlin also uses person-centred and strength-based approaches within her practice.
Consultation has always been a strong and central component within Caitlin’s training and professional work. She uses principles from the ‘Relational Model of Consultation’, which was developed at the Tavistock and Portman NHS Foundation Trust. This approach ensures that rapport, trust, and the development of positive helping relationships is at the centre of consultation practice.
Caitlin is particularly passionate about supporting schools to increase their confidence and capacity to support children and young people’s wellbeing. This includes working systemically with schools and delivering whole-school training on topics such as attachment and trauma, emotion coaching, and offering reflective group sessions.
Caitlin lives in South London with her partner.
Publications and research:
Thomas, Caitlin (2021) ‘You have to go on a journey’. Looked After Children’s experiences of primary to secondary school transition. Other thesis, University of Essex & Tavistock and Portman NHS Foundation Trust.
Dr. Jasmine Spence: BSc, PGCE, DEdPsy, CPsychol
Jasmine completed a Doctorate in Child, Adolescent and Educational Psychology in 2018 at the Institute of Education. Jasmine also has a Post Graduate Certificate of Education from St. Mary's University and has a Bachelor's degree in Psychology from Warwick University.
Before completing her Doctorate, Jasmine worked as a primary school teacher and a secondary school mentor and she has gained over 15 years' experience working with children and young people. Jasmine’s experiences across these different settings have led her to develop a keen interest in supporting the social, emotional and mental health needs of children and young people, and this remains to be at the forefront of her practice.
Jasmine is an accredited Video Interaction Guidance (VIG) practitioner and regularly uses VIG within her work to promote attuned interactions and effective communication between children, their parents and their teachers.
Jasmine believes in the transformative power of consultation within the EP role and this, therefore, forms the basis of her work within schools. Jasmine uses consultation as a tool for both assessment and intervention, through the facilitation of solution-focussed discussions between parents/carers and educational professionals, where barriers to learning are collaboratively problem-solved, next steps are identified, and outcomes are reviewed and evaluated.
Jasmine has worked for a number of local authorities and has gained a vast amount of experience of working with pupils aged 0-25, including ongoing work within specialist settings such as nurseries, alternative provisions for vulnerable pupils, and the virtual school for 'looked after' children.
Jasmine’s doctoral thesis focussed on the peer relations of pupils with and without special educational needs in mainstream primary schools. Gaining the voice of marginalised pupils formed a central part of Jasmine’s thesis and she continues to emphasise the importance of gaining the voice of pupils within her role as an EP.
Jasmine lives with her husband and two children in South-East London.
Publications and research:
Spence, J. (2018). The peer relations of pupils with and without special educational needs in mainstream primary schools: interactions on the playground and in class. (Thesis research available through UCL Discovery Library).
Dr. Shinel Chidley: BSc, PGCE, DEdPsy
Shin completed her doctorate in Educational, Child, and Community Psychology in 2013 at the University of Exeter. Prior to this, she undertook a range of roles that involved working with children, young people, and families, including primary teaching and work as a research assistant for educational psychology and parent partnership services.
For her thesis, Shin explored the implementation of staff training on attachment and resilience. She has continued to apply research to develop her practice when working systemically with schools and organisations and developed an Implementation Framework. This is a tool to support EPs and school staff to plan a range of activities to help maximise impact and facilitate change.
For the last 10 years, Shin has worked as an Educational Psychologist for Local Authorities and continues to do so. She has worked within a broad range of settings to support children and young people, including specialist and mainstream early years, primary and secondary settings.
Shin is particularly passionate about using person centred approaches in her work, enabling children and young people to have a voice and have meaningful involvement in decisions regarding their lives and futures. Related to this, she has been involved in a county wide project to promote person centred planning, working to support school staff to implement approaches when supporting children, young people, and their families.
Shin uses a range of consultation and problem-solving approaches in her work, and believes in working collaboratively, to empower others, help establish positive and possible goals, and find solutions to problems. She applies these approaches when working at an individual level to support children and young people, as well as within groups e.g., teachers, SENCOs and headteachers.
Shin values and uses a range of dynamic assessment tools in her work with children and young people, alongside adults supporting them, to both help discover their potential and the mediation strategies that support this.
Shin has been involved in several projects and training courses overtime, including delivering the initial ELSA training as well as top up courses, and presenting at an ELSA conference; solution focused approaches; development of nurture principles and groups in settings, Story Links, and training for educational psychologists about the Implementation Framework. Shin values the importance of play to support development and is currently involved in creating support for schools to explore play approaches to help children catch up in areas of their development, following disruption caused by the pandemic.
Shin has received supervision training through the British Psychological Society which she applies in her work when supervising ELSAs and a range of school staff. She has also provided supervision to a Trainee Educational Psychologist completing their doctoral training.
Chidley, S., & Stringer, P. (2020). Addressing barriers to implementation: An implementation framework to help educational psychologists plan work with schools. Educational Psychology in Practice, 36(4), 443–457.