Working with and for children, young people and families who experience the world differently

I lead the team at the Elizabeth Newson Centre where we assess children from across the UK who have communication and development disorders. Our assessments are based around play and usually take place at the centre. However, we also see children in other settings if this is more appropriate.Our team at the centre also provide support to Sutherland House School. We assess children referred to Sutherland House School as part of the admissions process. We also work closely with the school in monitoring pupils’ behaviour and supporting complex needs. I am a member of the School's Senior Management Team.

I was employed as the Principal Educational Psychologist at the Options Group to work with the Director of Professional Services and other senior clinicians to create and develop the Professional and Clinical Support Division. The Group operated a range of specialist centres across three areas; for people with autism, for looked after children and for people with mental health problems. I led Educational Psychologists in the Group and provided them with professional (clinical) supervision. I was involved in strategic development at group level supporting the development of excellent services, particularly the transition service for young people with Autism.In conjunction with the operational team in the northern region of the group, I led the provision of professional and clinical input required by the children and young people in order for them to achieve their personal outcomes.

I led the provision of a comprehensive psychological service to a school for up to 140 children with autistic spectrum disorders. The school provided for students from 7 to 19 in three teaching units, with around 40 children having residential placements and the others attending daily. I reported to the principal & line managed an assistant psychologist and team administrator, who managed the behaviour and incident tracking database.I developed the multidisciplinary enhanced assessment procedure for children entering the school, supported classroom and residential staff to devise develop, monitor and review IEPs and behaviour support plans and programmes. I worked with staff to manage and support children whose behaviour challenged the service. I supported the development of approaches such as PECs and TEACCH and worked within the NAS's SPELL approach. The role also involved working with parents, social workers and other professionals to develop coherent and co-ordinated daily living and learning opportunities. I developed and delivered training to staff parents and other professionals and ran a successful siblings group with other staff. I worked with other psychologists employed by the NAS to continue the development the society's psychology strategy.