Adam
Areas of expertise:
- Assessment and Consultation: EHCP psychological advice, cognitive and developmental assessment, observational assessment, consultation with schools, families and multi-agency teams
- Neurodevelopmental Profiles: Autism, ADHD, speech, language and communication needs, learning difficulties, and complex presentations
- SEMH and Wellbeing: Anxiety, school avoidance, emotional regulation, trauma-related presentation, identity and belonging
- Psychologically Informed Practice: Attachment-aware and trauma-informed approaches, Therapeutic Teaching, whole-school systems development
- Leadership and Training: Staff supervision, consultation, training delivery, and support for senior leaders and pastoral teams
- Service and Systems Development: Development of psychologically informed frameworks, policy contribution, and strategic advisory work
Experience:
- Extensive experience supporting children and young people with complex and overlapping needs
- Skilled in bridging psychology, education and systems leadership
- Significant experience working with schools, families, local authorities and multidisciplinary professionals
- Regular involvement in statutory processes, including EHC needs assessments and annual reviews
- Strong focus on preventative, relational and developmentally informed practice
Bio:
I am a HCPC-registered Educational, Child and Community Psychologist working across education and community contexts. My work centres on understanding children and young people within their developmental, relational and systemic environments, rather than viewing difficulties in isolation.
I have extensive experience completing psychological assessments for EHCP processes, alongside consultation and advisory work with schools and families. I am particularly interested in how emotional regulation, language, sensory processing and relationships interact to shape learning, behaviour and wellbeing.
My practice is grounded in attachment theory, trauma-informed principles and developmental psychology. I aim to make psychology accessible and meaningful for educators by translating theory into practical strategies that support both pupils and staff. Alongside direct assessment work, I am involved in training, supervision and whole-school development, supporting settings to embed psychologically informed practice at a systemic level.
I am committed to inclusive, ethical and reflective practice, and to advocating for approaches that prioritise belonging, identity and relational safety as foundations for learning and mental health.
