About

Information regarding the EP role and ways of working, as well as our specialist interests, continuing professional development, education, and work experiences.

The EP role

What we do: EPs apply psychological theory, research, and evidence-based practice to support learning and wellbeing within educational contexts.
Who we work with: EPs work collaboratively with children and young people, families, school staff, and a range of professionals, such as social workers, residential and foster carers, and family support workers.
Where we work: EPs work across a range of settings within the 0-25 age range, such as nurseries and pre-schools; primary, secondary and specialist schools; colleges and sixth forms; universities; hospital schools; and home environments, including residential homes.
How we work: EPs work at both individual and systems levels. Individually, we carry out casework in collaboration with a child's network of key adults. Through assessment and consultation, we develop a holistic psychological understanding of strengths and needs to promote a shared narrative, and facilitate reflective problem-solving to identify appropriate support. Systemically, through consultation, supervision, and training, EPs help to support services by empowering staff and building knowledge, skills, confidence, and capacity, to promote organisational change.

Specialist Interests

Sibling support: Supporting siblings of children with additional needs - recognising their unique experiences, strengths, and support requirements.
Trauma and attachment: Understanding and responding to the needs of children and young people who have experienced adverse early life histories - promoting trauma-informed and attachment-aware approaches.
Psychological supervision: Providing one-to-one and group supervision for staff working within the helping professions - to promote wellbeing, reflective practice, and professional development.
Person-centred planning: Using person-centred planning (PCP) approaches within casework and consultation - to ensure the voice of the young person remains central to decision-making and support planning.
Parent/carer wellbeing: Supporting parental wellbeing - with a particular focus on mums and babies, and parents of children with additional needs.
The nurture neuroscience movement: An interest in attachment-informed, nurtured, and responsive parenting approaches - underpinned by current research in neuroscience and child development.

My Approach

Consultation: At an individual level, we advocate creative PCP approaches that place children at the heart of decision-making about their future. At a systemic level, we are keen to use whole school PATHs, drawing on solution-focused tools to empower teams to identify and build on existing strengths and skills to support meaningful organisational change.
Assessment: Along-side training in standardised cognitive assessments, we are particularly passionate about dynamic assessment. This approach goes beyond identifying cognitive strengths and needs - exploring the emotional and contextual factors that may influence learning, and identifying strategies that best support progress.
Intervention: We have experience of delivering positive psychology workshops to support staff and student wellbeing, as well as facilitating parent/carer support groups. We are especially interested in somatosensory, body-based approaches to support nervous system regulation and wellbeing.
Training: We have contributed to the design and delivery of local authority training across a range of areas, including trauma and attachment, mindfulness, emotional literacy support assistants (ELSA), and emotionally-based school avoidance (EBSA).

As GPS lead, Alex is committed to continuing professional development. Her training and learning experiences include:

Consultation & supervision

Ongoing: Supervision - one-to-one (half-termly), peer (half-termly), ELSA supervision for supervisors (termly), and link EP supervision (termly).
25/26: 'Supervision for staff working in schools and community contexts - working relationally and reflectively' - Tavistock 5 day course.
23: The implementation framework - Dr Shinel Chidley (EP).
23: Reading - supervision in the helping professions.
21: Group supervision in education - Hollie Edwards at Charlie Waller.
19: PCP workshop/working party - hosted by Hampshire EPS.
18: Supervision skills - University of Southampton.
18: Person-centred planning - Inclusive Solutions.
15: Conciliation skills - UoS.
15: Consultation skills - UoS.
15: Problem-solving models & frameworks e.g. Monsen, the IFF - UoS.

Training

Education

Alex's educational qualifications include:

2008-11: BSc (Hons) Psychology (first-class) - University of Manchester.
2011-12: Secondary Post-Graduate Certificate in Education (PGCE - teacher training) in Psychology - Manchester Metropolitan University.
2013: Certificate in Psychological Assessment and Applied Research Skills (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

Alex has over 14 years' experience working with children and young people in education, including more than 11 years within EP services:

Pre-2011 (part-time): Trampoline Coach, including for children with disabilities, young people from disadvantaged backgrounds, and youth offenders. Volunteer Student Mentor, within a college setting.
2011-12: Trainee Secondary School Teacher - teaching GCSE and A Level Psychology, along-side PSHE & Citizenship.
2012-13: Qualified Secondary Teacher - teaching AS-level Psychology; PSHE and Citizenship; and Lead Teacher for GCSE Child Development.
2013-14: SEN Teacher and Middle Leader - at a specialist school for children with autism, with a focus on positive behaviour support.
2014-15: Assistant Psychologist - at another specialist school setting.
2015-18: Trainee Educational Psychologist - within local authority services.
2018-22: Educational Psychologist - West Sussex County Council (WSCC).
2018-present: Independent Visitor (Volunteer) - WSCC.
2019-present: Educational Psychologist - GPS - including roles as an NME Trainer; Link EP and ELSA supervisor; Research Supervisor; and Volunteer.
2023-present: Associate Educational Psychologist - WSCC.