Supporting every child's unique journey
Dr Emily Heath
Educational and child psychologist
BA (hons); MSc; AppEdChPsyD.
HCPC registered: PYL32053
Specialising in:
- assessments for children, young adults and families, providing guidance and recommendations regarding educational needs, child development, emotional wellbeing, mental health and communication and interaction
- training and consultation for schools and other child services/organisations
- locum local authority work
Requests welcomed from parents and carers, schools, and other professionals (with appropriate consent from parent/carer when required).
My Expertise
Learning Needs
Emotional Wellbeing
Communication and language
Sensory Needs
Comprehensive assessments focusing on cognition and learning, including literacy and numeracy, to support children to thrive in school.
Specialist support for wellbeing and mental health, exploring emotional challenges and experiences, to build confidence and resilience.
Guidance for social interaction , communication, and language differences to enhance engagement and connection.
Exploring the impact of sensory and physical differences and environmental factors on educational and social development.
Meet Emily
I am an independent HCPC registered educational and child
psychologist based in Porthcawl and working across South Wales. I offer comprehensive and targeted assessments which can provide recommendations, implementation guidance, and reviews, to support children and young people to thrive in their schools and communities.
I specialise in:
Cognition and learning: assessments of literacy/dyslexia; numeracy; memory; processing; verbal; and non-verbal reasoning.
Child development and neurodevelopmental conditions: supporting inclusion and curriculum access, including social communication; autism; speech, language and communication differences; attention needs; ADHD; physical and sensory processing differences.
Emotional wellbeing and mental health: support for anxiety; low mood; trauma; adversity; attachment assessment and intervention using Theraplay approaches; life story work and narrative storytelling; friendships; self-esteem; confidence; and resilience.
I also offer training and consultations for schools/children's services/organisations on topics including attachment strategies; nurturing classrooms; Autistic Spectrum Conditions; trauma-informed work; executive function skills; and supporting specific learning needs.
QUALIFICATIONS:
2015 - University of Birmingham: Doctorate in Applied Educational and Child Psychology
2006 - Nottingham Trent University: Master of Science in Psychology
2005 - De Montfort University, Leicester: Bachelor of Arts (with honours) in Education
The assessment journey - what to expect
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Initial Consultation
We begin by understanding the child's experiences, strengths and needs, through referral information and initial conversation with the referrer (usually parents, or schools with parental consent). A plan is then made for further consultation and assessment plans are agreed.
Holistic Assessment
Detailed discussion and consultations to occur with parents, school staff and relevant professionals, as required. Confidentiality and consent will always be sought and respected.
A series of observations and/or direct assessments (face to face) or virtual (using Microsoft Teams) are conducted to explore the strengths and potential barriers to learning and engagement. The child's voice is explicitly explored either directly or as represented by those that know them well.
Psychological analysis and formulation
All information is considered, analysed and brought together to create an understanding of the child's world and experiences: a psychological formulation is offered to share understanding and explanations of their strengths and needs. Recommendations are provided, all of which are rooted in evidence or practice based information.
Report and review
The process concludes with a detailed report provided, to include summaries of all the stages above.
If required and agreed, ideas to help the recommendations to be implemented efficiently can occur. Future reviews can be arranged, to enable further adaptation or monitoring of progress.