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I am a psychologist specialised in neurodevelopmental conditions such as attention deficit hyperactivity disorder (ADHD), autism spectrum condition (ASC) and DCD/dyspraxia. I have further specialised in the areas of neuropsychology, psychopharmacology and education. I work with children adolescents and adults with executive, behavioural and emotional functioning difficulties and carry out specialist assessments of working memory, attention regulation and slow speed of processing information. I also carry out assessments for learning difficulties (SpLDs), such as dyslexia, dyscalculia and SpLD/written work, dysgraphia and visual-spatial disorders.
I assess and work with children, adolescents and adults across all age-groups as I am aware that early identification allows for more successful implementation of interventions and treatment plans. I frequently start working with a child and progress to assess their sibling(s) as well as parent(s), as most neurodevelopmental conditions are highly hereditary and run in families. In my experience, understanding reasons for (past and present) behavioural choices and preferences, as well as realising that masking or trying to fit-in can be damaging in long-term, is extremely liberating and empowering. It also eases feelings of isolation or failure, as an individual or a parent. Witnessing individual growth in my clients, as a result of taking the first step to see me, is both humbling and rewarding.
Most families remain in touch for years and I am privileged by their trust and candour. I often re-assess within agreed period of time to track the degree of progress made or to identify further co-existing conditions. I appreciate why many parents are concerned about ‘labels and labelling’ their child(ren) but work tirelessly with parents and schools on increasing awareness about various conditions and their impact on child’s daily behaviour and learning, so that a ‘label’ becomes the key to starting a constructive dialogue. After all, knowledge is power, but only when put into action.
I am partial to the overuse of clinical labels such as ‘disorder’, ‘disability or ‘impairment’ when identifying neurodiverse conditions or disparity in behaviour and/or learning as ‘being different’ doesn’t imply lack of ability a bad character, quite the opposite. By the same token, having clarity allows for suitable provisions and appropriate accommodations to be put in place that will enable the child, adolescent and even adult to improve their learning experience, grow their talents, enable their potential and rebuild their (often bruised) self-esteem. Often, changes in parenting style and approach to learning, paired with numerous interventions and accommodations have remarkable impact on the individual and their environment. I work with parents, educators and other professionals to achieve this.
My philosophy is to offer comprehensive empirical and scientific approach in meeting of my clients’ needs, whilst remaining mindful to their uniqueness. I use state-of-the art, standardised psychometric measures that produce reliable algorithmic data. Each person that I have been privileged to work with, has been a great source of growth and learning for me. I am driven by desire to make a truly positive difference in the lives of my clients and their families.
I have expertise and prominent interest in identifying neurodiversity in girls and women of all ages, as they remain a hugely undiagnosed and almost a ‘forgotten’ group, partially due to subtle differences in symptom presentation, lack of gender-specific assessment tools but also the female ability to better mask their challenges as well as internalise their problems. I have trained with leaders in the field of highly-functioning autism (formerly referred to as Asperger’s Syndrome) and am frequently working with families who want to understand why their child is ‘different’ or ‘ enigma’.
I have always been interested in high aptitude and giftedness and the pros and cons of being highly able, as a child or adult. I have conducted empirical research on intelligence and gender but have found ‘twice exceptionality (2e)’ truly fascinating, having attended school for gifted children as a child, whilst growing up with a dyslexic sibling and a dyspraxic parent.
I received my training in the USA, the Netherlands and Britain. I have a truly international background, having been fortunate to regularly move countries and cultures throughout my life. As a result, I not only make myself understood in ten languages, but also have an unique ability to appreciate the impact that language, culture and religion have on person’s identity, values and norms. As a cultural chameleon, I offer unbiased, evidence-based advice on various educational systems. I regularly administer bilingual assessments in order to reduce disadvantage that non-English native speakers experience against resident peers. I frequently work with international clients, both London-based as well as clients who visit our practice from abroad.
I am Associate Fellow and Chartered Psychologist of the British Psychological Society and Full Member of the Dutch Psychological Society. I am honourary research associate at the Department of Clinical, Educational and Health Psychology at University College London and work in collaboration with Prof Furnham. I have extensive training and experience in personality psychopathology and disorders, psychometrics, personality traits, intelligence and aptitude as well as neurodevelopmental conditions. I continue to collaborate extensively with the Eagle Hill School in Connecticut, Boston University ADHD Research Centre, UPenn Positive Psychology & Creativity Centre as well as the National Center for Learning Disabilities in NYC. I was awarded two prestigious industry awards in 2018 and 2019 in recognition of efforts and dedication to my work. In 2019, I completed, with distinction, further degree in autism under the guidance of Prof Beardon, after receiving training by Dr Attwood and Dr Garnett. I am certified administrator of QbCheck, which is a FDA approved/TGA cleared computer-based test for identification and assessment of individuals with suspected ADHD (ages 6-60). I am certified practitioner of numerous parenting methodologies, including the 1-2-3 Magic and can train parents if required.
I work in close collaboration with trusted colleagues and cross-refer families to professionals, such as psychiatrists, GPs, clinical psychologists, psychotherapists, neurofeedback practitioners, occupational and speech-and-language therapists, school search consultancies, parenting training and vetted tutoring companies, as and when required. I work in partnership with eminent psychiatric practices in London, where my opinion is trusted and valued. Over the years, I have built effective co-operation with a number of well-known primary and secondary schools, both in London and around Britain, allowing for more efficient and streamlined implementation process, which is a win-win situation for the child or adolescent in question. Benefits of teamwork and collaboration between families, educators, SENco/learning enrichment and medical professionals are key to successful intervention and long-lasting desired change.
I continue to be fascinated by empirical questions that often result from my interactions and observations of clients and as such, continue to enrich my practice with academic research that is published in prominent peer-reviewed journals with high citation ratio. I also serve as regular reviewer on board of a number of peer-reviewed academic journals on topics of neurodiverse conditions, intelligence, giftedness, research design and psychometrics. I regularly publish in various popular, national and international press and engage with wider media through speaking at large public events, presenting at professional settings as well as working with leading academic institutions/schools in London, Britain as well as in the USA, Asia Pacific and Europe. I am driven to increase societal awareness about conditions such as attention deficit and autism and welcome invitations for both speaking engagements as well as publication opportunities.
Prior to building a flourishing Kensington Practice, I have worked in strategic consulting roles in the educational and financial industries, where I have delivered complex corporate and educational programmes that were awarded with the prestigious AACSB and EQUIS Awards and shortlisted for the QS Wharton University Re-Imagine Education Award. Agnostic about work-life balance, I continue to chase after my children and on good days, appreciate their splendid ‘teenager-ness’.
Whilst I welcome the increased focus on mental health and neurodiversity, taboos around mental health remain, often at huge cost to the individual in question. In my view, the pandemic did not unleash mental health bedlam, but it brought about realisation that we have been previously acknowledging only we have been acknowledging only a fraction of existing mental health issues. Manifested behaviour in children and adolescents is the tip of the iceberg and answers should be sought for the causes of what is hidden beneath the surface. Home- and distance learning, changes or lack of routine, parents seeing their children learn in real life and simply being together 24/7 – often for the first time for many – resulted in realisation that there may be an underlying reason for the exhibited behaviours and experienced learning challenges. Oftentimes, there was earlier suspicion that was not followed through in hope that ‘this will go away’; other times parents were just not ready.
If you spend your days trying to ‘fix’ your child, if you feel exhausted and desperate about endlessly correcting his behaviour in a hope that it will change or if you feel terribly guilty about dreaming about a vision of a child that you envisaged she would be, it’s time to realise that there is nothing wrong with your little (or not so little) one. Understanding and radical acceptance of who your child is – disorganised, messy, forgetful, inattentive, difficult to motivate unless it is something they like, loud, talkative, impulsive, distractible, easily frustrated, with grades below his abilities – is key to empowerment. You and your parenting approach are part of the solution!”