Dr Natasha Goodhall shares how Salford Educational Psychology Service is taking proactive steps to promoting children’s access to their right to play, through the Right to Play Project.
The Right to Play
Children of all ages have a want, need and right to play. It is enshrined in...
By Priyanka Rob, Research Assistant, Newcastle University
Coping with Uncertainty in Everyday Situations at School
Around 40% of autistic children experience high anxiety (van Steensel et al., 2011), which significantly impacts everyday life for them and their families. Anxiety also...
By Helena Wood, Trainee Educational Psychologist, at University College London, currently undertaking research to explore educational psychologists’ views on white privilege.
Hello! My name is Helena and I am a year 2 trainee educational psychologist, completing my training with University...
By Dr Rosa Gibby-Leversuch, Educational Psychologist
When I was studying for my doctorate I had the opportunity to informally interview my brother for a Problem-Based Learning project about dyslexia. This was when I heard about the positive difference that he felt his dyslexia diagnosis had made...
By Richard Skelton, Educational Psychologist
Every psychological label/diagnosis, whether it be anxiety, autism, or dyslexia describes the surface level behaviours that we see. For each of these, the label does not define that individual, but is a summary of what they are seeking support for....
By Dr Naomi Parsons, Children and Educational Psychologist
You might have heard it before (if you’re anything like me then you definitely need to hear it again!)
There’s no such thing as a perfect parent. In fact, the more we try to be one the further we’re probably getting...
