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Educational Psychology - Children, Young persons and AdultsOur Educational Psychologists carry out assessments across the full age range from young children to adults. They help to identify difficulties in learning and adjustment to learning situations. The Educational Psycholgists have themselves worked with a wide range of different schools and colleges and generally have a background in teaching. Educational and psychological assessment can provide information in the following areas:
The Assessment ProcedureDuring an assessment the psychologist will investigate background information and review any concerns the individual or carer of the child may have. Next the Psychologist will begin testing, working 1-1 with the child or student,initially to establish a general Ability Profile (IQ) and then to investigate, in detail different aspects of learning, using a wide range of tests. Observation is also an important part of this procedure. When this has been completed, the psychologist will talk further with the individual or carer of a child about the findings. This whole process will usually take between two and three hours. This will then be followed up by a detailed written report including conclusions and recommendations.General Abilites and Language AssessmentsStandardised tests are used to assess a wide range of skills and abilities so that it is possible to obtain an ability profile. Such tests can give an indication of an individual's strengths and weakness in areas of language, verbal reasoning, practical reasoning, working memory and visual motor skills. This type of assessment is available across the full age range from young children to adults and can be used to contribute to decision making over educational expectations and the possible need for specialised learning programmes and therapeutic support.Levels of Attainments in Basic SkillsWe use a variety of standardised and criterion referenced assessment tools to look at word reading, reading and listening comprehension, spelling and numerical skills. Advice can be given on whether levels of attainment are within the expected range or whether they are unusually weak or advanced.MotivationMotivation is an important driving force for change and development. Finding out what motivates an individual to learn or to change their behaviour is an important part of educational assessment generally. This is achieved through information and observation obtained from individual assessments and discussions with teachers and parents. In some cases the use of structured questionnaires and examination of personal constructs can be helpful also.Specific Learning and Literacy Difficulties (Dyslexia and Dyspraxia)Advances in the understanding of dyslexia and dyspraxic conditions has continued apace in recent years so that the underlying reasons behind these conditions is now much better understood. Assessments in these areas may include a range of additional specialised investigations that examine aspects of phonological and visual information processing related to the development of literacy skills. Problems of co-ordination that may affect writing and practical abilities are examined in these assessments also.Usually assessments draw also on information from other assessment areas to understand the nature, extent and outlook of the difficulties - and to provide recommendations for programmes of assistance and learning support. The Psychologist can usually give an indication that the student may be dyspraxic, however there is normally a need for a multi-disciplinary assessment involving an Occupational Therapist, a Paediatrician and a Psychologist to provide a full diagnosis of Dyspraxia. Assessments are conducted with young children, young persons and adults across the whole age range. Sensory and Physical ImpairmentsAssessments for children experiencing specific impairments of hearing, sight or physical mobility require the use of a range of assessment techniques and communication skills developed to understand the extent to which particular impairments affect individual functioning. The consequences of such impairments can vary considerably from one individual to another. Psychological assessment contributes together, with other specialist educational and medical assessment, in planning for future needs.
Emotional, Behavioural and Attentional DifficultiesMost children and adults experience difficulties of adjustment from time to time which affect relationships and performance in school, college and at home. In the case of most children, and some adolescents, the use of behaviour management programmes can be helpful in assisting their learning and development. At John McKeown Associates we have therapists who specialise in Cognitive Behavioural Therapy and Cognitive Analytical Therapy for children. Issues of personal confidence and self-esteem may require the use of counselling, coaching and assertiveness training to help the person move forward and cope more effectively. The effects of witnessing or experiencing a serious accident or bereavement can have short and long term effects on confidence, mood and attentional control. Assessment and therapeutic support for Post-traumatic Stress resulting from such circumstances may be required with specific recommendations for handling in the context of home and school. Children and adolescents can experience problems with getting into school and maintaining comfortable attendance. The reasons for such difficulties can be varied and require assessment and subsequent planned intervention. Specific clinical and observational assessment can be used to look at more extreme behavioural difficulties that relate to attention deficit such as AD/HD and ADD. In the former case attention deficit can be combined with hyperactivity and challenging oppositional behaviour. In the latter case it may take the form of more passive detachment and a tendency to dream and lose concentration. Nutrition can also be an important factor in these conditions and we are able to make further recommendations in this area if this is necessary. Medical involvement in the form of a Psychiatrist should be undertaken for a full diagnosis of AD/HD and ADD and for the prescribing of medication that may be appropriate in certain cases. Examination StressMost individuals find examinations a stressful experience - but for some individuals the prospect of approaching examinations and actually attending them produces significant anxiety reactions. Techniques of stress management and planned advanced preparation can help considerably in reducing the disabling effect of acute and prolonged anxiety. The Psychologists and Therapists at John McKeown Associates are able to advise on strategies that will be able to help individuals cope better with examinations. In some cases where specific learning or attentional difficulties are involved the individual can have special arrangements according to circumstances, (see section below on suitability for examination special arrangements).Autistic Spectrum Disorders and Asperger's Syndrome in relation to Learning DifficultiesThese conditions can vary widely in terms of severity and consequences for the individual child, young person or adult. Assessment of ability is often combined with detailed assessment of language and communication skills. Observation of the social and group functioning of the individual is also required together with consideration of their specific interests and preoccupations. A multi-disciplinary assessment is normally required which would involve a Psychiatrist to confirm a diagnosis, which may have been indicated by the Psychologist. The assessment carried out by the Psychologist is not a full medical diagnosis, however, we are able to offer advice and counselling support if required. We would recommend that Adults should consider working with one of our Clinical Psychologists, who can offer help with social skills through counselling work, which can be practically very helpful in day-to-day situations. This type of work is often used to help support the subject and their family. Practical SupportOnce information is available about the nature and degree of learning or coping difficulty, advice can be given about the type of support that might be appropriate. We have contacts with support teachers who can give individual help and are able to liaise with school support staff as required. We also have contacts with a range of specialist therapists. Advice can be given in the following areas:
School PlacementsAdvice can be given about the type of school/college, which would suit the needs of an individual child or young adult. These could involve mainstream LEA or independent schools - or schools that aim to provide support for particular special needs.Special Educational Needs Tribunal and the SEN Code of PracticeThe consultancy offers advice to parents and other professionals such as education law specialists and advocates on issues connected with the 1996 Education Act and the Code of Practice for Children with Special Educational Needs. This may take the form of assessment work, review of educational history and documentation together with appearance as expert witnesses at the SEN tribunal itself. Some of our Psychologists and other Education specialists are experienced in this work. Suitability for Special Provision in ExaminationsSome candidates for CE,GCSE, GNVQ, A/S Level and A2, University and other career examinations are sometimes able to have special arrangements because of Specific Learning Difficulties (Dyslexia) or other problems. These can include (depending on the particular student): extra time, having papers read to the candidate, breaks, the opportunity to type rather than write by hand.The guidelines for this are laid down annually in the booklet published by the Joint Council for GCE and GCSE Qualifications. Assessments for special arrangements can be provided by our Educational Psychologists and Specialist Teachers. Disabled Students' Allowance and Computer Assisted LearningPsychological assessment from an Educational Psychologist is required as part of the assessment procedure for a Disabled Student Allowance. This applies to students who may be able to receive special funding and teaching support for computer assisted learning and work recording.
Adult Dyslexia and Literacy Difficulties in the College or Workplace SettingSome young and older adults experience specific learning difficulties (Dyslexia) that have largely been undiagnosed although they are aware of the limitations these difficulties may create for them in their studying or in the work situation. Changes of job or promotion often trigger difficulties in this respect. In many cases they have experienced inappropriate handling which has left them vulnerable and unsure as to how to tackle the difficulties they come across. Sensitive assessment and counselling about past history and assessment combined with advice on assistive technology can help considerably in this respect. If you would like more information or would like to book an appointment, please telephone the office on 01273 821402 or email us at info@jmassociates.co.uk Alternatively, click 'Contact' for more details. Our Educational Psychologists are: John McKeown, MA (Hons), M Ed Psych, PGCE, AFBPsS: Chartered Educational Psychologist, Managing PartnerEducated at Aberdeen, Surrey and Sussex Universities John has been a practising Psychologist for over twenty years. He has previously been an area Educational Psychologist for two local authorities. John specialises in assessment and advice on Educational, Occupational and Legal matters. He has been Managing Partner of John McKeown Associates since it was formed.
Nigel Austin, B.A.(Hons), PGCE, M.Ed.Psych., AFBPsS, Chartered Educational PsychologistEducated at London and Sussex Universities, Nigel has some 25 years' experience working as an educational psychologist in local education authorities. His most recent LEA post was as Principal Educational Psychologist for Dorset County Council. He has detailed experience of educational matters covering a wide span of issues affecting children of all ages, their families and schools, as well as adults. He undertakes expert witness work for Educational, Criminal and Compensation legal work.
Sima Patel, B Sc (Hons), M Ed Psych, PGCE: Chartered Educational Psychologist, Training ManagerEducated at the University of Sussex, Sima began her career as a teacher. After two years she returned to study at the University of Exeter where she obtained her Masters in Education specialising in Educational Psychology. She has worked as an Educational Psychologist for the last twelve years in the UK and abroad. Sima is also an experienced consultant and trainer at a personal and organisational level.
Gillian Willis, MSc., BSc, Adv.Dip.Ed., Cert.Ed., Cert. Fam.Ther., C.PsycholHer career as a teacher and as an Educational Psychologist spans over thirty years. She has worked with and assessed pupils with a variety of special educational needs relating to physical disabilities, learning difficulties, sensory needs and emotional and behavioural difficulties. This includes pupils on the Autistic Spectrum, pupils with Dyslexia as well as Gifted pupils Gill has regularly updated her knowledge at recognised training courses. Her training and interest in the emotional needs of children enables her to work from a holistic viewpoint when assessing and making her recommendations. Her reports are clear and easy to read and may be used to inform parents, schools, LEA, Court, or SENDIST Tribunal.
Rachel Sievers, MA, PG Dip CCS, MRCSLT, MASLTIP Rachel Sievers is an Independent Speech and Language Therapist, who has many years' experience of working with children and young people with speech, language and communication impairments. She has worked in a wide range of settings, including health centres, mainstream and special schools, and has provided training for parents, carers and staff. Rachel works with clients of 3-18 years and with adults who have had communication difficulties from an early age. Clients can be seen at either school/college or at the offices of John McKeown Associates in Brighton. Rachel will normally carry out a speech and language assessment that may enable you to gain a better understanding of the individual's difficulties and strengths. Strategies for improving the individual's communication and access to learning situations are suggested. Assessment is often followed by blocks of speech and language therapy sessions on an individual, paired or group basis, as appropriate. Structured activities and games or role-play and discussion are used to help develop the individual's communication skills, using strengths to support weaker areas. Clients also benefit from being taught strategies to cope more effectively with their difficulties. Therapy targets are set and reviewed on a regular basis. Liaison with school or college staff and support to parents is also offered to facilitate and extend the individual's developing skills.
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