A little more about me...
I am an Educational Psychologist based in Johannesburg with a strong interest in how children and adolescents learn, grow, and adapt in different environments. My work combines clinical insight with a practical understanding of schools, families, and communities, giving me a broad perspective on the challenges young people face today.
My experience spans both remedial and mainstream schools, as well as the NGO sector, where I worked alongside social workers in family support and child protective services. These roles shaped my appreciation for the complex systems around each child - and the importance of collaboration between parents, teachers, and professionals in creating meaningful change.
Academically, my research reflects my commitment to inclusion and diversity in education. My Master’s dissertation explored the psychosocial experiences of transgender learners in schools, and my Doctorate investigates teachers’ preparedness to accommodate transgender learners in the primary school environment. These studies deepened my understanding of how school systems impact learners and strengthened my belief in the need for thoughtful, evidence-based support for all children.
In practice, I have worked with a wide range of learning, developmental, and emotional needs, including ADHD, autism spectrum disorders, sensory integration difficulties, anxiety, depression, and family-related challenges. I enjoy the balance between assessment and therapy - using assessments to build a clear picture of a learner’s profile, and therapy to create space for children, teens, and families to work through the realities of daily life.
What I value most in this work is the chance to connect deeply with children, adolescents, and families, and to work together with schools and teachers. My approach is thorough, collaborative, and grounded in both research and real-world experience.
My Philosophy
My initial training exposed me to a wide range of psychological perspectives, and over time I’ve been drawn to approaches that explore both the inner world of the child and the relationships around them.
I have a growing interest in psychoanalytic thinking, which explores the underlying thoughts and feelings that influence how people experience and relate to the world around them. This perspective helps me pay attention not only to behaviour, but also to the feelings, meanings, and unspoken experiences behind it.
At the same time, I am deeply influenced by attachment theory, which highlights the importance of secure, trusting relationships. I see the parent–child bond as central to a child’s wellbeing, and I often work with families to strengthen connection, communication, and trust.
What ties my work together is a collaborative approach. This means I don’t see myself as the “expert handing down answers,” but as someone who works alongside parents, teachers, and children to discover what is most helpful. Collaboration ensures that recommendations are realistic, sustainable, and respectful of each family’s unique context.
B.Soc.Sci | PGCE (Foundation Phase) | B.A. Hons (Psych) | M.Ed (Educational Psychology) | PhD (Educational Psychology) (in progress)
Registration No: PS 0154938
Practice No: 1185950