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Our Community of Practitioners
Our Community of Practitioners
Our Community of Practitioners
We seek to improve the lives of children, young people and adults through direct service provision, respectful practice and neurobiologically informed research.
We seek to improve the lives of children, young people and adults through direct service provision, respectful practice and neurobiologically informed research.
We seek to improve the lives of children, young people and adults through direct service provision, respectful practice and neurobiologically informed research.
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Dr. Alex Gregory

Educational Psychologist and NME Trainer

Alex has 9 years full-time experience working within the educational field. Prior to undertaking doctoral training in Educational Psychology, she worked in a variety of educational settings, including teaching in mainstream and specialist schools. Alex currently works as an Educational Psychologist for a Local Authority as well as privately, which involves the application of psychology to education through training, consultation, assessment, intervention, and research to promote child development.  Alex has also volunteered as an Independent Visitor with a child looked after for over 2 years.

Alex has a special interest in working with looked after and adopted children who may have experienced developmental trauma and multiple attachment disruptions, and consequently display emotional dysregulation and protective attachment strategies/connection-seeking patterns of behaviour. To further develop her understanding of the impact of early trauma on the organisation of the developing brain, Alex has completed the Neurosequential Model in Education (NME) Trainers programme with the Child Trauma Academy to become an NME Trainer in schools.

Alex is also passionate about supporting siblings of those with additional needs. This has stemmed from her own lived experiences as a sibling to someone with diagnoses of autism, a learning disability, rare chromosome disorder, epilepsy, and sensory processing differences, who displays significant behaviours that challenge. Her doctoral research explored siblings’ school outcomes and experiences and Alex continues to supervise sibling research projects. Alex has also completed the Siblings Group Leader Training Course to further develop the talks/workshops she runs in this area.

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Alex is keen to work at a systemic/whole school level, such as using positive psychology practices (the science of happiness e.g. mindfulness, gratitudes and random acts of kindness, along-side self-compassion and self-care) to promote student, family, and staff wellbeing. Alex is also an advocate of solution-focused tools to identify what is working well and empower others to draw from the existing strengths and protective factors in place in order to promote hope and change going forwards.

Through individual casework, Alex helps facilitate a reflective space for  collaborative problem-solving, in order to promote a shared and holistic psychological understanding of strengths and needs in order to target a tailored action plan. She is an advocate of person-centred planning models (e.g. Planning Alternative Tomorrow with Hope – PATHs) that put young people at the heart of decision-making about their future. As well as being trained in standardised assessments, Alex is committed to dynamic assessment tools that focus, not only, on exploring a child/young person’s cognitive strengths and needs, but how they learn, what emotional factors may be influencing learning (e.g. anxiety and motivation), and what strategies help them make progress.

Alex is a fully registered Chartered Educational Psychologist with the Health and Care Professionals Council (HCPC).

Dr. Alex Gregory

Educational Psychologist and NME Trainer

Alex has 9 years full-time experience working within the educational field. Prior to undertaking doctoral training in Educational Psychology, she worked in a variety of educational settings, including teaching in mainstream and specialist schools. Alex currently works as an Educational Psychologist for a Local Authority as well as privately, which involves the application of psychology to education through training, consultation, assessment, intervention, and research to promote child development.  Alex has also volunteered as an Independent Visitor with a child looked after for over 2 years.

Alex has a special interest in working with looked after and adopted children who may have experienced developmental trauma and multiple attachment disruptions, and consequently display emotional dysregulation and protective attachment strategies/connection-seeking patterns of behaviour. To further develop her understanding of the impact of early trauma on the organisation of the developing brain, Alex has completed the Neurosequential Model in Education (NME) Trainers programme with the Child Trauma Academy to become an NME Trainer in schools.

Alex is also passionate about supporting siblings of those with additional needs. This has stemmed from her own lived experiences as a sibling to someone with diagnoses of autism, a learning disability, rare chromosome disorder, epilepsy, and sensory processing differences, who displays significant behaviours that challenge. Her doctoral research explored siblings’ school outcomes and experiences and Alex continues to supervise sibling research projects. Alex has also completed the Siblings Group Leader Training Course to further develop the talks/workshops she runs in this area.

More...

Alex is keen to work at a systemic/whole school level, such as using positive psychology practices (the science of happiness e.g. mindfulness, gratitudes and random acts of kindness, along-side self-compassion and self-care) to promote student, family, and staff wellbeing. Alex is also an advocate of solution-focused tools to identify what is working well and empower others to draw from the existing strengths and protective factors in place in order to promote hope and change going forwards.

Through individual casework, Alex helps facilitate a reflective space for  collaborative problem-solving, in order to promote a shared and holistic psychological understanding of strengths and needs in order to target a tailored action plan. She is an advocate of person-centred planning models (e.g. Planning Alternative Tomorrow with Hope – PATHs) that put young people at the heart of decision-making about their future. As well as being trained in standardised assessments, Alex is committed to dynamic assessment tools that focus, not only, on exploring a child/young person’s cognitive strengths and needs, but how they learn, what emotional factors may be influencing learning (e.g. anxiety and motivation), and what strategies help them make progress.

Alex is a fully registered Chartered Educational Psychologist with the Health and Care Professionals Council (HCPC).

Dr. Alex Gregory

Educational Psychologist and NME Trainer

Alex has 9 years full-time experience working within the educational field. Prior to undertaking doctoral training in Educational Psychology, she worked in a variety of educational settings, including teaching in mainstream and specialist schools. Alex currently works as an Educational Psychologist for a Local Authority as well as privately, which involves the application of psychology to education through training, consultation, assessment, intervention, and research to promote child development.  Alex has also volunteered as an Independent Visitor with a child looked after for over 2 years.

Alex has a special interest in working with looked after and adopted children who may have experienced developmental trauma and multiple attachment disruptions, and consequently display emotional dysregulation and protective attachment strategies/connection-seeking patterns of behaviour. To further develop her understanding of the impact of early trauma on the organisation of the developing brain, Alex has completed the Neurosequential Model in Education (NME) Trainers programme with the Child Trauma Academy to become an NME Trainer in schools.

Alex is also passionate about supporting siblings of those with additional needs. This has stemmed from her own lived experiences as a sibling to someone with diagnoses of autism, a learning disability, rare chromosome disorder, epilepsy, and sensory processing differences, who displays significant behaviours that challenge. Her doctoral research explored siblings’ school outcomes and experiences and Alex continues to supervise sibling research projects. Alex has also completed the Siblings Group Leader Training Course to further develop the talks/workshops she runs in this area.

More...

Alex is keen to work at a systemic/whole school level, such as using positive psychology practices (the science of happiness e.g. mindfulness, gratitudes and random acts of kindness, along-side self-compassion and self-care) to promote student, family, and staff wellbeing. Alex is also an advocate of solution-focused tools to identify what is working well and empower others to draw from the existing strengths and protective factors in place in order to promote hope and change going forwards.

Through individual casework, Alex helps facilitate a reflective space for  collaborative problem-solving, in order to promote a shared and holistic psychological understanding of strengths and needs in order to target a tailored action plan. She is an advocate of person-centred planning models (e.g. Planning Alternative Tomorrow with Hope – PATHs) that put young people at the heart of decision-making about their future. As well as being trained in standardised assessments, Alex is committed to dynamic assessment tools that focus, not only, on exploring a child/young person’s cognitive strengths and needs, but how they learn, what emotional factors may be influencing learning (e.g. anxiety and motivation), and what strategies help them make progress.

Alex is a fully registered Chartered Educational Psychologist with the Health and Care Professionals Council (HCPC).