Rebecca has over ten years of experience working with children and young people. She has a background working in Primary education where she established good working relationships with the children and their families. During this time, she undertook work around Children’s Rights and advocacy by running the school council, Fairtrade schools and leading on extended school provision. Rebecca delivered learning and social/emotional interventions to children as part of a small group and 1-1. Rebecca was involved in community projects working with children of mixed heritage exploring identity, belonging and acceptance. Whilst working in Sheffield, Rebecca was involved in a Saturday School initiative-based Sheffield Hallam University with Year 5 children to boost academic results in preparation for Year 6 SATS. This initiative gave the chance to deliver tailored and bespoke teaching sessions in small classes and provide pastoral care to children and their families.
Rebecca previously worked at Catalyst Psychology as an Assistant Psychologist where she had the opportunity to establish positive working relationships with Manchester schools. During her time as an Assistant Psychologist, Rebecca worked on a project with young people at Secondary school at risk of permanent exclusion using Solution Focused approaches. This was an opportunity to work directly with young people over seven weeks, as well as bringing about sustainable change through working with key adults in school. Having completed her Doctorate in Educational and Child Psychology at The University of Sheffield in 2018, Rebecca has returned to Catalyst Psychology to continue working with Manchester Schools.
Rebecca is committed to working collaboratively with schools, young people and their families to bring about positive change. Rebecca strives to bring about sustainable change by working closely with schools and wider systems to understand a young person’s experiences. Rebecca aims to be committed to social justice, reflectiveness, reflexivity and self-awareness as a practitioner by thinking about what she is bringing to an interaction with staff, families and young people. This is communicated through sensitivity in her commination style and openness to listen to the views of others. Rebecca’s interests focus on ‘reconstructing educational psychology’ by using creative methods with SEND children and their families. She aims to bring a broad range of alternative theories to her practise and explore people’s embodiment of psychology. Rebecca has a keen interest in using Narrative Therapy approaches in her practice by helping young people to re-author their lives and work towards a preferred future.