I am an Educational and Child Psychologist, based in South London. Educational Psychology practice supports children or young people aged 0-25 who are experiencing barriers to their learning and engagement in school life. These challenges can include a range of emotional and social difficulties and/or learning difficulties.
My personal approach as an Educational and Child Psychologist, is to form a holistic and strengths-based view of the child and their experience, primarily within the context of their learning environment. I believe that however challenging or stuck a situation may feel, there is always the possibility of positive change and all children are capable of making progress.
Educational and Child Psychologists have extensive training in child development and an in-depth understanding of school systems, special educational needs and the impact the learning environment can have on a child’s experience, wellbeing and overall development. I use my knowledge and training in these areas to bring about positive change for children, young people and their families by applying psychological theory and practice to children and young people in educational settings. Often, children make progress when the environment around them is adapted to suit their individual needs or those adults that support the child are guided to consider the child’s needs from a different perspective.
I completed a Doctorate in Educational and Child Psychology at University College London (UCL) in 2013 and previously graduated from The University of York with a BSc (Hons) degree in Psychology.
I have more than 15 years’ experience supporting children and young people with special educational needs, their families and educational professionals across early years, school, post 16 settings, alternative provisions and also in the charity sector. I was a senior practitioner Educational Psychologist in a local authority for 10 years and have recently been appointed as a Principal Teaching Fellow at the Institute of Psychiatry, Psychology and Neuroscience at Kings College London.
I am particularly interested in the emotional barriers that affect children’s’ learning, such as anxiety, motivation and self-confidence. For my doctoral research, I developed and implemented a meta-cognitive intervention which aimed to reduce maths anxiety and raise mathematical attainment for children in primary schools. As part of this research, I trained teachers to use this intervention when teaching key stage two maths to children which was found to be effective.
Currently, my main areas of interest are school exclusion, anti-racist practice in educational settings and supporting young people with social, emotional and mental health difficulties, at an individual child level, as well as through group work and organisational change projects.
I am also a mother myself of three young and very energetic children, which has reignited my interest in how we can support the emotional attachment, development and learning of infants and pre-schoolers and also parental wellbeing. When I’m not working, I’m usually in a playground, soft play or going for a long walk in a park with my family!
I love the people I meet and work with and I’m grateful that my work feels meaningful to me. Every day as a psychologist is different which keeps me interested and learning. It feels such a privilege to support families who are often in very stuck or challenging situations and it’s humbling to be let into young peoples’ lives during what is often a vulnerable time for them.
As a mother myself, I know that as parents we do whatever we can to ensure our children have the happiest and healthiest start in life and it’s a real honour to help children and young people reach their potential and make positive changes within themselves, their families and their broader environment.
It is important to me to use my knowledge and skills as a psychologist to support and empower underrepresented and disadvantaged communities in Education. I am currently associated with two educational charities supporting children and parents from Black African and Caribbean backgrounds. I am an Associate Consultant for the African Caribbean Education Network (ACEN) and a Role Model for Inspiring Tomorrow’s Leaders (ITL). See links to their websites below:
ACEN – African Caribbean Education Network (aceducationnetwork.com)
Inspiring Tomorrow’s Leaders | Educate, Inspire and Empower (tomorrows-leaders.org)
Head to my contact page and get in touch if you would like my support.
I am a registered Practitioner Psychologist with the Health and Care Professions Council.
“I can’t overstate what a valuable group this has been for our Year 7 students. Their openness and willingness to share their feelings and experiences really demonstrates how they view [Ama's group sessions] as a safe space to be their authentic selves. In the sessions, the girls speak sensitively about their worries or frustrations, but they also view the sessions as a place of huge fun, playing games, chatting together, and ultimately being themselves.” (Head of Year 9 and PSHE Coordinator)
"I am really grateful to Dr Ama for her detailed assessment into my son’s learning experience. I felt he was not effectively supported in school; her insights and recommendations will be invaluable to both myself and the school. We will all have the appropriate tools to ensure he does not continue to underachieve at such a crucial stage in his education. It is empowering, to what initially felt like an intimidating process!"
Parent of 12 year old with unidentified SEN and at risk of permanent exclusion
"The ECHP application went through 🎉 and they’re in the process of writing her draft EHP plan. I’m so happy and we didn’t even need to take it to appeal! Your report was so in depth the local authority EP’s were really impressed and used your report and added an addendum to capture the situation currently at the PRU.
Parent of 12 year old who was permanently excluded from school
“I think [the sessions] have been an invaluable experience, X is always excited to attend and is equally excited after they’ve had the sessions. I think she really enjoys the separate time with other girls in the group. She appreciates the safe space to talk about issues she would only usually be able to discuss at home. Having a group of girls her age that can relate to some of her experiences and being able to get support and perspective really helps, rather than just getting advice form me. I feel it's given her some independence in this transitional period and also confidence in her identity."
Parent
“The session was well delivered and facilitated so that each student had the opportunity to speak as little or as much as they wanted, in a way that was authentic to them. Even at this young age, they were aware of their Blackness within their setting and it was clear that the space allowed them the opportunity to celebrate it, as well as find collective strategies to deal with the challenges that they faced as such distinct minorities. The fact that students came bolting in during lunch time and needed to be ushered out of the door perhaps best displayed how much this meant to them. It only takes observation of the space to see how essential this is to Black students and how this can greatly improve their school experience over time. I think it's imperative to state that the collective language they were/are able to gain in such a setting not only allowed them to articulate their experience, but it also helped them to be able to articulate it among their peers and teachers, in the end, helping to foster greater school wide understanding and allyship - something they had also mentioned was happening and as being of benefit.
Aisha Sanusi, Director of African Carribean Education Network (ACEN)
“It’s been great for X to have the safe space. I feel it has helped her feel empowered in her feelings, thoughts and observations and being able to share them. I’d love for the sessions to continue and expand to the wider community.”
Parent feedback - secondary emotional wellbeing support sessions
“Creating a safe space for black girls in a predominantly white environment takes a rare combination of courage, discretion and sensitivity – I’m so grateful that Dr Collison is skilled in all three. She is able to nurture both he individual girls and the group, enriching not only their experience but a sense of cohesion benefitting the whole school.”
Anti-racism project: Emotional wellbeing support for black students
“The group sessions have been going very well. They have formed the basis for an additional support network for the students and have really helped students with: • perspective taking • acknowledging when something is beyond their remit i.e. when they should be deferring to a responsible adult • speaking honestly about how they feel.”
"Just a quick note to say thank you so much for the recent sessions, they have been extremely reassuring and helpful. X raised some questions over the weekend about why I am no longer living with her father because of some comments he had made to her earlier in the week and I was able to put into practice your recommendations around the reasons and naming emotions to help her understand. She responded well to this and it was a good conversation. Thank you once again."
Parent of 5 year old - parent coaching client
"Thank you so much, Ama, for your report. It is so thorough and everything you’ve suggested is perfect for X. It was really enlightening as well reading your take on X...I read it to [my husband] as he didn't understand...it was an eye opener.... ...The big thank you is to you! You’ve been so lovely and helpful and [the local authority] commented on how good your report for X was. I hope you don’t mind but I’ve recommended you to friends who are looking for an EP."