More about me

I've lived in Hong Kong 11 years with my husband and 2 sons, Joshua, aged 17, and Leon, aged 15 and have worked in Hong Kong schools for all of that time.  Peak school being the longest with both my children going to that school also.
Prior to working in Hong Kong, we lived in Muscat where I set up the first non-government Children's Occupational Therapy service in Oman.  This was not an easy task.  Even getting permission to work was arduous with the Government stating I had to have a written letter from my husband stating he would let me work.  Gary enjoyed that!
This is where I started working in schools and also in family homes and my passion for this area of work developed.
I started work in Hong Kong splitting  my working week in a well known clinic when it was just 1 clinic (it expanded to 3 whilst I worked there) and 2 schools.  At the clinic, as a lead managing therapist, I asked to initiate  in-school therapy for several schools as this area was (and is) a real passion for me.  At that time, there were only a couple of schools with in-school therapy services and this expanded exponentially with my help.
6 years ago, I decided to prioritise working only in schools.  I was finding a higher level of success and job satisfaction in that role.  To be able to help the children and their parents where they are challenged the most, due to less ability for self direction, is so very important to me.  To link with teachers easily before/after sessions and make recommendations or classroom accommodations means instant changes occur and help empower the children.



Read More about my qualifications 

My qualifications:

I qualified as an Occupational therapist in 1990 in York, England. Registered as higher level part one Occupational Therapist in Hong Kong.

Click on picture for website links and also further information on what each photo is about, especially for visually impaired.

DIR

DIRfloortime certificate in proficiency

A play based child- lead approach which provides a solid developmental framework for assessing and treating children using play and the adult/child relationship, to help with regulation, interactions and concentration among other areas.


Sensory integration (SI) 

Assessment and treatment using sensory integration and SIPT assessment

The way we process our senses from our body or our environment around us, interpret that information and respond/behave as a result.  Did you know there are more than 5 senses?  See resources for more information.


Advanced SI training

Clinical reasoning.
Somatodyspraxia in Autism.
EASI assessment tool.

Further developing my sensory integration skills with these course.


Dyspraxia

Job title or function

Having issues with movement and coordination can affect self confidence, arousal level and social participation.  If you are always the first to get caught in 'tag', would you want to continue to play?Click on picture for information on dyspraxia and checklist to see if your child could have an issue with this.


Writing specialist

Learning without tears specialist

Learning without tears approach practicioner.


Feeding 

Support for feeding challenges

‘Get permission to feeding approach’  helps take anxiety away from mealtimes and works with building positive relationships with food.


Integrated listening system

Discussing cases, articles, treatment plans

This can be used at home and during therapy sessions to help build neurological pathways between body and the brain and used whilst doing specific activities.  It can help with children with ADHD and autism plus attention and sensory motor difficulties.  


Being a parent

17 years in the most amazing role ever!

My children have been the best teachers I could have asked for.  I’m learning from them every day.


Peer supervision

Keeping up with current best practice.

I maintain learning with regular meetings where we discuss topics, articles, best practice approaches and case studies whilst maintaining confidentiality.