Services

Educational Psychology, Consultation, Training & Mentoring

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I provide independent educational psychology consultancy, working with schools, children and young people, families, Local Authorities, educational professionals, managers and organisations.

My work brings together psychology, education, inclusion, professional development and mentoring. I believe that understanding people, their circumstances and the environments in which they live, learn and work is essential to identifying meaningful ways forward.

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Every situation is different. For this reason, all my work begins with an initial consultation. This provides an opportunity to understand the context, listen to the people involved, clarify priorities and explore what kind of support would be most appropriate.

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Whether I am speaking with parents, school staff, SENCOs, school leaders, Local Authority representatives, managers or training leads, my aim is to develop a clear understanding of their needs before agreeing on the next steps.

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As an independent practitioner, I can offer flexibility in how and when we work together. I understand that families, schools and organisations have different commitments and practical constraints, so I aim to find arrangements that are both appropriate and workable.

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Based in London, I am available to travel to other locations across England, depending on the nature of the assignment. Some consultations, interviews and other activities may also be suitable for remote delivery. Evening appointments and weekend availability can be considered by prior agreement, particularly where daytime commitments make it difficult for parents, caregivers or professionals to participate.

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The location, format, timing and scope of each assignment are discussed during the initial consultation and agreed before any intervention or further work begins.

 

1. Initial Consultation

Every enquiry begins with a consultation to explore the situation, identify priorities and discuss possible ways forward.

Depending on the enquiry, this may involve:

• Parents and caregivers seeking guidance about a child or young person's needs.

• SENCOs, teachers and school leadership teams looking for professional consultation.

• Local Authorities seeking independent educational psychology input.

• Managers, training leads and organisations exploring consultancy or professional development.

• Students and young people considering their educational, personal or professional futures.

The initial consultation is an opportunity to exchange perspectives, clarify expectations and consider the most appropriate support. It also helps establish whether the proposed work is suitable, what it may involve and how it could be arranged.

The consultation does not automatically involve an assessment or a commitment to further services.

 

2. Support for Schools & Educational Teams

I work collaboratively with schools to support their understanding of pupils' needs and explore approaches that promote inclusion, learning and emotional wellbeing.

Depending on the circumstances, my work may include consultation with SENCOs and teachers, pupil observations, interviews, psychological assessment, formulation, recommendations and support planning.

I also work with school leadership teams and staff who wish to reflect on their practice, consider complex situations and develop approaches that better respond to the needs of their pupils.

My approach is collaborative and practical, with an emphasis on understanding the individual, considering the wider context and identifying realistic strategies that can be implemented within the school environment.

I recognise that schools operate within demanding schedules and that different members of staff may have different responsibilities. The arrangements for consultation, meetings and any subsequent work can therefore be discussed in advance to identify a suitable and practical way forward.

 

3. Individual Support for Children & Young People

I provide educational psychology support for children and young people experiencing educational, emotional, behavioural, learning or school-related difficulties.

Depending on the individual's needs, support may involve consultations, observations, interviews, assessment, opportunities for the young person to express their experiences and perspectives, and recommendations for the adults supporting them.

I aim to help children and young people feel heard and understood, while working collaboratively with families and educational professionals to identify appropriate ways forward.

Where appropriate, I can also liaise with parents, caregivers and relevant educational staff to develop a shared understanding of the situation and consider how support can be coordinated.

The nature and format of the work are agreed following an initial consultation, taking into account the young person's circumstances, the concerns raised and the most appropriate form of support.

 

4. Educational Psychology Advice for Local Authorities

I welcome enquiries from Local Authorities seeking independent educational psychology input and professional advice in relation to children and young people's educational needs.

Depending on the agreed scope of work, this may include psychological advice for Education, Health and Care Plans (EHCPs), contributions to assessment processes, review of relevant information, consultation and recommendations concerning educational provision and outcomes.

My approach focuses on understanding the child's individual circumstances, identifying strengths and needs, and providing clear, reasoned advice to inform decisions about appropriate educational support.

I understand that commissioned work may involve specific requirements, deadlines, documentation and liaison with different professionals. These are discussed at the outset so that expectations, responsibilities and practical arrangements are clear before the assignment begins.

 

5. Training & Professional Development

I work with schools, educational teams, organisations and training leads to explore opportunities for professional learning and development.

Training can be tailored to the needs of the audience and may address topics such as:

• Inclusive and trauma-informed practice.

• Understanding behaviour and emotional wellbeing.

• Supporting neurodivergent children and young people.

• Safeguarding and psychological safety.

• Communication, relationships and pupils' individual needs.

• Staff reflection, confidence and professional development.

I believe effective training should go beyond sharing information. It should encourage reflection, promote discussion and help participants translate knowledge into practical approaches relevant to their everyday work.

Training can be arranged for different audiences and adapted to the objectives, experience and needs of the participants. Delivery arrangements, including in-person or remote sessions, can be discussed during the initial consultation.

 

6. Guidance, Careers & Future Pathways

The transition beyond compulsory education can be an important period of exploration and decision-making for young people.

I am interested in supporting students as they reflect on their strengths, interests, aspirations and opportunities, helping them consider possible pathways into further education, vocational training, employment and adult life.

Through guidance and related activities, I aim to encourage curiosity, self-awareness and informed decision-making, giving young people the opportunity to explore possibilities and develop greater confidence in shaping their future.

I believe that young people benefit from having the opportunity to consider their options, ask questions and make decisions that reflect their interests, abilities and aspirations.

The format and scope of this support can be discussed according to the needs of the students, educational setting or organisation involved.

 

7. Mentoring for Students & Young People

My experience mentoring university students in London broadened my interest in supporting people through academic, personal and professional transitions.

I welcome opportunities to contribute to mentoring initiatives for university students and young people who are exploring their educational progression, career aspirations or future direction.

Mentoring can provide a space to reflect, identify strengths, explore goals, build confidence and consider different possibilities.

I am interested in working collaboratively with universities, educational institutions, training providers and other organisations to develop mentoring activities that respond to the needs of their students and participants.

The format, objectives and practical arrangements can be agreed in advance, taking into account the nature of the programme and the people involved.

 

8. Bespoke Consultancy & Collaborative Projects

Not every enquiry fits into a predefined category. Sometimes, the most valuable work develops through a conversation about a particular challenge, a new initiative or an opportunity for collaboration.

Alongside my educational psychology work, I welcome enquiries relating to inclusion, wellbeing, education, mentoring, training and professional development.

I am interested in working with schools, Local Authorities, organisations, managers and professionals who value thoughtful discussion, different perspectives and a collaborative approach to problem-solving.

As an independent practitioner, I can discuss arrangements that respond to the needs of a particular project, including its objectives, timescale, location and preferred working format.

If you are developing a project, reviewing an existing approach or exploring a new initiative, an initial consultation can help establish whether my experience and perspective could contribute.

 

Location, Availability & Flexible Working

I am based in London and available to travel to other locations across England, depending on the nature, scope and requirements of the assignment.

Some consultations, interviews, meetings and other activities may be suitable for remote delivery. In-person work may be more appropriate where direct observation, face-to-face interaction or the context of the assignment makes this necessary.

As an independent practitioner, I can offer greater flexibility in arranging appointments than may be possible within more conventional working schedules. I understand that parents and caregivers often have work commitments during the day, while school staff and other professionals may have limited availability during their usual working hours.

For this reason, evening consultations and interviews, as well as weekend appointments, may be available by prior agreement. These arrangements depend on the nature of the work, my availability and the needs of everyone involved.

I aim to find practical arrangements that allow the relevant people to participate meaningfully, while ensuring that the chosen format is appropriate for the work being undertaken.

Location, delivery format, availability, scope of work and fees are discussed and agreed before any intervention or assignment begins.

 

How We Work Together

Step 1 — Initial Consultation

We begin with a conversation to understand your circumstances, priorities and objectives. This may take place with parents, school staff, SENCOs, managers, training leads, Local Authority representatives or other relevant professionals.

Step 2 — Understanding Your Needs

We explore the situation, clarify expectations and consider the people involved, the information available and the outcomes you would like to achieve.

Step 3 — Agreeing on the Appropriate Support

Following the consultation, I outline the most suitable approach. This may involve educational psychology consultation, individual support, assessment, written psychological advice, training, mentoring or a tailored project.

Step 4 — Agreeing on Practical Arrangements

Before proceeding, we agree on the scope of work, responsibilities, fees, timescales and arrangements for delivery. This includes the location, whether the work will take place in person or remotely, and any agreed evening or weekend appointments.

Step 5 — Collaboration & Next Steps

Once the arrangements are agreed, we proceed with the work according to the objectives established during the consultation. Recommendations and subsequent activities are guided by the needs of those involved and the agreed scope of the assignment.

The process is designed to be collaborative, clear and responsive to the particular circumstances of each enquiry.

 

Frequently Asked Questions

 

Who can arrange an initial consultation?

Parents and caregivers, schools, SENCOs, teachers, school leaders, Local Authorities, managers, training leads, educational institutions and organisations can get in touch to discuss their needs.

Do I need to know which service I require before contacting you?

No. The purpose of the initial consultation is to understand your situation and explore the most appropriate options. You do not need to have a predefined solution before getting in touch.

 

Where are your services available?

I am based in London and may travel to other locations across England, depending on the nature and requirements of the assignment. Remote working may also be possible for suitable activities.

 

Are evening or weekend appointments available?

Evening consultations and interviews, as well as weekend appointments, may be arranged by prior agreement. I understand that daytime commitments can make it difficult for parents, caregivers and professionals to participate, and I aim to accommodate different schedules where possible.

 

Can consultations and services be delivered remotely?

Depending on the nature of the work, consultations, meetings and some other activities may be delivered remotely. Other assignments may require in-person work. The most appropriate format is discussed during the initial consultation.

 

Do you work directly with schools and Local Authorities?

Yes. I welcome enquiries concerning educational psychology consultancy, support for schools and educational teams, and independent psychological advice for Local Authorities, subject to the scope and requirements of each assignment.

 

How much do services cost?

Fees depend on the nature, scope and requirements of the work. The proposed arrangements and costs are discussed and agreed before any further work begins.

 

Let's Start a Conversation

Whether you are a parent seeking guidance, a school exploring additional support, a Local Authority looking for educational psychology input, or an organisation interested in training, mentoring or a new project, I welcome the opportunity to hear from you.

You do not need to know exactly what you are looking for. We can begin with a conversation, explore your priorities and consider the possibilities together.

 

I am happy to discuss your needs, the most appropriate way to work together and the practical arrangements that would make the process manageable for everyone involved.

To arrange an initial consultation or discuss a potential collaboration, please contact me at:

eprzappariello@outlook.com

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