BY SUSANNA PINKUS Often when I meet a new family, there is real confusion about what is going on for their child and how to help. Whilst I carefully note existing explanations for the situation, I very much consider the situation with fresh eyes, making no assumptions about what is or is not going on....
BY SUSANNA PINKUS The thought of meeting new adults for assessments can be a daunting prospect. But for youngsters who have social communication differences or experience social anxiety, meeting new people in unfamiliar settings may be exceptionally nerve-wracking. Yet there is much we can do to ease anxieties around the process, and to promote an...
BY ANONYMOUS Discovering I was dyspraxic in my 40s was a wonderful liberation. At first, I felt a little deflated but quickly that passed as I began to learn how being dyspraxic means I have great strengths, while also explaining the things I struggle with. I had always joked that when God made me, he...
BY SUSANNA PINKUS The lockdowns were obviously a very challenging time for many. But for some of the youngsters I see, and particularly the girls, for the first time, they experienced a different way to live and learn. A way where they could separate their deep love of learning from the pain of trying to...
BY OLIVIA KNIGHT Many people, perhaps understandably, have never heard of occupational therapy and don’t know how we can help, especially in relation to children. So perhaps it is no surprise that I am often asked, ‘What do you actually do, and how can you help my child?’ When I mention the term, ‘occupation’ many...
BY SUSANNA PINKUS When a young person who is struggling at school comes to see me, this question is often at the forefront of my mind. Making no assumptions, and looking holistically at the situation with fresh but specialist eyes, I note what has been explored previously, but just as importantly what has not. I also identify...
BY SUSANNA PINKUS Having a keyworker, mentor or, sometimes I say, ‘cheerleader’ when a young person is struggling at school can be transformative. But the process of allocating support in this context needs to be carefully thought through. Here are my top considerations: 1. Who is the keyworker? The young person should, wherever possible, have a...
BY SUSANNA PINKUS Seeing the world through a young person’s eyes, in order to enable them to be, and feel, understood at home and school, is my aim. Whenever a young person trusts me with their story, I explore holistically what is going on. So often, there are feelings of anxiety and overwhelm related to...
BY SUSANNA PINKUS Over the years, I have seen first-hand, how children often have such a special and natural affinity with animals. For example, for children who are anxious about coming into school, knowing that a furry friend is there to greet them, can make all the difference to attendance. For others, finding solace or...
BY WENDY PETERSEN Has your child recently been granted ‘word-processing’ as a reasonable adjustment at school and in examinations? Although young people are using computers more than ever before, many still tirelessly struggle with ineffective methods of typing when transferring their thoughts onto paper. Whilst touch typing is a universally important skill, for those youngsters with additional...
