Assistant Psychologist and Trainer
B.A. (Psychology and Mathematics), M.Ed.
Jean Foo graduated from The National University of Singapore with a Bachelor of Arts in Psychology and Mathematics. She later went on to pursue her Master in Education at The Royal Melbourne Institute of Technology (RMIT, Australia). Upon returning to Singapore in 2003, Jean taught children Maths and Science before deciding to work with children of various abilities. She joined an international ABA service provider in 2005 where she received her training in Applied Behaviour Analysis (ABA) which she now practices blending it with respectful practices that places the child's needs first. Since then, she has been working with individuals with developmental and learning disabilities. Besides individual therapy and shadow support (at school), Jean facilitates social skills groups, school preparatory programmes, and job coaching. Through the years, she has acquired different skills and teaching methods (e.g., Social Thinking) in working with children and youth. She also conducts training programmes for children, youth, parents, and schools on various topics.
Support Specialist and Educational Therapist
Master of Arts in Inclusive Education (UK), focusing on Social Emotional Behaviour
Difficulties (SEBD) in Early Childhood
International Diploma in Montessori Education (UK)
Certificate in Autism (Early Intervention)
Trained in Mindfulness Based Stress Reduction (MBSR with Brahm Centre Singapore)
Mindfulness Based Cognitive Therapy
(MBCT with Oxford Mindfulness Centre UK) – Ongoing training
Mindfulness curriculum certified teacher
(Certified to teach Dots – Mindfulness in School Project UK)
Cheryl has more than 18 years of working experiences with children, from 6 months old to 6years old. She has worked overseas across 6 countries spanning over 11 years, in Montessori Education and curriculum planning, before returning to Singapore in 2014. Since her return to Singapore, she has also been using the Orton-Gillingham approach in supporting children’s literacy development.
In addition to her educational and social emotional support work with children, Cheryl has also been practicing Mindfulness personally and professionally. Her personal interests include travelling, yoga, nature, photography, hiking, being a plant parent, and all things relating to living mindfully.
Early Intervention Teacher/Therapist
Nora is an experienced Early Childhood Educator and has been teaching for 10 years. Over her years of teaching, Nora has had the opportunity to work with families in both the local and international education system. One of her favourite experiences when working with children is listening to their perception of the world.
Nora teaches in the Early Intervention Programme, provides school shadow support, advises on effective inclusion practices (preschool level), and helps parents discover effective ways to support their children.
B.A. (Psychology), Advanced Dip. (Psychology), Master of Guidance and Counselling (In progress)
Marina holds a Bachelor of Arts (Psychology) from the University of Adelaide and an Advanced Graduate Diploma in Psychology from Flinders University. Prior to graduating, she volunteered with numerous organisations in support of ex-offenders by running support groups to provide social, mental and emotional support to clients.
With a passion for working with children and youth, Marina hopes to offer emotional and behavioural support which are integral for a child's developmental journey.
She currently runs therapy, coaching sessions, and school shadow support.
JARAL SHRIYAH PRAKASH
Dip. (Child Psychology and Early Education), B.A. (Psychology)
Jaral holds a Bachelor of Arts (Psychology) from University at Buffalo and a Diploma in Child Psychology and Early Education from Ngee Ann Polytechnic. She has worked with children in different preschools and strongly believes in the holistic development of children. She aims to explore a multitude of concepts in psychology such as The Zones of Regulation, TEACCH and SCERTS which are actively used at this practice. She feels that these will enhance her knowledge and skills so that she can apply them to her experiences with children. With ardent enthusiasm, she is keen to pursue post-graduate studies in Counselling. This will put her in good stead for counselling children of all cultures and age groups.