Child-Centred Support grounded in Psychology, Relationship and Science
Tara Dakin CPsychol MSc QTS – Specialist Teacher & Chartered Psychologist
Every child’s story is unique, and so is their path to wellness.
I work with children, families and professionals to support health, engagement and emotional growth, through a compassionate and evidence-informed approach that sits under the umbrella of Social, Emotional and Mental Health (SEMH) in the SEND Code of Practice.
I work with individual children or a small group of two or three.
Whether a child is struggling with anxiety, trauma, neurodivergence, school-based distress or life events they can't yet explain, we begin with understanding. We listen before we plan.
My work draws on developmental psychology, neuroscience, and inclusive teaching and coaching,
When, we as humans understand ourselves and the science that exists within us, we can better understand our behaviours and responses.
We can explore this learning through a range of activities, such as a walk and talk, cooking, crafting, moving and exercising, exploring, or journaling.
We can build agency and identity through learning to express, use our voice.
We map the mind and body, using the Chimp Model and metacognitive coaching.
We explore how nutrition, sleep, hydration and movement shape learning and mood.
We consider the whole child, through the lens of the biopsychosocial model. We support emotional regulation and relational recovery , including with caregivers, siblings and peers.
I work outdoors where possible. We restore connection where it’s been lost. We celebrate strengths, not labels. And we give children language to grow with.
This is real-world, relational psychology , grounded in science, shaped by each child, and held together by presence, consistency and care.
What does this child need….
Every child has a story , but not every child has had the chance to make sense of it.
For children who have experienced change, trauma, loss, or struggle to feel safe in the world, understanding their own journey can be life-changing. Combining Psychology and teaching strategies, I specialise in creative, relational, and science-led support for social, emotional and mental health needs in children and young people. The aim is to help the child, and the stakeholders around them, family, guardians , staff to understand their presenting needs, that are often short stay.
Whether a child is struggling with anxiety, emotionally based school avoidance, identity, behaviour that challenges, or a history of disrupted attachment, I offer practical, meaningful support rooted in psychology, trust and research .
What I Offer
I provide tailored SEMH interventions that may include:
Life Story Work – helping children explore and organise their past, understand their present, and begin to shape a future that feels safe and hopeful.
Restorative Practice – where appropriate, I facilitate restorative sessions with caregivers or trusted peers to repair trust, improve communication, and rebuild emotional connection.
Body and Brain Awareness – using accessible neuroscience, we explore how diet, hydration, sleep, movement, the nervous system, breathing and emotions are all connected.
Creative Approaches – from walking and talking, to painting, cooking, fishing, storytelling, or mapping emotions , we work in ways that feel safe, engaging, and real.
This is label-free, stigma-free work that draws on evidence-based frameworks such as the biopsychosocial model, positive psychology, and the Chimp Model to support self-regulation, agency, and hope.
Voice and Choice at the Centre
I listen deeply , to the child, to their carers, to the professionals around them. Children help shape how we work together. Their pace, interests, and readiness come first. Parents and carers are welcomed into the process, their insight and voice respected throughout. We might create a scrapbook, build a timeline, go for a walk, draw out thoughts , whatever works best for them.
Safe, Skilled, and Trauma-Informed
All my work is grounded in robust safeguarding practice. I am fully DBS-checked, insured, and trained in current national guidance including Keeping Children Safe in Education and Working Together to Safeguard Children. I work closely with Designated Safeguarding Leads, and where necessary, integrate with EHCPs, Early Help or wider multi-agency teams.
If you’re a school, parent, carer or professional looking for evidence-informed, psychology-led SEMH support, grounded in science and delivered with humanity, I’d love to talk.
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Supporting the Adults Around the Child
Behind every child is an adult doing their very best , often while carrying worry, responsibility, and emotional exhaustion of their own. Whether you’re a parent, carer, or member of staff, you matter too.
Children don’t grow in isolation. They thrive through connection, safety, and co-regulation , and that means the wellbeing of the adults in their lives is not an optional extra. It’s essential. we need your oxygen mask on first and then you are in the best shape to be all that is required of you.
, I offer calm support for adults navigating the complexity of a child’s needs. That might mean:
Helping a parent make sense of a child’s behaviour, anxiety or distress
Supporting a carer through life story work, transitions, or therapeutic parenting
Coaching or reflective supervision for staff involved in emotionally demanding support roles
Facilitating restorative conversations between adults and children when relationships have ruptured
Sharing clear, accessible neuroscience to understand what’s going on beneath the surface
This work is non-judgemental, collaborative, and confidential. It’s about building understanding, confidence, and capacity , so you feel less alone, better equipped, and more connected to the child in your care.
Whether you’re parenting through trauma, holding space for big emotions, or trying to teach a child who seems unreachable right now, I see your effort , and I can help.
Children out of School due to a medical need.
When a child is out of school due to illness , whether physical, emotional, or psychological , the world can become small, uncertain, and disconnected. Education needs to adapt, with the right support, children can begin to rebuild , not just their learning, but their confidence, motivation, and sense of self.
I work with children who are temporarily or persistently unable to attend school due to health-related barriers. My approach is gentle, relational and science-backed , rooted in developmental psychology, trauma-informed practice, and a deep respect for each child’s cognitive and emotional readiness.
I start with the Child.
I begin by understanding the child: their energy levels, thinking style, processing needs, and emotional state. We work in a way that feels safe and achievable, whether that’s 10 quiet minutes talking, co-creating something, walking outdoors, or gradually engaging with cognitive challenges at their own pace.
From there, we begin to build.
Whether the child is recovering from chronic illness, living with anxiety or school-based trauma, or experiencing emotionally based school avoidance (EBSA), my role is to support recovery, reconnection and progress , both academically and personally.
It’s an intervention grounded in psychological insight, relational trust, and cognitive development.
Sometimes we use creative tools, sometimes structured activities , always tailored to what the child can manage that day. We may use cognitive coaching, light-touch curriculum reintroduction, wellbeing-focused learning, or restorative practices with families.
If you're a parent, school, or professional supporting a child out of education due to illness, and you're looking for specialist SEMH support grounded in psychological science, I’d be happy to talk.
Tara Dakin CPsychol MSc QTS is a Chartered Developmental Psychologist with the BPS (British Psychological Society )
Alongside being a Psychologist, Tara has over 25 years working in the Education sector. She has an enhanced DBS.
