Areas of Expertise
ADHD & Autism (Neurodevelopmental Profiles)
Families may seek an assessment for ADHD or autism when a young person’s difficulties become more noticeable over time, or when everyday demands at home or school begin to feel harder to manage. For some young people, challenges may emerge gradually; for others, they may become more apparent at times of transition or increased pressure. Where appropriate, a diagnosis can be a helpful framework for understanding a young person’s experiences and identifying the right kind of support.
My approach to neurodevelopmental assessment is careful, developmental and child centered. A significant part of my clinical work, across both HSE and private services, has focused on the assessment of ADHD. I take time to understand a young person’s history, strengths and current functioning, and to consider how their experiences are shaped by family life, school and wider context. Information is gathered from parents, the young person and school so that conclusions are based on a full and balanced picture. Where ADHD or autism is identified, my focus is on ensuring the assessment is genuinely helpful. This includes providing clear feedback and practical recommendations that support the young person in everyday life, rather than focusing solely on diagnostic criteria. I also consider whether other factors, such as anxiety, emotional regulation difficulties or learning differences, may be contributing to the overall presentation.
Throughout the process, I aim to work collaboratively with families, ensuring that young people feel listened to and respected, and that parents have space to reflect on their experiences and ask questions. The aim is to provide clarity and reassurance, and to support families in feeling more confident about how best to move forward.
Anxiety & Mood Difficulties
Anxiety and mood difficulties are common in children and young people and can affect emotional wellbeing, relationships, behaviour and engagement with school. These difficulties may present as worry, low mood, irritability, emotional overwhelm, avoidance or withdrawal, and may fluctuate over time or emerge in response to stress or change. I work with young people and their families to understand emotional difficulties in the context of development, life experiences and current pressures. Where anxiety or mood difficulties are identified, I aim to provide a clear formulation that helps make sense of the young person’s experiences and guides appropriate support.
Recommendations are tailored to the individual and may include psychological approaches, practical strategies, school liaison and, where appropriate, medication. My aim is to provide clarity and reassurance, and to support families in feeling more confident about next steps.
Obsessive-Compulsive Disorder (OCD)
Obsessive-Compulsive Disorder (OCD) can be particularly distressing for children and young people, involving intrusive thoughts, fears or doubts alongside repetitive behaviours or mental rituals that interfere with everyday life.
I help families understand OCD clearly and compassionately, including how it differs from general anxiety. Assessment and treatment recommendations are guided by established evidence-based practice and may include psychological therapies, such as cognitive behavioural therapy with exposure and response prevention, and medication where appropriate. Throughout, I work collaboratively with families to ensure support feels manageable, informed and clearly focused on next steps.
My Approach
My approach is thoughtful, collaborative and guided by a clear understanding of each young person’s needs. I place strong emphasis on formulation, so that any recommendations are based on a clear understanding of what is contributing to a young person’s difficulties, rather than focusing on symptoms or diagnoses in isolation.
I take time to understand the full context of a young person’s life, including their development, family circumstances, school experience and wider environment. This allows difficulties to be understood in a meaningful way and ensures that support is tailored, proportionate and relevant to the young person at that point in time.
Treatment recommendations are informed by established evidence-based practice and shaped by clinical judgement. Depending on needs and preferences, this may include psychological approaches, practical strategies, school liaison and, where appropriate, medication. I aim to explain options clearly and to agree next steps collaboratively, so families feel informed and confident in decision-making. Throughout, I work with young people and their families to review progress and adjust plans as needed. My aim is to support clarity, reassurance and a shared understanding of how best to move forward, helping young people feel supported while maintaining a pace that feels manageable for them and their family.
Education & Training
I completed my medical training and went on to specialise in Child and Adolescent Psychiatry, undertaking higher specialist training within the Great Ormond Street Hospital and Royal London training scheme. I am a Member of the Royal College of Psychiatrists (MRCPsych).
I have over 15 years’ clinical experience working as a Consultant Child and Adolescent Psychiatrist across NHS, HSE and private services in the UK and Ireland, including both urban and regional settings.
A significant focus of my clinical work has been in neurodevelopmental assessment, particularly ADHD and autism, with an emphasis on diagnostic clarity, formulation and evidence-based care. Alongside my clinical work, I have a longstanding professional interest in ADHD, including contributing to service development and quality improvement initiatives aimed at improving assessment pathways within HSE services. I have also presented work relating to ADHD assessment and practice, which was recognised with an award.
Personal Interests
Outside of my clinical work, I value spending time with my family and enjoy activities that help me maintain balance and perspective. I particularly enjoy swimming and travelling, as well as spending time outdoors, and value having space to slow down and reflect. These interests help me stay grounded and support a thoughtful, measured approach to my work with children, young people and families.
