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Dr Lexie Sanderson

Qualifications, Associations and CPD

  • 2024 - Autism Research Institute - Gender Differences in Autism Spectrum Disorder - Delayed and Misdiagnosis of Autistic Females

  • 2024 - ADHD Summit - Pearson Clinical Assessments CPD from APA ADHD in Girls and Women; Inequities in ADHD Diagnosis and Treatment; Early Intervention Imperative: ADHD, Dyslexia and then Path to Effective Treatment.

  • 2024 - ADHD in Pre-School: Early Diagnosis and Intervention for Young Children - ADDitude Expert Webinars CPD

  • 2023 - Associate Fellow - AFBPsS (British Psychological Society)

  • 2023 - Associate Fellow (Hong Kong Psychological Society)

  • 2023 - ADOS -2 Autism Diagnostic Observation Schedule - Clinical Workshop (Pearson Clinical Assessments)

  • 2023 - ADI-R Autism Diagnostic Interview-Revised (Pearson Clinical Assessments)

  • 2021 - Thriving with Autism Conference - Cork CPD - Dr Temple Grandin

  • 2021 - ACT certificate of completion for beginners (Dr Russ Harris)

  • 2020 - Woman and Girls on the Autism Spectrum Course - National Autistic Society, UK

  • 2019 - WISC-V/WIAT-III - Pearsons Clinical UK

  • 2019 - Chartered Psychologist - CPsychol - (British Psychological Society -502489)

  • 2018 - The Neuropsychology of Reading Disorders: A framework for effective intervention. Pearsons Clinical (CPD from APA)

  • 2018 - The Neuropsychology of Written Language Disorders: A framework for effective intervention. Pearsons Clinical (CPD from APA)

  • 2017 - Scholarship of Teaching and Learning (SoTL), PolyU HK. 

  • 2011 - Diploma in Cognitive Behavioural Hypnotherapist, Camden Medical Centre - Singapore  

  • 2002 - Doctor of Philosophy (Psychology) Ph.D - Department of Psychology, University of Southampton, UK. 

  • 1998 - Bachelor of Science (Hons.) Bsc - Psychology, Department of Psychology, 

University of Southampton, UK

Publications

***Dr Sanderson's (Lexie) maiden name is Beck

 

  • Low, L., Sanderson, A. & Handley, H (2023). Scaffolding to reduce cognitive overload. In Rossi, V. Inclusive Learning Design in Higher Education: A Practical Guide to Creating Equitable Learning Experiences (1st ed.). Routledge. ​

  • Turnbull, M., Watson, B., Jin, Y., Lok. B & Sanderson, A. (2020, April, 22). Vicarious trauma, social media and Hong Kong. Asian Journal of Psychiatry. 

  • Turnbull, M., Watson, B., Jin, Y., Sanderson, A. & Lok, B. (2020, March 17). What we can learn from the collective trauma of these uncertain times, Times HigherEducation.https://www.timeshighereducation.com/blog/what-we-can-learn-collective-trauma-these-uncertain-times

  • Hastings, R.P.; Daley, D.; Burns, C.; & Beck, A. (2006). Maternal distress and expressed emotion: Cross-sectional and longitudinal relationships with behaviour problems of children with intellectual disabilities. American Journal on Mental Retardation. 111, ((1)) 48-61.

  • Hastings, R.P.; Beck, A.; Daley, D.; & Hill, C. (2005). Symptoms of ADHD and their correlates in children with intellectual disabilities. Research in Developmental Disabilities. 26, ((5)) 456-468.

  • Hastings, R.P.; Beck, A.; & Hill, C. (2005). Positive contributions made by children with an intellectual disability in the family: Mothers' and fathers' perceptions. Journal of Intellectual Disabilities. 9, ((2)) 155-165.

  • Hastings, R. P., Beck, A., & Hill, C.  BRIEF REPORT (2005). Positive Contributions Made by Children with Mental Retardation in the Family: Mothers’ and Fathers’ Perceptions. American Journal of Mental Retardation.

  • Hastings, R.P.; & Beck, A. (2004). Stress intervention for parents of children with intellectual disabilities. Journal of Child Psychology and Psychiatry. 45, ((8)) 1338-1349.

  • Beck, A.; Hastings, R.P.; Daley, D.; & Stevenson, J. (2004). Pro-social behaviour and behaviour problems independently predict maternal stress. Journal of Intellectual and Developmental Disability. 29, ((4)) 339-349.

  • Beck, A., Daley, D., Hastings, R. P., & Stevenson, J. (2004). Mothers’ expressed emotion towards children with and without intellectual disabilities. Journal of Intellectual Disability Research, 48, 628-638.

  • Beck, A., & Hastings, R., P. (2004) The Negative and the Positive in Families of Children with Severe Disabilities. The SLD Experience, 39, 6-9.

Mrs Fleur Howlett

Qualifications, Associations and CPD

  • April 2025 WIAT III T SASC Authorised CPD Provider - Dittas Training

  • March 2025 Anxiety and Autism - Attwood & Garnett Events

  • February 2025 Autism and Sleep - Attwood & Garnett Events

  • February 2025 Autism and PDA: Digging Deeper – Attwood & Garnett Events

  • February 2025 Autism, ADHD and Executive Function – Attwood & Garnett Events

  • January 2025 PDA Society – Training on PDA and how to support children with PDA

  • January 2025 Full Paediatric First Aid Certificate – Tiger Lily

  • December 2024 – Trauma informed training

  • December 2024 – recording skills training – Barnardo’s

  • October 2024 – Child Protection training – Barnardo’s

  • October 2024 – Equality, Diversity & Inclusion Training – Barnardo’s

  • September 2024 – Safeguarding Training – Barnardo’s

  • September 2024 – GDPR training – Barnardo’s

  • June 2024 - Supporting Children with Dyslexia in the classroom

  • July 2023 NCFE Cache Level 2 Certificate in Understanding Mental Health First Aid and Mental Health Advocacy in the Workplace

  • July 2013 Middle Leaders training for schools – Croydon Borough Council

  • July 2012 Outstanding Teacher Programme – Croydon Borough Council

  • July 2011 Post Graduate Diploma in Education – University of Chichester

  1. Emotional intelligence – the key to success

  2. Teaching pupils with Autism and Asperger’s Syndrome

  3. Research seminars

  • July 2010 Successful induction – General Teaching Council

  • July 2008 PGCE Specialist route in Modern Foreign Languages (Masters Level) – University of Chichester

  • July 2003 BA Joint Honours in French and Spanish – University of Manchester

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