Alisha Bliss - Educational Psychologist

15/06/2026

Contact Robyn Stead Educational Psychologist

15/08/2025

Psychological First Aid (PFA) is an evidence-informed approach designed to help people, including children cope in the immediate aftermath of a distressing, dangerous, or traumatic event.

It’s not therapy, counselling, or deep emotional processing. Instead, it’s about providing practical, emotional, and social support in the hours or days after something stressful happens, so the person and/or child feels safe, understood, and connected.

The core goals of PFA are to:
1. Ensure safety – Make sure the child or person is physically safe and away from danger, and make sure basic needs are met.
2. Promote calm – Use a calm voice, a reassuring presence, and clear information to reduce anxiety.
3. Connect with supports – Help the person or child link to trusted adults, friends, family, and community resources.
4. Offer practical help and comfort – Assist with immediate needs like water, food, shelter, or contacting loved ones. For children, a snack, a blanket or familiar routine is helpful.
5. Give accurate information – Provide simple, honest, age-appropriate explanations about what’s happening.
6. Encourage hope and coping – Remind them of strengths and coping skills.

What Co-Regulation Looks Like in PFA:
1. Stay calm yourself – Children “borrow” your nervous system. Your slow breathing, steady tone, and relaxed body language can help them mirror calmness.
2. Physical presence – Sitting nearby, keeping your body at their level, and offering gentle eye contact can signal safety.
3. Soothing sensory input – Offering a blanket, stuffed toy, or even your hand if they want to hold it can ground them.
4. Matched breathing – Breathe slowly and invite them to follow, but without pressure.
5. Soft, simple language – Short, reassuring phrases like “You’re safe now. I’m here with you.”
6. Rhythmic activities – Gentle rocking in a chair, walking slowly together, or tapping a beat can regulate the nervous system.

06/08/2025

Have had 2 x cancellations for August - if you or someone you know would like more information around what an Educational Psychology Assessment and Report entails, or would like to snap up one of these appointments, feel free to pm me or go to www.edpsych.co.nz 💙

22/06/2025

Who am I?

I grew up in Auckland and completed my primary, intermediate, and college education on the North Shore, before relocating to West Harbour recently.

​Before becoming an educational psychologist, I spent eight years as a primary school teacher, during which I became a syndicate leader for Years 1–2 and Years 2–3. Throughout this time, I gained invaluable experience working with students who required significant additional support, including high-risk learners and their families and whānau.

I have a deep passion for supporting students who find school challenging and may need further clarity, strategies, or tailored interventions to help them reach their full potential.

With extensive experience collaborating with schools, I specialise in providing guidance, support, and clear communication regarding students' learning needs. My goal is to work closely with educators and families to ensure students receive the support they need to succeed.

Qualifications:
​- Graduate Diploma in Learning and Teaching (Primary)
- Master of Educational and Developmental Psychology
- Postgraduate Diploma in Educational and Developmental Psychology
- Current Teaching Registration
- Crisis Prevention Institute – Registered Instructor Sexual Violence Prevention – Trained Facilitator (Years 9–13)
- Incredible Years Teacher Training
- FAN (Facilitating Attuned Interactions)Trained
- Child Protection Studies Programme - complete

​Recent Activities:
- Treasurer, The Institute of Educational and Developmental Psychology (IEDP)
- Traumatic Incident Team experience,
- The Mayfield Project 2023

Visit www.edpsych.co.nz for more information or to make a booking.

19/06/2025

Do you have a child who worries a lot? It's not uncommon for children to feel anxious about different things, especially when facing new or uncertain situations. As parents or caregivers, we want to support our children and help them manage their worries in healthy ways. Here are three top strategies that may be helpful:

1. Listen with empathy: When your child shares their worries with you, try to listen actively and validate their feelings. Instead of dismissing or minimising their concerns, acknowledge how they're feeling and show that you care. You can say something like "I understand why you feel worried about that. It's okay to feel scared or uncertain sometimes. Let's talk about how we can make things better."

2. Offer reassurance and perspective: While you can't always make your child's worries disappear, you can offer reassurance and perspective to help them cope. For example, you can remind them of times when they overcame similar challenges or highlight the strengths and resources they have to deal with the situation. You can also talk about the potential outcomes and solutions, and encourage them to focus on what they can control.

3. Teach coping skills: Finally, you can teach your child some coping skills that they can use when they feel anxious or stressed. This can include deep breathing exercises, positive self-talk, visualisation, mindfulness, or physical activities like stretching or playing. By practicing these techniques together, your child can develop a sense of mastery and confidence in managing their worries.

Remember, helping your child with their worries is a process that takes time, patience, and understanding. By being present and supportive, you can create a safe and loving environment where your child feels seen, heard, and empowered.

14/06/2025

ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder that affects a person's ability to focus, pay attention, and control impulsive behaviors. There are three subtypes of ADHD: inattentive, hyperactive-impulsive, and combined.

Inattentive ADHD is characterised by symptoms of inattention, distractibility, and forgetfulness. Children with inattentive ADHD may have difficulty following instructions, staying organised, and completing tasks. Children with inattentive ADHD may:

- Struggle to follow instructions or complete tasks
- Have difficulty organising their belongings and workspaces
- Frequently lose or misplace items, like homework or toys
- Be easily distracted by external stimuli, like noises or movement
- Have trouble paying attention to details, making careless mistakes
- Struggle with sustained mental effort and may seem "lazy" or unmotivated
- Daydream or appear to be "in their own world"
- Have difficulty remembering things, like important dates or appointments

If your child exhibits some or all of these behaviors, it may be a sign that they have inattentive ADHD. If you suspect that your child may have inattentive ADHD, it's important to seek professional guidance and support. Feel free to messsge me for more information 💙

13/06/2025

Still available 🎉

Contact Robyn Stead Educational Psychologist

13/06/2025

Do you know that struggling with reading and writing could be a sign of a specific learning disorder called dyslexia? Although dyslexia is a commonly used term, it's now known as a Specific Learning Disorder with Impairment in Reading or a Specific Learning Disorder with Impairment in Written Expression.

Here are five symptoms that a parent or teacher may notice in a child who has SLD in reading or written expression:

1️⃣ Difficulty recognising or decoding words accurately and fluently

2️⃣ Trouble comprehending what is read

3️⃣ Poor spelling and grammar skills

4️⃣ Struggles with writing coherently and expressing ideas clearly

5️⃣ Avoidance or dislike of reading and writing-related tasks

If you suspect your child or student might have an SLD it's essential to seek professional evaluation and support. Early intervention and individualised instruction can make a big difference in helping them overcome challenges and build confidence in their abilities.

Educate yourself and others about this common but often misunderstood learning difference, and let's work together to create a more inclusive and supportive learning environment for all.