Meet the Specialists
Winnie graduated from Temasek Polytechnic with a Diploma in Psychology Studies. She then went on to pursue a Bachelor’s degree in Arts (Psychology) at the University at Buffalo and graduated with Magna Cum Laude Honors (equiv. Second Class Upper). Through her academics, she gained a wide understanding of the different aspects in Psychology, along with knowledge relating to child development and the various behavioural approaches of therapy interventions. Winnie has an interest and is passionate in helping children with special needs and believes in the emphasis of early intervention by providing educational/therapysupport. Through early intervention, she hopes to make a positive impact in their lives by offering support for them to learn within their capability and move towards independence one day.
During her course of study, Winnie took several modules relating to Developmental, Child and Abnormal Psychology, where she gained a deeper understanding of developmental disorders and management of these conditions. These developmental disorders include Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), externalizing disorders such as Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD), as well as internalizing disorders such as Anxiety and Depression.
Most recently, Winnie interned at Magpie Dance (Bromley, London), an activity based center that teaches dance to people with learning difficulties. The center focuses on using dance as a form of therapy in facilitating motor and coordination skills, and encouraging an alternative form of expression for the clients. During her time at Magpie Dance, she worked with children ranging from 6-15 years old with developmental difficulties, such as Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), Down Syndrome, Selective Mutism (SM) and other learning difficulties. Winnie’s primary role at the center was a shadow facilitator/volunteer where she (1) guided the clients through dance sequences and served as a model to reinforce positive behaviors. (2) employed visual aids and makaton sign language (was customized to the British culture and the profile of clients at Magpie) to communicate effectively with the clients. At the center, Winnie also did administrative work and worked very closely with the clients’ caregivers to deliver the best possible therapy /lessons to the clients.
Winnie also interned at Metta Day Activity Center for Intellectually Disabled Adults, which has granted her more exposure to people with special needs and allowed her to care effectively for them. Her work experiences and academic studies have helped her attain an essential aptitude to work with children with special needs and nurture them with skills and positive behaviors that would be needed for their future. She believes strongly that every child deserves to learn to their best potential, regardless of any pre-existing conditions they might have and she is motivated to support these children to attain that goal of independence.