Kitty Jack-Thomas is an Assistant Psychologist and Psychological Coach. She has an MSc in Psychology of Mental Health and Wellbeing. Prior to this, Kitty was a teacher and has educational experience across a range of age groups and cultural contexts in the UK and internationally. She has a Postgraduate Certificate in Education (PGCE) with Qualified Teacher Status (QTS), as well as two other degrees from the University of London. As a member of the British Psychological Society (BPS), she abides by the BPS Code of Ethics and Conduct. She is also a member of the International Society of Coaching Psychology (ISCP) and the Association for Coaching (AC).
Dr. Burbach spent 30 years as a clinician, clinical lead, and service manager in the NHS before moving into the digital mental health sector. He has contributed to national research projects, has developed training courses accredited by the universities of Plymouth and Exeter, and published over 60 academic publications.
Frank has a special interest in working with families and has extensive leadership and research experience in this area including membership of national expert reference groups, the Journal of Family Therapy editorial board and chairing the Association for Family Therapy Ethics Committee.
Assembly was designed by a world class team of cross-functional clinicians and researchers with over 140 years of experience.
An overstretched system means a growing number of children haven’t had any kind of assessment or support. Sometimes, children may get a diagnosis that doesn’t recognise their needs in other areas. As a result, parents and teachers are given advice that doesn’t deal with all of the child’s difficulties or how they affect one another.
Many children don’t meet the diagnostic criteria for specific disorders but they still have needs. Sometimes this is because their dimensions develop slower or less compared to their peers due to genetic or environmental factors, causing functional difficulties at school or at home. We are all ‘wired differently’ to some extent but some children may be further along on a neurodevelopmental disorders spectrum.
We understand every parent wants their child to reach their full potential. That’s why we offer a unique, integrated and needs-based approach, recognising the child’s needs to help make life easier for everyone in the family.
Parents are critical. Parents know their child best, and can observe them in the home environment where children typically don’t need to ‘mask’ or hide their difficulties. Parents are uniquely positioned to tailor the child’s environment, including their own responses, and to help children learn new skills in a familiar environment. There is a strong body of research on the importance of parental involvement in any behavioural or emotional intervention with a child.
We have designed Assembly to empower parents to help their child develop.
This approach may be effective on its own but also complements traditional diagnostic assessments and interventions. As highly experienced clinicians, we have seen children develop across all of the interconnected dimensions, time and again. With the integrated needs-based approach that Assembly offers, we are confident that every child will be able to do so.