Dr Kathryn Stevenson
Dr Kathryn Stevenson works as a clinical psychologist, a clinical and academic tutor on a clinical psychology doctoral training course and as a teaching associate on a post-graduate diploma clinical neuropsychology course. Her clinical passion is working with children and young people who are neurodiverse, their families and the systems they are a part of.
Dr Stevenson has worked clinically for over fifteen years, involving principal and senior roles, across child mental health services, a national autism assessment team and mainstream and autism specialist schools. Her work has included individual assessment, therapeutic intervention and service level development and training. Dr Stevenson has a particular interest in developing better understanding of the complexity in neurodiversity and the overlap with mental health needs; in particular how to best assess, understand and support children and young people who have these complex presentations. She also has a keen interest in co-produced research and service development.
Education & Qualifications
- MA (Cantab) Social and Political Sciences (1997)
- Doctorate in Clinical Psychology (Salomons Canterbury Christchurch University College 2003)
- DISCO, ADOS-2 trained & 3Di trained (in- house). Qb trained.
- Post graduate Diploma in Clinical Paediatric Neuropsychology (UCL 2019: Distinction)
- Chartered member of the British Psychological Society and Division of Clinical Psychology
Developing an autism spectrum disorder assessment pathway for children presenting with selective mutism Archives of Disease in Childhood, Volume 102, Issue Supplement 3, 2017, McKenna, A., Stevenson, K., Timmins, S. & Bindman, M.
‘Let's Talk Autism' –a school-based project for students to explore and share their experiences of being autistic Support for Learning, Volume 31, Issue 3, July 2016, Pages: 208–234, Kathryn Stevenson, Katie Cornell and Vivian Hinchcliffe
Can a dog be used as a motivator to develop social interaction and engagement with teachers for students with autism? Support for Learning, Volume 30, Issue 4, November 2015, Pages: 341–363, Kathryn Stevenson, Scott Jarred, Vivian Hinchcliffe and Kathryn Roberts