I have cited a relatively small number of clients’ feedback to attest to the success of conducting educational / psychological assessments for personal, educational, medico-legal and legal purposes by seeking to eliminate a mis-match between the writing and the adept hand. And if the mis-match is found, to take account of that as a co-factor in devising treatment programmes.

Throughout my extensive experience in conducting educational and psychological assessments, I have had the privilege of working with numerous clients across various domains. Their valuable feedback serves as a testament to the efficacy and success of my approach. Whether the assessments were conducted for personal, educational, medico-legal, or legal purposes, my goal has always been to address the mis-match that may exist between an individual’s writing and their adept hand.




I am looking for an psychologist to carry out an assessment for dyslexia. I am 36 years old and I am currently in my 3rd year of my AA T accounting qualification. I have sailed through the financial accounting side of the course but, have had terrible problems with the costings side of the course. I struggled in the 1st and 2nd year with co stings but managed to scrape through (through sheer determination, dedication and hard work). I have two costings papers to sit in June and I am only going into my third lesson on Thursday and just the thought of my next lesson makes me feel extremely anxious…

After evaluation:

I have had such a hectic month. When I looked at the report, I thought oh my god how will I ever get the time to sit down and read all of that! I’ve finally managed it. I can’t believe the difference in my self-confidence since receiving my diagnosis (particularly the dyslexia and dyscalculia). I have been so frustrated all these years, not being able to grasp things first time or as quickly as those around me. This has always made me feel so inadequate. I just knew in high school that I had a major problem learning maths. I kept telling my teacher but she just would not listen. It’s funny when I told one of my friends about my diagnosis at college she said ” But I always thought that you were really intelligent’!”. It’s like people don’t believe I have dyslexia because I can read and write, this is just like the reaction of my maths teacher. I think its something I will have to put up with all my life. I just said its nothing to do with how intelligent I am , I just learn in a different way to you, I have to find my own way to learn most of the time and this generally takes a bit longer than the average person. There is a plus side to this though that counteracts the slower learning, once I grasp something there is no stopping me, I work extremely quickly. All the exams I have sat so far I have done in half the allocated time and came out feeling extremely confident. (probably a touch of ADHD!!!)

Anyway, I can’t thank you enough, you have finally told me why I have been struggling so much all my life. When my mind goes blank now I put my pen in my left hand and touch the paper with it and it does actually help me. I haven’t got the time at the moment as you can imagine to learn to write with my left hand to see if this will help me, but at the end of the course I am definitely going to give it a go!

Thank you so much!


After conducting a home-based family workshop but before parent’s received written report:

Thanks very much for the summary report and thank you also for talking me through the issues last night. It was very helpful and gave me more confidence for the meeting with M’s class teacher today.

Surprisingly the meeting went really well. She started by listing what M had been doing over the last few days. Basically, having tantrums and getting frustrated over things like not being able to get all his stuff into his bag, kicking his water bottle in frustration, constantly playing with the velcro on his shoes, getting angry if he got the answer to a question wrong etc. etc. There was nothing ‘major’ and she was reluctant to talk about yesterday’s outburst (on her part) and I did not push the issue. Although I did make the point that M had not got to sleep until 9.30 because he was anxious and that I thought this was because he had heard her comments.

Anyway, we then told her about the family workshop and went through the points I had discussed with you. She was very supportive and could see the logic behind it. She is happy to support the transition between hands and also agreed to hold back on any intervention until we have the full report and have a meeting. She was supportive of an IEP to aid the transition and is going to follow up with the Head. So it all seems positive and S and I felt really encouraged by her response.

Thanks again for your help.



Parent’s reply to clarify issues raised in home-based family workshop.
The IEP as far as we can remember was instigated early in year 2.

The Toe-by-Toe programme was started in the Spring term of year 2 (2007). He seems to find this fairly easy, it’s done in very short bursts about 5 mins a time so I don’t think he is phased by doing it. Strangely he seems to have greater success blending to read nonsense words rather than actual words that should be more recognisable. He has an allocated teaching assistant who does this with him a couple of times a week and we are meant to have it home at weekends to do with him too.

The reception teacher uses the ‘Thinking Wall’ in the same way as a ‘naughty step’ or similar; think it’s unlikely that E would have been exposed to this as the teacher at the time was different. As a point of interest this reception teacher had a lot of illness and eventually left the year early, leaving the school rather in the lurch. This reception teacher struggled to cope with him as we recall, parents evening wasn’t pleasant, we were often called in regarding his behaviours at this time. The messy table is where they use old bits of boxes and cartons to make things – we don’t think the old teacher did this with E’s year. The messy table and the thinking wall are not something E is exposed to in year 3.

Our interpretation was of his wish to tell his teacher he is poorly is a way of trying to get out of or stop having to do what he is asked to do. Or even be sent home from – or not go to – school. Our best guess is its physiological.

We also believe E is a bright boy who struggles to show this in the traditional academic way. We have long held the view that he is battling a specific learning difficulty or a dyslexia of some type. He often has a problem with authority and rules – he possibly thinks them absurd as you seem to suggest. We look forward to reading your report and your suggestions for ways in which we can help him. .
Thanks again,

Employment Tribunals
Joint instruction:
Eversheds LLP

I write to inform you that this case has now concluded and that the parties will not require any further assistance in relation to this matter. May I take this opportunity to thank you for your assistance.

Single instruction:
Belshaws Solicitors Ltd

Just to let you know that the Respondent has conceded that Ms B is disabled. Many thanks for your help

Crown Court Cases
Draycott & Browne Solicitors
Judge Mort commended your report saying he was not aware of the implications of latent / converted handedness and that if the young man took your advice he would not re-offend yet again. Judge Mort asked “Why don’t all psychologists know about this condition.?”

I couldn’t believe how you had managed to get to the root of my son’s problem in an hour and a half when years of involvement with her MP, Beverley Hughes, and the ‘child help’ agencies including educational psychologists had failed to do so.

Draycott & Browne Solicitors
Today this matter came before HHJ Mort who, after considering the matter (and remembering your last report) spoke to GSL who agreed to allow the defendant to be produced at Minshull St Crown Court for 2.15pm on [date]. GSL have agreed to allow you and A S to attend in the cell area to undertake the assessment (which will be overseen by a member of GSL).

Brian Koffman & Co
Thank you very much indeed for your very detailed and helpful psychological examination.

Brian Koffman & Co
Thank you very much indeed for your detailed and helpful report in respect of this matter. Mr P who defended L W has asked me to pass on his regards to you and confirm how helpful the report was in dealing with mitigation.

Brian Koffman & Co
Thank you very much indeed in respect of the above named. You will be pleased to note that on [date] the case was listed for sentence and the Judge sentenced Mr E to a Community Rehabilitation Order for two years.

Mr E was extremely pleased with the outcome of this hearing and extremely relieved that he did not have to go back to prison. He has asked me to thank all those involved in assisting him obtain this sentence including yourself.

W (Parent of Crown Court defendant)
Glad I have been able to help you. I have learnt that Trafford Borough Education didn’t really have a clue as to what B’s learning difficulties were and that in the morning session you had identified what the problem was, something that I would not of recognised or thought about, and that they never identified with all tests that they had done over the years.

Mind-Body Mismatch

Denial and Rejection

Path to Discovery

Awareness and Advocacy

Treatment and Implications

Identification and Support