BSci (Psy), PgDipPsy, PGDE, MEdPsy, MAPS
Stanley Cheng is a teacher-trained psychologist. He is a member of Australian Psychological Society (APS) and a committee member of the Melbourne Branch in the APS. He has been working as a psychologist within the public educational system in Victoria; and with previous experience working as a consultant psychologist for SPELD Victoria. He is also an AHPRA Board approved supervisor; experienced in supervising provisional psychologists undertaking Master program from different universities, including the University of Melbourne, Deakin University, and La Trobe University. Stanley has special interests in psycho-educational assessment and mental well-being promotion for young people. He is also an experienced trainer/presenter who has delivered seminars for over 30 different settings.
Stanley is passionate in supporting individuals with a range of learning and developmental disorders, including intellectual disabilities, dyslexia, AD/HD, and autism. He has delivered dyslexia trainings for teachers in dyslexia identification and intervention. He was invited by SPELD Victoria to deliver a full-day training for psychologists in dyslexia assessment in 2015. He is a qualified administrator of the gold standard assessment instruments in diagnosing Autism: Autism Diagnostic Observation Schedule Second Edition (ADOS-2) and Autism Diagnostic Interview – Revised (ADI-R). He also has extensive experience in mentoring psychologists in conducting Autism and dyslexia assessments. He has experience in collaborating with world-renowned researchers from the University of Melbourne and Royal Children’s Hospital, investigating the relationships between Attention Deficit and Hyperactive Disorder (ADHD) and writing performance. He has also presented a research paper at the Third National Conference of the APS College of Educational and Developmental Psychologists, Australian Psychological Society in 2011.
Stanley is experienced in supporting educators and parents for managing children with behaviours of concern, enhancing mental well-being, and unleashing learning potential on both individual and system levels. He has years of experience in promoting the use of response to intervention, positive behavioural support, positive psychology, and trauma-informed practice in educational/home settings. He has extensive experience in conducting consultations and trainings in the related area to a range of audiences, including: parents, teachers, young people, and allied health professionals. His clinical work also involves providing counselling to children and adolescents with anxiety, depression, stress management, procrastination, and anger management issues. His main therapeutic approaches include Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), Solution Focused Therapy, Mindfulness, Compassion, and Motivational Interviewing.