Following qualifying in 2006 from the University of Leicester Clinical Doctorate programme, Melanie has worked in Child and Adolescent Mental Health Services (CAMHS) in Worcestershire and West Sussex. Alongside generic mental health assessment and intervention, specialisms in CAMHS have included pre-school mental health, including post-natal depression in parents, attachment and parent infant psychotherapy; pre-school and school age neurodevelopmental disorders and differential diagnosis, and neurodevelopmental trauma and looked after or maltreated children and young people.
Melanie has also been involved in extensive care pathway planning, service redesign and service evaluation of comprehensive CAMHS and LAC CAMHS.
Theoretical and treatment approaches consist mainly of Systemic and Narrative approaches, Brief Solution Focussed therapy, Parent Infant Psychotherapy, Dyadic Developmental Psychotherapy and Theraplay.
Neurodevelopmental trauma and attachment disruption, systemic mental health issues (parenting), infant mental health, mental health promotion and positive psychology (including post traumatic growth).
Teaching Fellow Clinical (Tutor) for Trainee Clinical Psychologists,
Lecturing, Convening Teaching Units,
Research Supervision and Placement Co-Ordination.
HCPC Registered Practitioner Psychologist
BPS Chartered Clinical Psychologist
Honorary Lecturer - University of Birmingham
Honorary Lecturer - University of Coventry and Warwick
Smart, M. (2004). Transition Planning and the Needs of Young People and their Carers. British Journal of Special Education, 31 (3), 128-137.
Smart, M. (2003). The Dual Diagnosis of Down syndrome and Autistic Spectrum Disorder: A Case Study. Education Support Pack for Schools. London: Down syndrome Association.
Pauli, D. and Smart, M. (2002). Facilitating Affective Engagement with Children with Autism through the Medium of Colour. PMLD Link, 14 (2), 21-24.
Smart, M. (2002). Case Study of a Child with Dual Diagnosis of Autism and Down syndrome (abstract). Down syndrome Research and Practice, 8 (2), 86-87