Dr Helen Damon

Lecturer in Counselling Psychology

Professional Biography

Helen is a Lecturer in Counselling Psychology and Placement Coordinator for the DPsych Counselling Psychology. She is a play therapist, filial therapist and Fellow of the Higher Education Academy (FHEA). In addition to her work at Regent’s, Helen sees clients for psychological therapy in private practice, acts as an external examiner for courses at the Tavistock and Portman NHS Foundation Trust, acts as a peer reviewer for Counselling Psychology Quarterly, and collaborates with lecturers in Science Education at King’s College London to conduct research and training on teachers’ and trainee teachers’ wellbeing. Helen has worked with child and adult clients in NHS, school, charity and community settings within multi-disciplinary and multi-agency teams. She specialises in therapeutic work relating to self-esteem, personal identity and values, death and dying, and bereavement.

Qualifications

  • WPF Therapy Certificate in CBT Skills, WPF Therapy, 2015
  • DPsych in Counselling Psychology, Regent’s University London, 2014-2018
  • Intensive Filial Therapy Training Program, The Family Enhancement and Play Therapy Center, 2013
  • MA in Play Therapy, Distinction, The University of Roehampton, 2011-2013
  • BSc (Hons) in Psychology, First Class, The Open University, 2009-2014
  • BA (Hons) in Literae Humaniores (Classics and Philosophy), 2:1, The University of Oxford, 2002-2006

Relevant Past Employment

  • 2015-2018: Counselling Psychologist in Training, The Centre for Better Health
  • 2016-2017: Counselling Psychologist in Training, Place2Be
  • 2015-2016: Counselling Psychologist in Training, Whipps Cross University Hospital Psychological Support Service
  • 2012-2014: Play Therapist in Training/Play Therapist, Chelsea Community Hospital School
  • 2012-2014: Play Therapist in Training/Play Therapist, Zig Zag Children and Young People’s Bereavement Service
  • 2012: Play Therapist in Training, Churchfields Infants’ School
  • 2009-2012: Learning Assistant, Chelsea Community Hospital School
  • 2008-2009: Teaching Assistant, The Slade Nursery School and Day Nursery
  • 2007-2008: Applied Behaviour Analysis (ABA) Tutor, (private employer, Oxford)
  • 2008: Early Years Worker, Headington Quarry Foundation Stage School

    Publications

    • Brock, R., Towers, E., Manning, A., & Damon, H. (2020, March 3). BERA Blog: Personal values and trainee teacher wellbeing [Blog post]. Retrieved from https://www.bera.ac.uk/blog/personal-values-and-trainee-teacher-wellbeing
    • Manning, A., Towers, E., Brock, R., & Damon, H. (2019). Supporting the wellbeing of science teachers: Developing a wellbeing session for trainee science teachers and an interview study of teachers’ views on wellbeing support. ASE International, 8, 40-43.
    • Manning, A., Towers, E., Brock, R., & Damon, H. (2019). Supporting the wellbeing of science teachers: Developing a wellbeing session for trainee science teachers and an interview study of teachers’ views on wellbeing support. Science Teacher Education, 85, 24-27.

    Other Outputs

    • Manning, A., Towers, E., Brock, R., & Damon, H. (2019, July). Developing novel approaches to support teacher wellbeing. Presentation given at the British Educational Research Association, Mental Health, Wellbeing and Education SiG Conference, University of West London, London, England.
    • Manning, A., Towers, E., Brock, R., & Damon, H. (2019, July). Developing novel approaches to supporting science teacher well being. Presentation given at the Association of Science Education Futures Conference, Sheffield Hallam University, Sheffield, England.
    • Damon, H. M. (2019, June 18th). “[I]t is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail”: Building a psychological toolkit to understand and manage stress and promote wellbeing. Invited seminar given at King’s College London, London, England.
    • Damon, H. M. (2018, July). How do Counselling Psychologists make decisions about touching their clients? Presentation given at the British Psychological Society Division of Counselling Psychology Annual Conference, Newcastle, England
    • Damon, H. M. (2017). How do Counselling Psychologists decide whether to touch clients? Poster session presented at the British Psychological Society Division of Counselling Psychology Annual Conference, Stratford-Upon-Avon, England

    Research Supervision

    Helen currently acts as Director of Studies or Supervisor for five DPsych trainees. 

    Research Interests

    Helen is interested in qualitive methodologies, particularly constructivist grounded theory. She is interested in issues of quality in qualitative research; clinicians’ and clients’ use of touch, the body and non-verbal communication in the context of the therapeutic relationship; clinicians’ ethical decision-making process; the impact of social discourses, particularly those relating to gender and sexuality, on the therapeutic relationship; death and dying, bereavement and illness; how psychological theory and practice might inform training and practice, and interventions relating to ‘wellbeing’, in non-clinical professions; therapeutic practice with children, young people and families; and the use of metaphor, play and the creative arts in therapeutic practice.

    Professional Affiliation(s)/Accreditation

    • Chartered Member of the British Psychological Society (CPsychol)
    • Health and Care Professions Council (HCPC) Registered Counselling Psychologist
    • Fellow of the Higher Education Academy

    Teaching & Course Development

    Helen is Module Leader for the DPsych module ‘Cognitive Behavioural Approaches in Counselling Psychology’, and a lecturer for the modules ‘Ethics, Settings and Professional Issues’ and ‘Advanced Counselling Psychology Practice, Research and Employability’. She also sits on the DPsych Research Ethics Committee. 

    Examining

    Helen acts as internal examiner for DPsych theses. She has acted as an external examiner for a counselling psychology thesis at London Metropolitan University and as an external academic advisor for the five-year period review of the delivery of three psychoanalytically-oriented postgraduate courses at the Tavistock and Portman NHS Foundation Trust. Since 2019, she has acted as external examiner for two postgraduate certificate courses at the Tavistock and Portman NHS Foundation Trust: ‘Child, adolescent and family mental well-being: Multidisciplinary practice’ (D24) and ‘Mental health and well-being: Multidisciplinary practice with young people and adults’ (D24A).