Psychology, Research & Practice
I'm Shameeshika — a psychologist, researcher, and educator specialising in autism, trauma, and emotional regulation. Currently completing my MSc Psychology at Liverpool John Moores University while working with children with special needs in Kuala Lumpur.
My Story
My path into psychology was shaped by years in the classroom — first in Sri Lanka, then working with children with special needs in Malaysia. What I kept seeing was a gap: children whose behaviour was being managed rather than understood, whose needs were being accommodated rather than genuinely met. That gap led me back to study.
I'm now in the final stretch of my MSc Psychology at Liverpool John Moores University, researching how trauma affects emotional regulation in autistic individuals. Alongside my studies, I work as a Special Needs Teacher at Dignity for Children Foundation in Kuala Lumpur, where I apply DIR/Floortime, PECS, and trauma-informed approaches every day. My goal is to bridge rigorous research with compassionate, practical support — and eventually to pursue a PhD that deepens this work further.
Current Focus
- →Completing MSc Psychology research on trauma and emotional regulation in ASD
- →Refining trauma-informed approaches at Dignity for Children Foundation
- →Building academic writing and publication portfolio
- →Preparing PhD research proposals for 2025 applications
Values
- “Every person deserves to be understood, not just managed”
- “Rigour and compassion are not opposites”
- “Lived experience is expertise”
- “Inclusion requires active, ongoing work”
- “Research should serve the people it studies”
- “Curiosity is a professional obligation”
Experience
Lower Middle Secondary Teacher – English (Years 7–9)
Dignity for Children Foundation
Kuala Lumpur, Malaysia
Delivers English language and literacy instruction to high-support learners from underprivileged and marginalised communities, including a significant proportion of students from indigenous Orang Asli backgrounds. Serves as Year 8 homeroom teacher overseeing pastoral care and community liaison.
- ·Developing culturally responsive, trauma-informed approaches to classroom engagement with Orang Asli students
- ·Serving as Year 8 homeroom teacher — pastoral care, student welfare, parent and community liaison
- ·Providing individualised support for students with additional learning needs using differentiated strategies
- ·Designing and evaluating formative and summative assessments, adapting instruction based on ongoing data
Youth Mentor
Roots & Shoots Malaysia (Jane Goodall Institute)
Kuala Lumpur, Malaysia
Mentoring young people in community leadership, environmental stewardship, and social responsibility. Supporting youth in designing and implementing community projects targeting underserved populations.
- ·Mentoring youth in community leadership and environmental stewardship
- ·Supporting youth-led projects targeting underserved communities
Community Health Educator & Volunteer (RASMA)
Roots & Shoots Malaysia – DaYiMa Project
Kuala Lumpur, Malaysia
Designed and delivered age-appropriate workshops on menstrual health and puberty to children aged 9–15 in underprivileged communities, including indigenous groups.
- ·Designed and delivered menstrual health and puberty workshops for children aged 9–15
- ·Coordinated school partnerships, prepared project proposals, and managed event logistics
- ·Trained and briefed volunteers on sensitive, inclusive, and culturally appropriate engagement
Special Education Teacher
Bond International School
Colombo, Sri Lanka
Provided intensive one-to-one and group support for students with ASD, ADHD, and other neurodevelopmental disorders.
- ·Conducted Functional Behaviour Assessments (FBA) and implemented Positive Behaviour Support (PBS) plans
- ·Applied DIR/Floortime model and PECS communication systems to develop socio-emotional and communication skills
- ·Designed step-by-step learning sequences and positive reinforcement systems to address learning barriers
English Teacher – Cambridge & Special Needs
OKI International School
Colombo, Sri Lanka
Taught English language skills to Cambridge syllabus students across multiple year groups while supporting Special Needs students' communication and socio-emotional development.
- ·Taught English to Cambridge syllabus students across multiple year groups
- ·Implemented DIR Model and PECS strategies for Special Needs students
- ·Advocated for inclusive education practices, developing and adapting materials for diverse learners
Teacher – English & Science
Queenswood Girls' College
Colombo, Sri Lanka
Implemented inclusive English and Science programmes serving a diverse student population including those with special needs.
- ·Implemented inclusive English and Science programmes for diverse and mixed-ability students
- ·Developed differentiated curriculum materials and varied instructional strategies
- ·Collaborated with cross-disciplinary teams to design and refine inclusive curricula
Private Tutor – IGCSE (Biology, Chemistry, Physics)
Self-Employed
Colombo, Sri Lanka
Tutored secondary students in IGCSE sciences with a strong record of examination success. Customised teaching methods to suit diverse learning styles.
- ·Tutored secondary students in IGCSE Biology, Chemistry, and Physics
- ·Strong record of student examination success
- ·Customised methods for diverse learning styles including students needing additional support
Education
MSc in Psychology (General)
Liverpool John Moores University
UK
Postgraduate degree in psychology with a specialist research focus on neurodevelopmental conditions, trauma, and emotional regulation.
- ·Research focus: trauma and emotional regulation in neurodevelopmental conditions
- ·Quantitative and qualitative research methods
- ·Ethical research practice and participant welfare
- ·Academic writing and peer review skills
BSc (Hons) in Psychology
Cardiff Metropolitan University
UK
Undergraduate honours degree in psychology covering developmental, cognitive, social, and abnormal psychology alongside research methods.
Thesis: “Gender Differences in Academic Stress and Academic Pressure among Students aged 18–23 in Sri Lanka”
- ·Core modules: developmental, cognitive, social, and abnormal psychology
- ·Research methods: statistics, experimental design, qualitative methods
- ·Dissertation published on Zenodo (zenodo.org/records/17791147)
- ·Supervised by Gunaratne, S.
Higher National Diploma in Psychology
ICBT Campus
Sri Lanka
Foundation-level higher national diploma in psychology providing grounding in core psychological theory and practice.
- ·Core psychological theory and applied practice
- ·Foundation for subsequent BSc and MSc studies
APTIS English Assessment Certification
British Council Sri Lanka
Sri Lanka
English language proficiency certification issued by the British Council.
- ·British Council-certified English language proficiency
Certifications
Clinical Care for Autistic Adults
2025Harvard Medical School
Professional certification from Harvard Medical School covering evidence-based clinical care approaches for autistic adults across health, wellbeing, and life domains.
Teaching Students with Learning Disabilities
2024Unicaf University
Certification covering evidence-based strategies for supporting students with learning disabilities in inclusive educational settings.
Health Services Management
2024Unicaf University
Certificate course in health services management principles, organisational leadership, and healthcare systems.
Areas of Expertise
Autism Spectrum Disorder
Deep understanding of ASD across the lifespan — from early diagnosis and intervention to adult support and advocacy. Experienced in multiple evidence-based approaches.
specialistTrauma-Informed Practice
Understanding how trauma affects development, behaviour, and wellbeing — and applying trauma-sensitive approaches across educational and therapeutic contexts.
specialistEmotional Regulation
Research and practical expertise in emotional regulation difficulties across neurodivergent populations, including co-regulation strategies and self-regulation skill building.
specialistResearch Methods & Statistics
Quantitative and qualitative research design, data analysis, and academic writing. Currently conducting original MSc research on trauma and ASD.
advancedInclusive Education
Designing and implementing inclusive learning environments that support neurodivergent students. Experienced in IEP development and whole-school inclusion approaches.
advancedDIR/Floortime
Certified in the DIR/Floortime model. Experienced in implementing relationship-based, child-led intervention for developmental support.
certifiedPECS & Alternative Communication
Certified PECS practitioner with experience supporting non-verbal and minimally verbal learners. Knowledgeable across AAC tools and strategies.
certifiedADHD & Neurodivergence
Understanding of ADHD, PDA, dyspraxia, and other neurodivergent profiles — with practical strategies for support in educational and therapeutic settings.
advancedBehaviour Support & Positive Approaches
Applying positive behaviour support (PBS) principles, understanding behaviour as communication, and developing individualised behaviour support plans.
advancedProfessional Philosophy
Behaviour is Communication
Every behaviour carries a message. When we ask 'why is this child doing this?' instead of 'how do we stop this behaviour?', we open a completely different set of doors — ones that lead to genuine understanding and lasting change.
Trauma-Informed, Always
You cannot understand a child's behaviour without understanding their history. A trauma-informed lens doesn't excuse everything — it explains everything. That distinction matters enormously in practice.
Research Must Be Practical
The best research changes what happens in classrooms and therapy rooms on a Monday morning. I'm committed to work that is academically rigorous and practically useful — not one at the expense of the other.
Inclusion Is a Practice, Not a Placement
Putting a neurodivergent child in a mainstream classroom is not inclusion. Inclusion is the ongoing, intentional work of transforming systems so that every child genuinely belongs from the start.
Follow the Child
The DIR/Floortime principle of following the child's lead has changed how I approach all of my work. When we tune in to where someone is, rather than where we want them to be, something shifts — for them and for us.
Neurodivergence Is Not Deficiency
Autism, ADHD, and other neurodivergent profiles are not deficits to be corrected. They are different ways of being in the world that deserve understanding, accommodation, and genuine respect.
Inspirations
Dr. Stanley Greenspan
Creator of the DIR/Floortime model — his insistence on following the child's lead and building from emotional connection fundamentally changed how I think about intervention.
Temple Grandin
Her writing and advocacy as an autistic person have reshaped how I understand autistic experience from the inside out.
Dr. Bessel van der Kolk
His work on trauma and the body — especially 'The Body Keeps the Score' — gave me the neurological foundations for understanding why trauma-informed practice matters so deeply.
My students
Honestly, the children I work with every day are my greatest teachers. Their resilience, creativity, and capacity for connection keep me grounded in why this work matters.