| Phone: 2348 6222 | Email: info@childpsy.com | WhatsApp: 5728 1002
Address: Unit A, 1/F, 1 Suffolk Road, Kowloon Tong, Hong Kong

Our Team

Multilingual Professional Practitioners

We are pleased to have been able to bring together an exceptional team of international professionals. Educated in Hong Kong, Australia, Canada, the United States, and the United Kingdom, we are multilingual (English, Cantonese and Mandarin) practitioners who can provide comprehensive assessments, evidence-based interventions and support.

Hennis Tse, Ph.D., C.Psych.

Founder and Clinical Director of ChildPsy

Registered Psychologist (Hong Kong and Canada)

Professional Qualifications

  • Registered School Psychologist (Ontario, Cananda)
  • Registered Psychologist & Associate Fellow(HKPS)
  • Member of American Psychological Association

Education

  • Ph.D.,Psychology,
    Western University, Canada
  • M.A.,Psychology,
    University of Southern California,US
  • B.S.Sc.(Hons), Psychology,
    Chinese University of Hong Kong

Dr.Hennis Tse is a Registered Psychologist in Hong Kong and Canada (Ontario). He specializes in children’s learning and development. Hennis is the founder and clinical director of ChildPsy.

Dr. Tse is well-versed in assessment, diagnosis and treatment of a wide range of academic, social, emotional and behavioral challenges. He is highly skilled in conducting intellectual and gifted assessments and providing consultation in assistive technology to support the learning needs of students. His expertise and professionalism has resulted in frequent invitations to provide school-based consultation in both international and local schools in Hong Kong.

Educated in Hong Kong, United States and Canada, Dr. Tse integrates his cross-cultural perspective into his clinical practice. In the past decade, Dr. Tse worked as a psychologist for two of the largest school boards in Canada (York Region and Toronto Catholic Board). He provided services and support to students with special educational needs, including giftedness, autism and Asperger syndrome, learning disabilities, Attention Deficit Hyperactivity Disorder (ADHD), selective mutism, oppositional defiant disorders, anxiety, depression and developmental delay.

His extensive experience and professional knowledge are solidly rooted in scientific research. Notably, his research on subjects related to cross-cultural differences in children’s learning and socio-emotional development has been published in academic articles and top-tier professional journals. In addition to his research endeavors, he has enjoyed teaching university/college level psychology and education courses for over 10 years. He was a part-time lecturer at Western University, Chinese University of Hong Kong, Tung Wah College, Seneca College, and Yew Chung College. He is currently serving as a mentor at the Department of Psychology, Chinese University of Hong Kong.

Selected Academic Publications

Chen, X and Tse, H. C.-H. (2011). Social functioning and peer experiences in immigrant Chinese, Canadian-born Chinese, and European Chinese Children. In S. S. Chuang & R. P. Moreno (Ed.),  Immigrant Children: Change, Adaptation, and Cultural Transformation. Rowan & Littlefield, United Kingdom.

Chen, X. and Tse, H. C.-H. (2010). Social and psychological adjustment of Chinese Canadian children.  International Journal of Behavioral Development, 34 (4), 330-338.

Lu, Z.-L., Tse, H.C., Dosher, B.A., Lesmes, L.A., Posner, C. & Chu, W. (2009). Intra- and cross-modal cuing of visual spatial attention: Time courses and mechanisms. Vision Research, 49 (10), 1081-1096

Chen, X. and Tse, H. C.-H. (2008). Social functioning and adjustment in Canadian-born children with Chinese and European backgrounds.  Development Psychology, 44, 1184-1189.

Dr. Maureen Kong, Psy.D.

Registered Clinical Psychologist (Hong Kong and Australia)

Professional Qualifications

  • Registered Clinical Psychologist: (HK-HKPS, Australia-AHPRA)
  • College of Clinical Psychologist (APS)
  • Associate Fellow(HKPS)

Education

  • PsyD. (Clinical),
    University of Hong Kong
  • M. Psych (Clinical),
    University of New South Wales, Australia
  • B. Psych, (Hons),
    University of New South Wales, Australia

Dr. Kong is a Clinical Psychologist who is dedicated to enhancing the emotional, social, behavioral and educational well-being of children and their families. Dr. Kong is experienced in the assessment, diagnosis and treatment of a range of emotional, behavioral and developmental difficulties in clinical and research settings both in Hong Kong and in Australia.

Dr. Kong’s qualifications include Doctor of Psychology (Clinical) at the University of Hong Kong, Master of Clinical Psychology and a Bachelor of Psychology (Honours) at University of NSW, Australia.  Dr. Kong values and maintains the importance of continuous professional development in order to enhance her skills and to receive information on the most updated and effective evidence-based interventions.  She collaborated with the University of Hong Kong, Department of Psychology to develop and evaluate coaching programs for young children with special needs and their parents living in Hong Kong. Preliminary results show that the program can effectively reduce parental stress, improve children’s social and behavioral development and allow parents to enjoy a more harmonious parent-child relationship (Kong and Au, 2018).

Dr. Kong is involved in raising public awareness on how to support children with special needs in their development in HK. She has provided lectures to equip teachers with research-based strategies at the Montessori Asia Conference, Yew Chung College of Childhood Education; and presented at the HK ASD Conference.  In her spare time, she has also out-reached to the Sham Shui Po community to provide ongoing parent coaching workshops to economically-challenged families on a pro-bono basis.

Dr. Kong is fully registered with the Hong Kong Psychological Society and the NSW Psychologists’ Registration Board. She is also a member of the Australian Psychological Society, College of Clinical Psychologist. She is a certified Incredible Years Basic Parent Group leader. The Incredible Years program is a model program in the USA to promote children’s academic, social, emotional regulation and reduce inappropriate behaviors.

Publications

Kong, M.Y.M. & Au, T.K.F. (2018). The Incredible Years Parent Program for Chinese Preschoolers with Developmental Disabilities. Early Education and Development, 29,494-514 .

Kong, M.Y.M. & Au, T.K.F. (January 2017). Poster titled “The Incredible Years Parent Program for Chinese Preschoolers with Developmental Disabilities” presented at the HK ASD Conference

Parenting Across Culture, Playtimes Magazine (8 September 2015)

雙老樂頤年: 關注智障人士及照顧者老化研討會, 東華三院社會服務科 (2010年編製)

另眼相看: 自閉症個案分享篇, 東華三院社會服務科(2009年編製)
人身安全社區生活錦囊(二), 東華三院社會服務科 (2009年編製)

Melody Wong, M.S.Sc.

Registered Clinical Psychologist (Hong Kong)

Professional Qualifications

  • Full Member of the Division of Clinical Psychology, Hong Kong Psychological Society
  • UCLA PEERS for Adolescents Certified Provider
  • UCLA PEERS for Young Adult Certified Provider
  • Circle of Security Parenting (COS-P) Certified Facilitator
  • Qualified User of the Hong Kong Comprehensive Assessment Scale for Pre-school Children (HKCAS-P)
  • Qualified User of the Hong Kong Dyslexia Early Screening Scale (HKDESS)

Education

  • M.S.Sc., Clinical Psychology,
    University of Hong Kong
  • B.S.Sc. (Hons), Psychology,
    City University of Hong Kong

Melody is a Clinical Psychologist and is a registered member of the Division of Clinical Psychology of the Hong Kong Psychological Society. She has over 6 years of clinical experience conducting assessment, diagnosis, and psychotherapy for children and adolescents with developmental disabilities and emotional problems, including autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disabilities, developmental delay, anxiety, depression, oppositional defiant disorder, and developmental trauma. She has experience serving in a local non-governmental organization (NGO). Her time in NGO has allowed her to work closely with local preschools, primary schools, and secondary schools in providing both individual and group interventions for students, as well as training and consultations for teachers, school staff, and parents. She is a certified provider of the PEERS social skills intervention for adolescents as well as a certified facilitator of the Circle of Security Parenting program.

Growing up in Toronto, Canada, as well as Hong Kong, Melody is fluent in both English and Cantonese. She utilizes client-centered and play-based approaches in developing an accepting, empathetic, and genuine relationship with clients in therapy sessions. She employs evidence-based interventions, and is particularly experienced in providing cognitive-behavioral therapy to help children and adolescents cope with a range of emotional disorders, as well as behavioral interventions and parent training for children with developmental disabilities. By including family members in therapy, she hopes that parents can gain an understanding of the psychological needs of their child and feel empowered to take an active role in supporting their child’s development.

Sessions are conducted in English or Cantonese.

Grace Tse, M.S., CCC-SLP

Senior Speech Therapist

Professional Qualifications

  • Certificate of Clinical Competence (CCC) from ASHA (American Speech-Language-Hearing Association)

Education

  • M.S., Speech Language Pathology,
    University of Washington, U.S.A.
  • B.S., Speech and Hearing Sciences,
    University of Washington, U.S.A.
  • B.S.Sc. (Hons), Communication, Public Relations and Advertising,
    Hong Kong Baptist University, Hong Kong

Grace is one of the few American-licensed, bilingual (English and Cantonese) Speech and Language Therapists in Hong Kong.  She earned her Masters degree at the University of Washington, a consistently top-ranked Speech-Language Pathology graduate program in the United States.

Grace has particular interests in early developmental assessment and intervention.  As a member of ChildPsy’s multi-disciplinary team, her mission is to uncover a child’s potential and challenges in various early stages of development and communication.  By sharing this analysis with parents and teachers, she believes they can more effectively support the child’s learning and development at home and at school.

Grace is experienced in working with children with social anxieties and features of selective mutism. She systematically adjusts the therapy environment so that they can find and practice their brave voices and eventually use those voices confidently in social settings.  Her portfolio also addresses “late talkers” who need support building their verbal language.

In therapy, she meets children at their level and strives to be flexible—in mind and in limbs!—so children are engaged and motivated to listen and express themselves, while having fun in the process.

Grace has served in preschools, kindergartens, primary and secondary schools, children’s hospital, private clinics and birth-to-three centers in the United States and Hong Kong.  She is committed to staying up-to-date with learning and providing best evidence-based services.  She regularly attends professional workshops and enjoys working as a team with parents and her colleagues at ChildPsy.

Matthew Lee, BAppSc. (Australia)

Speech and Language Therapist (English and Cantonese)

Professional Qualifications

  • Certified Practising Speech Pathologist, Speech Pathology Australia
  • Member of The Hong Kong Association of Speech Therapists
  • PROMPT – Bridging
  • Sequential Oral Sensory (SOS) Approach to Feeding
  • Talktools Level 1 & 2
  • Picture Exchange Communication System (PECS) – Level 1
  • Certified provider of Hanen More Than Words
  • Certified provider of Heep Hong Society’s Happy Parenting Program

Education

  • Bachelor of Applied Science (Speech Pathology), University of Sydney, Australia

Matt received his Bachelor of Applied Science (Speech Pathology) from the University of Sydney, Australia in 2013. Upon graduation, he worked in private practice serving mainstream local schools; running individual, small group and whole class sessions. In 2015, Matt relocated to Hong Kong. Before joining ChildPsy, he worked at a known early education training centre (EETC) where he provided assessment and treatment in both English and Cantonese.

Matt has a breadth of experience working with children with different diagnoses including Autism Spectrum Disorder, speech and language disorders and motor speech disorders. He has also worked in supportive classroom environments (four-day-a-week preschool programmes).

Matt has continued with his professional development, undertaking further training in areas such as PROMPT Bridging, Sequential Oral Sensory (SOS) Approach to Feeding and Hanen – More Than Words, to ensure that he is able to reach out to as many families as possible.

Rachel Lau, MSLP., CPSP (Australia)

Speech and Language Therapist (English, Cantonese)

Professional Qualifications

  • Qualified examiner of the Hong Kong Cantonese Oral Language Assessment Scale (HKCOLAS)
  • Certified provider of the TalkTools® Oral Placement Therapy Level 1
  • Certified provider of the Hanen It Takes Two To Talk® Program
  • Certified provider of the Hanen More Than Words® Program
  • Certified therapist of the Picture Exchange Communication System (PECS) Level 1
  • Certified provider of the Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT©) Program
  • Certified Practising Member, Speech Pathology Australia (SPA)
  • Full Member of the Hong Kong Association of Speech Therapists (HKAST)

Education

  • Master of Speech Pathology,
    University of Melbourne, Australia
  • Bachelor of Arts (Distinction) in Linguistics,
    University of New South Wales, Australia

Rachel is an Australian-licensed bilingual (English and Cantonese) Speech and Language Therapist in Hong Kong. She received her Master degree in Speech Pathology from the University of Melbourne. Fluent in English and Cantonese, she has been working with children with diverse language and cultural backgrounds. She has served in different settings in both Australia and Hong Kong, including public schools (preschool to high school), hospitals, Department of Education and Early Childhood Development (Victoria, Australia), community health centre and non-governmental organisation (NGO).

Rachel is passionate about working with children. She adopts the child-centred and family-centred approaches. By focusing on the children, she befriends with them and makes the session fun, in order to maintain their interest and motivation, and make the most out of training. Besides training their speech and language skills necessary for academic learning, she also focuses on their social communication skills that are essential to their daily life and relationships with people. By focusing on the parents and caregivers in the family, Rachel communicates adequately with them to see how they can be supported, such as providing strategies to be brought home, listening to their happiness and challenges in parenting and providing advice when necessary. This makes them feel that the whole family, not just the child, is supported.

Mr. Thomas Ho

Head of Therapy

Senior Occupational Therapist (Hong Kong and Canada)

Professional Qualifications

  • Sensory Integration Certification Program (SIPT)
  • Basic DIR Floortime Provider
  • Member of the Hong Kong Occupational Therapy Association (HKOTA)
  • Trained in Therapressure Programme and Oral Tactile Technique
  • Certificate in M.O.R.E.: Integrating the Mouth with Sensory and Postural Functions
  • Handwriting Without Tears: Level One Certification
  • Certification in Therapeutic Listening Program
  • PECS certified – level one
  • Certified TALI Health provider – a home-based attention programme
  • Certification in Neurodevelopmental Treatment (NDT) for Children with Developmental Disabilities
  • Accredited facilitator for Level 3 Primary Care Triple P and Level 2 Selected Triple P
  • Certification in Train-the-Trainer Workshop: The POLY-KIDS Programme for Parents with Pre-school Aged Children with Developmental Delay
  • Certification in the Heep-Hong Developmental Assessment Chart
  • Certification in Quickshifts – Shifting Gears
  • The Ontario Assistive Devices Program (ADP) Authorizer (Seating & Mobility)

Education

  • B.Sc. (Occupational Therapy), University of Toronto, Canada

Thomas grew up in Canada where he practised as an occupational therapist for over 15 years in various clinical settings in the hospital and private practice.

Thomas relocated to Hong Kong in 2012. He has since dedicated his services to help children with special educational needs. Thomas has worked in a private paediatric centre and a NGO focusing on children with ASD, ADHD, developmental delays and other learning difficulties.

Prior to joining Childpsy, Thomas led and supervised a team of therapists including occupational therapists, speech therapists and physiotherapists. He helped to develop the government-subvented programmes in an Early Education Training Centre (EETC) and Training Subsidy Programmes (TSP), as well as many non-subvented individual and group programmes.

He now endeavours to make a difference by leading the Childpsy therapy team to help children and families improve their skills every day in small but significant ways.

Yuki DeLong, M.S.Sc.

MHKPCA Counselor

Professional Qualifications

  • Member of Hong Kong Professional Counseling Association
  • Associate Member of American Psychological Association
  • Member of American School Counselor Association

Education

  • M.S.Sc., Counseling,
    The University of Hong Kong, HK
  • Post Grad. Certificate,
    The University of Hong Kong, HK
  • M.B.A.,
    Johns Hopkins University, USA

Yuki DeLong is a counselor and certified facilitator of the FRIENDS program. She is a member of the Hong Kong Professional Counseling Association, the American School Counselor Association and associate member of the American Psychological Association.

Yuki has a total of 20 years of experience in teaching, counseling, and co-leading support groups in various countries such as the United States, Hong Kong, New Zealand and Japan. Her passions are empowering students to build healthy relationships with others and cope with anxiety and stress based on Cognitive Behavioral Therapy (CBT) in order to improve their overall performances at home, school and in their larger community.

Currently the majority of her clients are children and adolescents with both typical and mild developmental issues such as ADHD and Autism Spectrum Disorders. To promote social skills and resilience in students, lessons are designed specifically to tailor to every individual’s needs using evidence-based programs such as “The Zones of Regulation”, “Social Thinking”, “Superflex”, “Stop Think Do”, and “FRIENDS for Life”.

Along with children and adolescents, Yuki counsels parents on how to deal with their emotions and how to engage in positive interactions with their children. She also runs regular parent support groups based on “Active Parenting”.

Yuki is a happily married mother with two teens.

May Chan, MA.

Certified Play and Creative Arts Therapist (UK)
Counselor

Professional Qualifications

  • Clinical Supervisor Trainee, Play Therapy International
  • Member of Play Therapy International
  • Certificate for Consultant, Trauma-Informed Practices and Expressive Arts Therapy Institute (USA)

Education

  • MA, School Guidance and Counseling,
    Chinese University of Hong Kong, HK
  • Postgraduate Diploma in Practice Based Play Therapy,
    Canterbury Christ Church University, UK
  • BSocSc in Communication,
    Hong Kong Baptist University

May Chan is a UK registered Certified Play Therapist, a Trauma-Informed Expressive Arts Therapy Consultant and a Counselor. She provided play therapy services in primary schools, special schools, non-profit organizations for children who are facing emotional and psychological difficulties.

She conducts play and expressive art therapy for children and teenagers, aiming to provide children a safe and inspiring space to let them explore their inner world, to resolve their emotional issues and struggling through play and art, enabling and empowering children for a grounded and positive self-concept, strengthen their resilience to be more confident to deal with the challenges they face in life.

May also provides counseling services for parents, addressing their parental stress, hoping to facilitate the parents to gain some insight on parenting, and resolve the conflicts between children and parents, the ultimate goal is to empower the parents to be more reflective and confident to establish a stable and close attachment with their kids.

Miranda Lee, M.A.

Licensed Teacher (Hong Kong)

Professional Qualifications

  • Licensed Teacher, Hong Kong
  • Member of Communication Honor Society, Lamba Pi Eta

Education

  • M.A. (Teaching English to Speakers of Other Languages, TESOL),
    Lancaster University, UK
  • B.A. (Mass Communication and International Studies, Mandarin Chinese),
    Montana State University, USA
  • PGCE Education,
    University of Sunderland (UK)

Originally from the United States, Ms Miranda has lived and worked in Hong Kong for roughly ten years. She is the mother of three children, including one bright boy diagnosed with a Specific Learning Difference (SpLD).

Coming from a background in writing she worked as journalist early in her career. From there she worked as a children’s book writer which eventually led her to teaching. As a registered primary school teacher, she has been working closely with many students with Specific Learning Differences (SpLD) for the past eight years.

She completed her Master’s degree with distinction in Teaching English to Speakers of Other Languages (TESOL) from Lancaster University in 2015. Her dissertation work focused on literacy intervention and self-efficacy for both Chinese and non-Chinese students with SpLD.

All reading and writing intervention work and training with Ms Miranda begins with assessment. Through use of observation and other assessment tools, she can then identify the specific needs and goals of her students. Working out from the assessment, she then designs lessons to help build students’ competence and confidence in using English primarily by teaching them practical processes they can return to any time. Ms Miranda works to enhance students’ awareness by orienting them toward text type, purpose and audience. Then, working at a micro and macro level, she continues to teach students practical writing skills through use of a five-step writing process. Using authentic texts and other manipulative materials as well as simple assistive learning tools, students learn by deconstruction and reconstruction of texts.

Ms Miranda holds a constructivist view of education which means she is not here to give students knowledge but instead to provide an environment for students to create their own understanding. In this way, she works as a facilitator but also as a student, allowing her students to teach her what they need to learn through careful observation.

Lorraine Fung, B.A.

SEN & Dyslexia Specialist / Mindfulness Teacher

Professional Qualifications

  • Accredited Certificate in Dyslexia; Literacy, Support and Intervention (ongoing)
  • Postgraduate Certificate in Principles of Assessment for Dyslexia and Literacy
  • Postgraduate Certificate in Perspectives of Dyslexia and Literacy
  • Certified paws b Mindfulness Teacher (for 7-11 years old)
  • Certified .b Mindfulness Teacher (for 11-18 years old)
  • Mindfulness Based Stress Reduction Course (MBSR)

Education

  • B.A. Linguistics, University of California, Berkeley

Lorraine graduated with a BA in Linguistics at one of the world’s top universities- University of California, Berkeley. She has been working in a range of educational settings since she was in college, including working as an English teaching assistant for some college writing classes, English tutor etc.

After graduation, she relocated back in Hong Kong and started her career at Autism Partnership (AP) as a Behavioural Therapist, where she received extensive training in handling children with severe social and emotional needs. In 2012, she joined Watchdog Early Education Centre as a Special Educational Needs Teacher to further her career in working with SEN children. As the SEN Teacher, Lorraine gained experience working with children with a various needs and abilities, including children with ASD, ADHD, ADD, Learning and Developmental Delays, Dyslexia, and Down’s syndrome. Some of the children she worked with were mainstream students where she provided interventions according to individual needs to better prepare them for mainstream’s learning.

In 2015, she further enhanced her knowledge in Dyslexia and Mindfulness in London. She completed some postgraduate certificate courses in dyslexia and literacy and also qualified as a mindfulness teacher for primary and secondary school children in 2017. She is now holding different dyslexia, mindfulness and social skills training courses for children from 3 to 12 in different organisations.

Mei Mei Wong

Administrative Assistant

Professional Qualifications

  • Level 4 Certificate in Vocational Graded Examination in Dance: Advanced 2 Ballet Royal Academy of Dance

Education

  • Bachelor of Social Science – Major in Psychology
    The University of Hong Kong

Mei Mei has a range of experience working in a variety of settings. She has worked with children for more than six years as an assistant dance teacher, where she has taught classes in ballet, jazz and hula. She has gained experience in administration and managerial duties, working as a receptionist and assistant manager across two dance centres. Mei Mei has also worked within a clinical setting, where she was an assistant nurse and medical receptionist, providing quality services to patients daily.

Mei Mei started working with ChildPsy in August 2019, where she supports and facilitates the workings of the clinic. In her spare time, she enjoys going to dance classes and playing badminton.