Dr Mc Govern has worked as a qualified Clinical Psychologist with young people, in mental health services within the NHS for over 13 years, having experience of leading teams across a variety of settings including community, hospital, outpatient clinics and schools.
He has also worked privately since 2013 undertaking legal reports and individual therapies with adults, children and young people. From 2004 he has specialised in child and adolescent mental health, Lead Clinical Psychologist in Paediatric health settings and a Looked After Children’s (LAC) team.
Leadership roles include the management and development of services focusing on early intervention, prevention and promotion of mental health in schools and primary care. In addition, services for young people with various health conditions such as Chronic Fatigue, pain, diabetes, psychosomatic conditions and other neurological/ neurodevelopmental presentations. Ongoing roles include a senior clinical leadership role in a local CAMHS Team and member of a multi-disciplinary autism assessment and intervention team.
He has extensive experience in conducting psychological assessment, formulation and intervention with children and families in relation to a wide range of emotional and behavioural difficulties including low mood, anxiety disorders, self-harm, attachment difficulties, attention deficit hyperactivity disorder (ADHD), Autistic Spectrum Conditions (ASC) and bereavement.
Extensive consultation and teaching with professionals, senior managers and other professionals from a non-mental health background has allowed others the skills to support children, young people/ young adults and families. He has provided parenting work using the Positive Parenting Approach. Other roles have included the neuropsychological assessment of children and young people with a broad range of difficulties, including memory, attention and learning.
His key models of intervention are systemic, CBT, solution focused, Acceptance and Commitment Therapy (ACT) and motivational interviewing approaches. He also makes use of behavioural and narrative approaches, employing both structured and creative approaches to assessment and intervention and makes use of techniques and models based upon theories of attachment and social learning theory.