About Learning Recovery

Dr Beverley Steffert

I am a Chartered Psychologist and Neuropsychologist and an Associate Fellow of the British Psychological Society.

After completing my PhD degree at London University (at The Institute of Psychiatry with Professor Hans Eysenck) I lectured at London University (Birkbeck College)  in Psychology (cognitive, biological and educational) which I continued for 20 years. For some of that time I also acted as a Consulting Psychologist for The Dyslexia Institute, assessing Dyslexics. For the last ten years I have developed Learning Recovery which assesses and treats Dyslexia, Dyspraxia (Developmental Coordination Disorder), ADHD/ADD and Asperger’s syndrome.

I also specialise in Post Traumatic Stress Disorder and have clients who need assessments and treatment for the trauma of road accidents and other disasters.

Treatments include Neurofeedback, a brain training technique which shows the individual how to regulate their brainwaves and to activate the under responsive networks. This is sometimes combined with transcranial direct stimulation. Both are helpful for Specific Learning Difficulties as well as the consequences of traumatic experiences.

Five years ago I joined a neurologist, Dr Griesz-Brisson in a clinic in Harley Street, which specialises in brain trauma and other psychological and  neurodegenerative  disorders.

I am a Chartered Psychologist and Associate Fellow of The British Psychological Society. Also a Neuropsychologist registered with the BPS

A member of the British Neuroscience Society

A member of The European Society for Post Traumatic Stress

Courses I have taught include:

Biological Bases of Psychology, Animal Behaviour, Memory and Learning, Special Needs Courses for Teachers and Parents, Cognitive Psychology, Speech Styles (psycholinguistics), Attachment Theory, Sex and gender relationships, Overcoming Stress.

I do a bi-annual course on Neurofeedback with Tony Steffert and Professor Kropotov – see www.qeeg.co.uk

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    Learning Recovery

    182 King Hedges Rd
    Cambridge, CB4 2PB

    P: +44 (0) 1223 528 755


    Books & Papers

    Rhythms of Love

    Why Women Want to Talk About it and Men Don’t Want to Do it

    Based on original research into 3000 couples, this is a book about personal growth and development within relationships and an explanation of sexual strategies and the dynamics of relationships within the framework of contemporary psychological thought. All couples progress through different stages in this relationship, the balance of power fluctuating constantly – and so creating conflict of one sort or another. By understanding the influences on a relationship, by “returning your wavelengths”, redefining your needs and communicating them, greater intimacy can be achieved.

    Handbook of Clinical QEEG and Neurotherapy

    Chapter 12: Rhythms of Dyslexia: EEG, ERP and Neurofeedback

    This book is an essential resource describing a wide range of approaches and technologies in the areas of quantitative EEG (QEEG) and neurotherapy including neurofeedback and neuromodulation approaches.

    It emphasizes practical, clinically useful methods, reported by experienced clinicians who have developed and used these approaches first hand. These chapters describe how the authors approach and use their particular combinations of technology, and how clients are evaluated and treated. This resource, which is encyclopedic in scope, provides a valuable and broad, yet sufficiently detailed account, to help clinicians guide the future directions in client assessment and neurotherapeutic treatment. Each contribution includes literature citations, practical information related to clinical interventions, and clinical outcome information.


    Thank you very much indeed Beverley. Your help and expertise has been invaluable and I can't thank you enough. We are only sorry we did not trust our own instincts sooner and come and see you a few years ago. That poor judgement has been at the cost to our daughter whom we are ultimately saddened for.
    You may remember you diagnosed me in 20xx. I have recently completed my BSc and received a First class honours in xxx I am also in the fortunate position to skip a masters and go straight on to a PhD. So, you can add me to your success list. Thank you such a lot, I could never have done it without the additional support that came as a result of my diagnosis.
    A Successful
    I thought you would be interested to know that Xxx has turned over a new leaf at school since seeing you. He is working really hard and managing to write so much more. His teacher is so impressed, she gave him the Star Of The Week Award for ‘Working really hard and taking responsibility for his own learning’ !! When I asked Xxxx where this new attitude has come from, he said it’s because he no longer feels like a ‘useless idiot’ now he knows why he finds certain things hard. He has decided to listen, work hard and make good choices, and is enjoying the positive difference this is making to his day. He even let me see his work and accepted praise for it! Thank you for putting him at ease so quickly, for being so kind and empathetic with him, and for explaining the results to him.
    A Happy
    The Paediatrician was extremely complimentary of your detailed report. He asked Xxx and I a number of questions before he looked through the report, he didn't question that she has ADHD, & agreed that we and the school should focus on praising good work/ behaviour. He did talk about medicating her but I said that we would prefer to use the methods suggested in your report which he agreed with, but said should we get to the point where we felt she needed medication we should contact him (I cant see that that will be necessary). I honestly can't thank you enough, it's such a relief to know how we can help Xxxx and that she can finally get the help and support she deserves from the school.
    Mum & Dad
    Bev, I cannot thank you enough for your insight. It has been an absolute godsend to us, your diagnosis allowed us to change our parenting and guide the school and teachers in the right direction to support Xxxx. We are still not there, and it is possible we will have to change her school to get her the support she needs, (although our preference would be to keep her where she is), but without you we would still be ‘in the wilderness’ and I cannot imagine how much worse Xxxx would be.
    Out of the
    Dear Dr. Steffert, On xx xx 1997 you assessed my son xxx, then 15, and answered the questions we had been asking ourselves for years. Your report, which I still have and refer to from time to time, proved to be the turning point in Xxxx’s life. He realised that he was dyslexic, not stupid. Thereafter he tackled his weaknesses and built on this strengths. Armed with the knowledge that he was actually quite bright he became a steadier and more confident young man. At 38 he is happily married and has his own engineering design company, working with CAD to such a high level that universities employ him to do the difficult stuff.