Tuitional Certified Tutor · Clinical psychologist teaching Psychology and Social Sciences
5+ years experience • Flexible scheduling
Fakeha Ahmed is a clinical psychologist as well as a teacher, and the two roles reinforce each other. She has conducted more than 180 therapeutic sessions alongside full psychological assessments, and trained as a dialectical behaviour therapy practitioner, so she recognises exam anxiety early and knows what to do about it.
Her academic work is research-based, currently at MPhil level, and she has supervised undergraduate students and designed specialist training programmes. In 5 years she has taught over 20,000 hours. Lessons are built on evidence rather than habit: essay plans that follow the mark scheme, evaluation practised deliberately, and a study plan written for the individual student rather than the class.
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE | — |
| GCSE | AQA | 8182 |
| A-Level | CAIE | 9990 |
| IB Diploma | IB | SL / HL |
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE | 0495 |
| A-Level | CAIE | 9699 |
| Level | Exam boards | Syllabus code |
|---|---|---|
| IGCSE | CAIE | — |
| A-Level | CAIE | — |
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Fakeha Ahmed is completing an MPhil in Psychology by research, and holds a Post Magistral Diploma in Clinical Psychology and a Bachelor of Science in Psychology. She is a certified dialectical behaviour therapy practitioner, having completed a 24-hour intensive programme, and has supervised undergraduate psychology students.
Fakeha plans each programme around the individual student, drawing on clinical psychology to manage anxiety alongside content.
Clinical psychology research shapes how each session is structured and paced.
Therapeutic techniques reduce academic anxiety and build lasting self-assurance.
Structured essay planning, evaluation skills and targeted mark scheme practice.
Emotional and academic needs are addressed together rather than separately.
Each learning strategy is written around the student's own strengths and gaps.
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