Getting to know Angela Watkins
- Transformative Movement Ltd
- 2 days ago
- 13 min read
Name
Angela Watkins
Psychologist, Counsellor and SEN Educator
Founder & Head Counsellor, RED DOOR Counselling
Place of Birth
New Zealand
Year of Arrival in Hong Kong
1976. I was raised in Hong Kong and have lived here for most of my life.
What brought you to Hong Kong?
I moved to Hong Kong with my parents when I was a child. I returned to New Zealand at the age of 16 to complete my schooling there. After finishing my Master’s in Education and Psychology, I decided to return to Hong Kong in 1992. I have been here since then, and both of my children were born in Hong Kong. They are now young adults.
How did you get involved with the special needs community?
I have two Master's degrees, the first in Education and Psychology, which included significant coursework in Applied Behavioural Analysis and Special Education. As part of that programme, I began working with individuals with special needs, particularly with the Down Syndrome Association of New Zealand, over 30 years ago.
I earned a second Master's degree in Counselling over a decade ago, and then founded RED DOOR Counselling in Hong Kong, where I include offerings supporting neurodivergent individuals. Our specific work with the community includes teaching social skills, helping parents understand and develop plans for their uniquely wired children, and directly assisting teens with behavioural, emotional, and cognitive adjustments.
How are you currently involved with the special needs community?
At RED DOOR Counselling in Hong Kong, we offer a range of services that utilise my expertise in special education, psychology, and counselling. This includes leading social skills training groups, collaborating with parents to develop Individual Development Plans, and providing one-on-one support for teens to help them achieve key goals.
Additionally, I regularly commentate in this field, speaking at schools and community events. I am also a proud parent of a young autistic adult, which means my connections with this community are both personal and professional.
Were you able to find the appropriate support for your daughter in Hong Kong?
When my daughter was diagnosed with Autism Spectrum Disorder (ASD) around the age of two, I felt quite frightened and began searching for resources. I was open to exploring various therapies, but my background as a psychologist enabled me to approach this systematically. I decided to try two or three interventions at a time to identify what was effective and what wasn’t. Rather than investing in expensive programmes, I was able to construct and implement a suitable intervention plan for her myself.
We were fortunate to find an exceptional speech therapist, and we also worked with a range of occupational therapists who proved to be very helpful. I believe these two aspects are essential for children with ASD. We followed a gluten-free diet for a time, which seemed to benefit her when she was younger; however, I noticed that when she consumes a lot of cheese and wheat now, she can become a bit sluggish or cloudy. Ultimately, it made only a marginal difference, so we chose not to continue that approach.
I also attended meetings for the Special Needs Network (SNNHK) in its early days, led by the wonderful Kim Anderson. Some of the first questions I was asked were: “Does your child walk? Does your child talk? Can she go to the toilet by herself?” Initially, I found these questions quite peculiar, but I soon realised how significant they were. They reflected the makeup of the group and highlighted the key services and supports needed to effectively parent a child with special needs.
I encourage parents to join SNNHK or similar networks to connect with other families. Raising a child with special needs is a vastly different experience from parenting a typical child, and the support from fellow parents can be invaluable as we understand the challenges involved.
Please tell us about RED DOOR Counselling.
RED DOOR Counselling is a small practice where a few counsellors collaborate to provide support. Each of us has unique areas of focus, which enriches the services we offer.
As a counselling psychologist, my work is quite varied.
I engage with the special educational needs (SEN) community, drawing on my extensive personal and professional background with individuals in this field—parents, children, teens, and adults. This is just one aspect of my practice.
I also support teens and their families on a wide range of issues, including school refusal, substance misuse, anxiety, and depression. My work with adults primarily centres around relationships, whether with couples or individuals, as well as anxiety, depression, trauma, and challenges related to addiction.
The other counsellors at RED DOOR have their own areas of interest, such as career change, stress management, and relationship issues. This diversity allows us to offer comprehensive support to our clients.
Why did you decide to set up the weekly Social Skills Group?
When I initially set up the practice, I’ll admit, working with the special needs population wasn’t my primary intention.
However, my first workshop was a free session on stress management for parents of children with special needs. Through this experience, I realised that this community had unmet needs; many services were either unavailable or required long-term commitments at substantial costs.
I understand the reasoning behind such commitments, but as a parent of a child with special needs, I recognise that my child’s needs can vary significantly from day to day, making long-term commitments challenging.
In 2017, I decided to establish the Social Skills Group for older kids with special needs and neurodiverse teens to address this evident gap in services. The group has been running ever since.
Please tell us about the Social Skills Group.
The group meets weekly and consists of neurodiverse teens alongside neurotypical teen volunteers who serve as role models and co-teachers. These volunteers are deeply committed to the group, often staying for several years and forming meaningful bonds with the students.
Our goal is to cultivate lifelong learners - individuals who can engage with the world around them, are self-reflective, polite, and build strong social skills. We aim to help them confront challenges, understand their emotional landscapes, and develop self-regulation strategies. Additionally, we encourage ambition and goal-setting, emphasising the importance of independence, self-pride, self-regulation, and self-reflection as key outcomes of our programme.
How are the sessions structured?
The programme encompasses a variety of components, including:
Basics of Social Skills: We cover essential skills such as initiating conversations, communicating non-verbally, and expressing appreciation.
Games: We engage in games that involve turn-taking and learning how to manage excitement and anxiety.
Mental Health Check-In: During this time, we use a colour board with words that describe various feelings, allowing everyone to reflect on their emotions and facilitating discussions about them.
Weekly Reflections: Participants take turns sharing experiences from their week, encouraging active listening as we use this as a memory exercise later.
Weekly Topics: Each session features a topic intertwined with mental health. Examples include gratitude, exclusion, bullying, and building friendships. For instance, when a participant expressed difficulty in choosing friends, we discussed red flags and green flags in friendship selection.
Conversation Starter Cards: Participants pick a card and pose a question to someone in the group. Questions range from light-hearted, such as “What is your favourite dessert?” to more introspective, like “Is there something you did in the past year that you regret?” The flow of conversation is natural; I initiate it, but it quickly becomes fluid and organic.
Dynamic Game Formats: At least once a month, we incorporate games to keep sessions lively. For example, we recently created a RED DOOR adaptation of the Game of Life, which helped students appreciate concepts of success. We also played a game regarding “Love,” where responses to romantic situation cards were evaluated by our “Love Judges.” This dynamic approach helps to maintain engagement and enjoyment for everyone.
Additionally, we host a disco party at least once a year, along with celebrations for Christmas and Halloween. While some of our students are legally adults, they may not yet be ready to explore club life, and they might feel too old for traditional trick-or-treat activities. Therefore, we ensure they have the opportunity to enjoy traditional party games and school disco experiences with their friends.
Who is eligible to apply ?
Any teen or young adult with special needs who wishes to practise and develop their social skills in a safe and supportive environment is welcome to apply. As a parent of a child with special needs, I understand the importance of flexibility. Therefore, I allow parents to enrol their child in one class at a time. Many participants come and go, and they are only billed for the classes they attend.
What age groups do you work with?
The minimum age for participation is 12, and there is no maximum age limit. With neurodiverse individuals, they do not simply "age out" of the programme; they do not suddenly become too mature for it. If they did, they would not require the programme. We have participants who are 23 years old but still present with a teenage mentality, and we embrace that diversity in our group.
Are you able to accommodate different types of special needs?
The majority of the participants in the group have Autism Spectrum Disorder (ASD) and are physically able. I believe that if someone is able to communicate, they can participate.
We have welcomed children with more complex needs who may not be fluent or fluid in their language. While they might not engage fully in every class, we always strive to hold space for them.
A significant part of our programme is simply the enjoyment of being together and fostering a sense of community.
Are there any sensitive or difficult topics that come up during your discussions?
We explore a wide range of mental health topics within our social skills curriculum. Each week, we conduct a mental health check-in, discussing concepts like the "inner champion" and "inner critic." The group members have developed a strong level of trust, allowing them to dive deeper into their feelings and ask each other about anxieties or difficult emotions.
Many of our participants experience anxiety, and we openly talk about it. Interestingly, our neurotypical volunteers also share their own nervousness from time to time, creating a unique dynamic where the neurodiverse participants can offer advice and insights, fostering mutual support. This opportunity to engage in structured social situations is invaluable, especially since many special needs kids find their social opportunities diminish as they grow older.
At its core, this group serves as a support system for all participants, both typical and neurodiverse. It can be challenging when one of the students is struggling, but it's heartwarming to witness the collective support and care among them.
Once, we addressed the topic of exclusion, and I asked, “Have you ever been excluded?”. I anticipated responses of denial, but one student in the group pointed out that to be excluded, you first have to be included. This profound insight brought the group to tears.
Unfortunately, teenagers can be unkind to one another, a reality that many typical teens also face through experiences of bullying, exclusion, and friendship breakups. This group is a safe place for all of the participants.
What are some of the positive outcomes that you have noticed over the years in those who have joined your Social Skills Group?
As our students’ progress, they evolve from merely recognising social skills to actively practising them. The backbone of our class focuses on essential social skills such as turn-taking, authentic communication, sharing experiences, providing constructive feedback to peers, remembering information about others, maintaining appropriate physical space, and demonstrating politeness.
Additionally, we strive to help our students become self-reflective, compassionate, and even to develop a sense of humour.
The concept of friendship within the group is incredibly strong—this is a delightful aspect that I did not anticipate but am truly grateful for. The students celebrate each other’s successes and maintain a WhatsApp group, where they regularly message each other, often sharing memes. This camaraderie and connection have become a joyful and unexpected outcome of the programme.
Under what circumstances would you suggest that parents bring their child to see a psychologist?
I would recommend that parents consider bringing their child to see a psychologist under several circumstances:
Emotional Distress: If a child demonstrates persistent sadness, anxiety, or emotional distress that affects their daily functioning.
Developmental Concerns: If there are concerns about developmental milestones, such as language skills, motor skills, or other areas of growth. For me this can mean not just identifying the issue, but also planning how the parent is going to help the child become the best given any disabilities they may be facing.
Behavioural Issues: When children exhibit behavioural problems, such as extreme anger, aggression, or withdrawal that disrupts their relationships at home or school.
Social Challenges: If a child struggles significantly with social interactions, finds it hard to make or maintain friendships, or experiences bullying.
Life Changes: During significant life transitions, such as parental separation, loss of a loved one, or moving to a new environment that may affect their emotional well-being.
Academic Difficulties: When a child faces ongoing challenges in school, such as learning difficulties or problems with academic performance that seem linked to emotional or social issues.
Psychologists can provide valuable support and strategies to help children navigate their challenges, fostering resilience and promoting emotional well-being.
What advice can you offer parents in their search for the right school for their child with special needs?
Finding the right fit for your child is crucial. Unfortunately, in Hong Kong, there is significant demand for a limited number of places in schools. While schools generally strive to provide the best education possible with the resources they have, it's essential for parents to actively collaborate with them. Parents are key in developing the right educational plan for their child.
It’s important to remember that the school is just one component of a comprehensive educational programme. Children may also need additional support, such as speech therapy, occupational therapy, medical intervention, and potentially social skills training. For older children, vocational training might be important if parents hope for them to transition into the workforce in the future.
Given these complexities, I encourage parents to start their search early and explore all available options to ensure their child receives the best possible support.
What advice can you offer parents in terms of preparing their child for life after they leave school?
Around the age of 13 or 14, both special needs teenagers and their neurotypical peers start to show signs of their future paths. Their skills continue to develop, and the maturation that occurs during puberty offers another valuable window for intervention.
It’s a good opportunity for parents to reflect on their child’s abilities and consider: What is my child doing well? What skills do we need to keep developing? You may also begin to notice specific strengths or interests that your child exhibits, which could potentially lead to vocational opportunities down the line.
I suggest that parents work collaboratively with a professional who can provide guidance and help brainstorm possibilities tailored to their child's unique strengths and needs.
Drawing from both professional expertise and personal experience in the field can be immensely beneficial in identifying effective strategies and options. Nurturing these strengths and interests can significantly enhance their confidence and better prepare them for life beyond school.
How can parents take advantage of this additional window during puberty?
All teenagers, including those with special educational needs, experience significant developmental growth during their adolescent years. This period offers a valuable opportunity to maximise their potential, enhancing their chances for success in careers or further education.
I believe every child can find success in something. While they may not necessarily be the best, discovering and nurturing their interests or strengths can lead to wonderful outcomes.
For instance, my own child excelled in Maths and English early on, but around the age of 12 or 13, she discovered her passion for singing and music. Recognising her talent, we provided additional exposure and classes to help her develop those skills. Today, she is an accomplished learner of Asian languages and a talented singer. Despite facing challenges in following a traditional university path, she is now pursuing a modified degree programme focused on Asian languages.
Another example is a teen from the Social Skills Group who showed remarkable talent as an artist. We encouraged his parents to explore digital art, which led him to a university offer where he could further hone his skills. He not only met their standards but also went on to win design awards and recently published his first children's book.
By actively seeking to identify and cultivate their child's unique interests during this crucial time, parents can significantly enhance future opportunities for success.
Do you think there is adequate support for individuals with special needs in Hong Kong?
I believe we are moving in the right direction. There appear to be more options available in terms of schools, as well as an increase in external providers offering support. However, it’s important to remember that school is not a one-stop solution. A comprehensive education plan involves a combination of in-school and out-of-school experiences, much like it does for neurotypical children, who often participate in extracurricular activities to expand their skill sets.
There is certainly growing understanding, community support, tolerance, and goodwill towards individuals who are differently wired. These positive trends will contribute to better opportunities and outcomes for individuals with special needs in Hong Kong.
What are some areas that need improvement?
One significant area that requires improvement is the accessibility of child psychologists within the government system. Currently, families often face long waiting times for initial diagnoses, sometimes exceeding two years. This delay forces many to seek private services, which can be prohibitively expensive.
While programmes for older children are beginning to develop, there remains a need for more academic and skills-focused options.
If I could envision an ideal scenario, I would love to see a sixth form college dedicated to differently abled teens in Hong Kong. This institution could offer various specialisations alongside foundational academic subjects such as Maths, English, mechanics, and music.
Additionally, community arts programmes that highlight the creativity and capabilities of individuals with special needs would be wonderful. Programmes involving activities like producing art - whether it be painted pots, tote bags, Christmas decorations, or other items - could be developed and sold online.
Creating a platform for special needs children and adults to showcase and sell their creations would not only equip them with valuable skills but also foster a sense of accomplishment and community. While this initiative would require significant effort, the potential benefits for individuals with special needs are immense.
Where can parents find more information about your work, the Social Skills Group and how to get in touch?
We welcome parents to contact us.
The best way is to reach out to me directly. My email is: angelaw@reddoor.hk
I’m happy to help other special needs parents.
RED DOOR has a website: https://reddoor.hk
The key pages on our Social Skills Group can be found here:
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