Dr Maedeh Aboutalebi 

Registered Provisional Psychologist

PhD in Developmental Psychology - Australia, Master of Child and Adolescent Clinical Psychology - Iran 

About Dr Maedeh

STRENGTHS AND EXPERTISE

  • Provisional Psychologist
  • Child and Adolescent Mental Health
  • School-based Assessments and Interventions
  • Parent Training and Teacher Wellbeing Support
  • Trauma-Informed and Culturally Responsive Practice


PROFESSIONAL PROFILE

Dr Maedeh Aboutalebi is a compassionate and dedicated provisional psychologist with over ten years of experience supporting children, adolescents, and families across educational and clinical settings. Her work integrates developmental psychology with evidence-based therapeutic approaches to enhance emotional well-being, learning outcomes, and family relationships.


Maedeh has worked in preschools and elementary schools in Iran, providing psychological assessments, individualised intervention plans, and teacher and parent training. Her expertise includes supporting students with anxiety, emotional regulation difficulties, and learning challenges, as well as developing early intervention programs that improve school adjustment and peer relationships.


In addition to her clinical background, Maedeh holds a PhD in Developmental Psychology from the University of Melbourne. Her doctoral research and subsequent academic work have focused on social networks, child development, and resilience, and she has published widely in peer-reviewed journals. She has also led and collaborated on research and evaluation projects in Australia addressing family violence, financial wellbeing, and health equity for culturally and linguistically diverse communities.


Currently based in Melbourne, Maedeh is progressing toward AHPRA registration through the Provisional Psychologist pathway. She brings a warm, reflective, and culturally informed approach to therapy, valuing collaboration with families, educators, and multidisciplinary teams to achieve sustainable outcomes.

Her professional interests include trauma-informed practice, teacher wellbeing, and early intervention for children experiencing emotional or behavioural challenges.