About me
I'm an Integrative Arts Therapist working with children and young people aged 3–18, with over 17 years' professional experience working with children across special-needs provisions, pupil referral units, mainstream primary and secondary schools and private schools.
I work with children who may be struggling with anxiety, low self-esteem, emotional regulation, anger, school difficulties or school refusal, friendships, family changes, separation, divorce or bereavement. I also have extensive experience supporting children with ADHD, autism and other neurodivergent needs.
Children don't always have the words to explain what is happening for them. Sometimes their behaviour, emotions, play or creativity can tell us much more about what is going on underneath. This is why I don't believe children should have to adapt to therapy. My work adapts to your child.
I use art, play, creativity, sandtray and talking, alongside many other approaches. Sometimes a child will want to talk, sometimes they might draw or play, and sometimes it takes time before they are ready to show us what is troubling them. I follow the childs lead and find what works for them.
My role is to help children better understand themselves and their experiences, build emotional language and resilience, and move from a difficult or stuck place towards a place of growth.
I also believe therapy is part of a bigger picture of support around a child. Where appropriate, I offer reflective parenting sessions and work alongside parents, schools and other professionals involved in your child's life.
Training, qualifications & experience
I have over 17 years' professional experience working with children and young people and have worked in a wide range of settings, including special-needs provisions, pupil referral units, mainstream primary and secondary schools and private schools.
Working in these different environments has given me experience of supporting children with very different needs, personalities, backgrounds and life experiences. It has also given me a strong understanding of how things such as school, family life, relationships, neurodiversity and a child's wider environment can affect how they feel and behave.
My training and experience as an Integrative Arts Therapist means I can draw on different therapeutic approaches and adapt the way I work depending on the child in front of me. I use creative approaches because children often communicate things through play, art, stories and their behaviour that they may not yet be able to put into words.
Over the years I have worked with children experiencing a wide range of emotional, behavioural and developmental difficulties, including anxiety, low self-esteem, emotional regulation difficulties, school refusal, family separation, divorce and bereavement, OCD and self-harm. I also have extensive experience supporting children with ADHD, autism and other neurodivergent needs.
My experience has taught me that there is rarely one straightforward reason why a child is struggling. Taking the time to understand the whole child and what is happening around them is an important part of my work.
Member organisations
BACP is one of the UK’s leading professional bodies for counselling and psychotherapy with around 60,000 members. The Association has several different categories of membership, including Student Member, Individual Member, Registered Member MBACP, Registered Accredited Member MBACP (Accred) and Senior Registered Accredited Member MBACP (Snr Acccred). Registered and accredited members are listed on the BACP Register, which shows that they have demonstrated BACP’s recommended standards for training, proficiency and ethical practice. The BACP Register was the first register of psychological therapists to be accredited by the Professional Standards Authority (PSA). Accredited and senior accredited membership are voluntary categories for members who choose to undertake a rigorous application and assessment process to demonstrate additional standards around practice, training and supervision. Individual members will have completed an appropriate counselling or psychotherapy course and started to practise, but they won’t appear on the BACP Register until they've demonstrated that they meet the standards for registration. Student members are still in the process of completing their training. All members are bound by the BACP Ethical Framework and a Professional Conduct Procedure.
Accredited register membership
The Accredited Register Scheme was set up in 2013 by the Department of Health (DoH) as a way to recognise organisations that hold voluntary registers which meet certain standards. These standards are set by the Professional Standards Authority (PSA).
This therapist has indicated that they belong to an Accredited Register.
Areas of counselling I deal with
Therapies offered
Fees
£100.00 per session
Concessions offered for
Additional information
My standard therapy session fee is £100 per session.
I offer a free initial telephone consultation before therapy begins. This is an opportunity to talk through what is happening for your child, ask questions and find out more about how I work.
The initial parent/carer meeting is charged at the standard session rate. This is a dedicated session where we can go through your child's history and circumstances in greater depth before their regular therapy sessions begin.
Sessions are booked in weekly on the same day at the same time so this becomes part of your child's schedule, the same way as a club or activity, consistency is important.
If additional work is needed outside of therapy sessions, such as school meetings, reports or professional liaison, we would discuss this beforehand so that you are clear about any additional costs.
When I work
| Mon | Tue | Wed | Thu | Fri | Sat | Sun | |
|---|---|---|---|---|---|---|---|
| Early morning | |||||||
| Morning | |||||||
| Early afternoon | |||||||
| Late afternoon | |||||||
| Evening |
Further information
I offer a free initial telephone consultation where we can talk through what has been happening, you can ask any questions you have and I can explain how I work. This gives us an opportunity to think about whether I may be the right person to support your child before arranging an appointment.
If we decide to work together, our first session is an initial parent/carer meeting. We go through your child's history and what has brought you to therapy, giving me the opportunity to build a fuller picture of your child and their experiences and you an opportunity to see the therapy space and feel confident you have made the right decision. No preparation is needed and you don't need to have all the answers.
Where appropriate, I can also work alongside schools and other professionals involved in your child's life. This might include speaking with school, attending meetings or providing reports. I believe this wider support can be important in helping the adults around a child understand their needs and work together.
I also offer reflective parenting sessions, giving parents a space to talk openly about their child's behaviour and needs and think about what might be helpful at home.
My aim is for the whole process to feel clear and manageable, while keeping your child at the centre of the work.
