Professional Services
Neurodiversity & SEND
I work with neurodivergent children and young people navigating emotional, sensory, social and relational challenges, including those with intellectual disability, autism, ADHD, ODD, epilepsy and other additional needs.
My approach is neurodiversity-affirming and grounded in curiosity, regulation and relational understanding rather than behavioural judgement alone. I recognise that communication, emotional expression and regulation can emerge in many different forms, and support is adapted sensitively to the developmental, cognitive and sensory needs of each individual.
Alongside private psychotherapy practice, I work collaboratively with schools, Alternative Provision, residential settings, fostering and adoption services, and multi-agency teams to support children, young people, families and the wider professional networks around them.
Consultation, Training & Workshops
I provide consultation, training and workshops for schools, SEND services, Alternative Provision, residential care, fostering and adoption services, and wider professional teams.
Grounded in relational, trauma-informed and developmentally attuned practice, my work draws on both clinical expertise and extensive frontline experience supporting children, young people and families across education, care and SEND settings.
Areas of focus may include neurodiversity and SEND, emotional regulation, behaviour as communication, developmental trauma, attachment, communication beyond words, supporting looked after children, and relational approaches within educational and care environments.
Whether through consultation with individual professionals, team discussions or tailored training workshops, my aim is not simply to share knowledge, but to encourage reflective thinking, deepen understanding and strengthen relational approaches around the child. Together, we can develop more attuned, emotionally informed ways of understanding and supporting children and young people within the systems that care for them.
Communication Beyond Words
Some children and young people communicate through behaviour, movement, rhythm, sensory engagement, silence or emotional intensity rather than spoken language alone.
I have a particular interest in supporting non-verbal and minimally verbal children, and in exploring how therapeutic relationship, emotional safety and regulation can foster communication, connection and belonging.
Developmental Trauma, Attachment & Looked After Children
I work with children and young people who have experienced developmental trauma, attachment disruption, loss, neglect or relational instability, including those within fostering, adoption and residential care settings.
These experiences can impact emotional regulation, identity, trust and relationships. Through therapy, consultation and collaborative working, I aim to create safe relational spaces where emotional experiences can begin to be understood, processed and integrated over time.
Reflective Practice
Working within SEND, trauma and care settings can be emotionally demanding and complex.
I offer reflective practice spaces where professionals can explore the emotional impact of the work, deepen relational understanding and think collaboratively about the needs of the children and young people they support.
These sessions aim to strengthen curiosity, attunement and emotional containment while supporting staff wellbeing and reflective capacity.
Team Around the Child
Where appropriate, I work collaboratively with parents, carers, schools, social care professionals and multidisciplinary teams to support a shared understanding of the child's emotional and developmental needs.
My aim is to help create greater consistency, communication and emotional containment around the child, recognising that meaningful change often emerges through attuned relationships and collaborative thinking rather than intervention alone.
At the heart of all my professional work is the belief that growth happens within relationships. By bringing together therapeutic understanding, reflective practice and collaborative working, it becomes possible to create environments where children and young people feel understood, supported and able to thrive.
