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I am an Accredited Play Therapist, Relational Therapist of Play and Creative Arts and a Sand Tray Therapist. I offer individual and group therapy  to children young people. 

I use an child and person centred, relational and integrative holistic approach which draws from a wide range of therapeutic tools, applying a mixture of non-directive and directive approaches.

A minimum of 6 to 12 sessions is recommended depending on age. The forming of an open and positive relationship is key to enable clients to work in depth, and initiate change. 

I work with children and young people from the age of 4 to 25 who have experienced a range of difficulties for example, school anxiety, relationship difficulties, loss and bereavement, the impact of early life events, anxiety, identity and neurodiverse presentations.

I also offer therapeutic life story work and am currently undertaking training in Dyadic Developmental Psychotherapy and Neuro Dramatic Play. 

I offer a safe and secure space for children and young people to explore their difficulties. The building of a positive relationship is the focus of the first few sessions and gives children and young people time to explore the tool kit of activities available in the room. 

During sessions children and young people have the autonomy to chose the activities through which to communicate their needs, hopes, thoughts and difficulties . This might include talking, however more often craft and art activities, puppets, roleplay, clay or sand tray and more directive activities such as drama, story making, mask making, and visualisation are used. If needed, aspects of psychoeducation might be included where, together, emotional responses and our body responses are explored. 

Sessions are between 40 and 50 minutes depending on age. 

I hold regular review sessions with the child, young person, parent(s) and carer(s). 

Prior to the first session I complete a referral with parents and carers and young people over the age of 14. 

Assessment of need and hoped for outcomes from therapy are explored. The use of SDQs and Core 10 and Core 16 supports the work. 

In addition, I hold an introductory session to meet the child or young person to enable them to understand the and explore what sessions involve. This is the start of the building of a positive relationship.

I work face to face and online, I manly work during the day however am able to offer some evening sessions. I do not supervise during the school holidays except in exceptional circumstances. 

I work with individuals, trainees, qualified therapists and offer group supervision days. I work with schools and other settings to provide workplace supervision.

The supervisory relationship is key to the work we do and providing high quality supervision is at the heart of my work, for it is through this process that we can become more attuned to ourselves and our clients. 

I use a wide range of supervisory approaches and each session aims to include at least one creative activity such as sand tray, role play, drawing or painting or clay. This enables us to explore clients through the use of intuition and unconscious process. 

I bring a wide range of experience to this role through my mentoring and coaching roles when supporting trainee teachers and Newly qualified teachers.  

In group supervision this is extended at a deeper level. 

I supervise play therapists, art therapists, counsellors and therapists working with children and young people.

I work with individuals and small groups. In addition I provide supervision for schools and alternative education settings. 

Group supervision days are offered usually once a year and offer the opportunity to explore our client work at a deeper level while being supported by our peers. 

The first session we would form a working contract and outline the parameters of the work. I might ask you to engage in a sand tray to explore an aspect of your work or create response in clay to a challenge you might be facing. 

The most important aspect is to form a positive working relationship in which we are both equally engaged.