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I believe that the most important part of therapeutic support is the relationship between the child and myself.

Children are not expected to come to sessions because they are told to—they come because they feel comfortable, enjoy the space, and find it helpful. Building a genuine, trusting connection is at the heart of everything I do.

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Creating a Safe and Child-Led Space

When working one-to-one with a child, I use a range of creative materials and therapeutic approaches to help them feel relaxed, comfortable, and safe in my presence.

These may include:

• Drawing and art materials

• Sand tray and clay

• Toys, games, and storytelling

• Puppets, emotion cards, or sensory resources

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Sometimes I may introduce resources, and sometimes a child will choose something entirely different—and that is absolutely okay. This is their space, and I always work in a child-led way.

From the very beginning, my priority is to build a genuine connection—welcoming each child exactly as they are on that day, helping them feel safe, valued, and understood.

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Building Trust and Connection First

Before any deeper work begins, children need to feel safe and connected.

When a child feels comfortable, has begun to trust me, and feels at ease in the space, we can gently begin to explore what they need.

For some children—particularly older children—they may simply want to talk, ask questions, and explore their thoughts with a safe and supportive adult.

For others, especially those who have been feeling overwhelmed for some time, we begin in a different way.

 

Understanding the Body, Brain and Emotions

Many children I work with have been living in a state of heightened anxiety or dysregulation. They may not yet have an awareness of how their body and brain respond to their emotions and experiences.

Before we explore worries or challenges in depth, we often need to gently build this understanding first.

Together, we begin by:

• Noticing body signals (such as tension, tummy aches, or a racing heart)

• Developing awareness of the nervous system

• Understanding how these signals connect to emotions

• Linking experiences to thoughts, feelings, and physical sensations

This process is often referred to as interoceptive awareness, and it forms an important foundation for emotional wellbeing.

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Developing Emotional Awareness Safely

As children begin to understand their body signals and emotions, we gently support them to:

• Recognise and name feelings

• Understand what those feelings might be telling them

• Feel more confident in responding to them

This is particularly important for children who experience anxiety linked to physical sensations, such as:

• Tummy aches or toileting anxiety

• Emetophobia (fear of being sick)

• Bedwetting or continence difficulties

For many children—especially autistic children—there can be a strong awareness of body sensations, but difficulty linking these to emotions. This is something we gently and carefully support over time.

 

Making Sense of Experiences at the Child’s Pace

When a child feels safe, regulated, and has begun to understand their internal experiences, we can start to explore what may be:

• Challenging

• Upsetting

• Worrying

This is always done slowly, and within the child’s window of tolerance.

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We use creative resources, conversation, and gentle exploration to help children make sense of their experiences, always prioritising emotional safety.

Some sessions may focus on exploring feelings and experiences, while others may simply focus on helping a child feel calm, regulated, and safe. Both are equally important parts of the process.

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Evidence-Informed and Individualised Support

Alongside this relational and child-led approach, I draw on a range of evidence-based therapeutic approaches, adapting them carefully to suit each child’s needs.

These may include:

• Acceptance and Commitment Therapy (ACT) – helping children understand and respond to thoughts and feelings with greater flexibility and confidence

• SPACE (Supportive Parenting for Anxious Childhood Emotions) – supporting parents to respond to anxiety in ways that reduce distress and build independence

• Exposure and Response Prevention (ERP) – used gently and collaboratively where appropriate, particularly in supporting anxiety and OCD-related difficulties

• Comprehensive Behavioural Intervention for Tics (CBIT) – where helpful, to support children experiencing tics or tic-related difficulties

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These approaches are always adapted in a compassionate, flexible, and developmentally appropriate way, ensuring children never feel overwhelmed or pushed beyond what they can manage.

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A Flexible and Individual Approach

Every child is different, and sessions are always adapted to meet their needs.

There is no pressure to talk, play, or share before they are ready. Some children prefer creative expression, while others may simply want to talk—and both are supported.

I am guided by neuroscience and research which shows that many emotional and behavioural difficulties are often expressions of deeper underlying distress. Through gentle exploration, we can begin to understand and process these experiences safely.

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Flexible Support: In Person and Online

I offer both in-person and online therapy to ensure support is accessible.

Online sessions can be especially helpful when:

• Anxiety makes leaving home feel too difficult

• A child is unable to attend school

• Families live further away​

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Sessions are adapted to suit each child. For example:

• Shorter sessions may be offered if a full hour feels overwhelming

• Cameras can be turned off after an initial greeting if needed

• A personalised resource pack may be provided to support connection and engagement

The focus is always on flexibility—ensuring each child feels as comfortable and supported as possible.

 

Working at the Child’s Pace

There is no set timeline for therapy.

Some sessions may involve deeper exploration, while others may focus on connection, play, or simply feeling safe in the space.

Children are supported to move at a pace that feels right for them, building confidence and understanding step by step.