A relationship at the heart of therapy

I do not believe there is a single way that therapy should look.

Some young people arrive knowing exactly what they want to talk about. Others may be unsure, reluctant, or find it difficult to put their experiences into words. Some may communicate more through play, humour, silence, creativity or the way they relate to the other person.

I meet each young person where they are.

My role is not to judge, diagnose or tell a young person who they should be. Instead, I offer a consistent and thoughtful relationship in which we can become curious together about their emotional world — helping them gradually develop a greater understanding of themselves, their feelings and their relationships.

For adolescents in particular, I believe it is important to offer a space that feels genuinely theirs: somewhere they can speak openly and be taken seriously, while knowing that the adults around them can be thoughtfully supported too.

Working with parents and families

When a child or young person is struggling, it can be difficult for parents and carers to know what to do. You may be worried about changes in mood, anxiety, friendships, school, behaviour or family relationships, or simply feel that something is not quite right.

I see parents and carers as an important part of the therapeutic process. Where appropriate, I work alongside parents to help them understand what their child may be communicating and to think together about how best to support them, while protecting the young person's own therapeutic space.

Safeguarding and professional care

The safety and wellbeing of the young people I work with is central to my practice. I hold enhanced DBS clearance, Deputy Designated Safeguarding Lead (DDSL) training and Mental Health First Aid training. I also undertake regular clinical supervision as part of my ongoing professional development and practice.

About me

I believe that no young person should have to struggle alone, or feel that they have to hide parts of themselves in order to be understood.

Therapy can offer a different kind of space: somewhere you do not have to have the right words, explain everything, or know exactly what is wrong. It is a space where we can slow things down together and begin to make sense of what is happening beneath the surface.

I work with children, adolescents and young adults, offering psychodynamic psychotherapy that is thoughtful, warm and guided by each individual person's needs. At the heart of my work is the belief that behaviour, emotions and relationships often communicate something about what a young person is experiencing internally. Together, we can become curious about this, at a pace that feels manageable and safe.

My training and experience

I am a qualified Child and Adolescent Psychodynamic Psychotherapist, with specialist clinical training at the Tavistock and Portman NHS Foundation Trust, where I completed an MA in Child and Adolescent Psychodynamic Psychotherapy alongside postgraduate training in psychoanalytic observational studies. I am also a professional member of the British Psychoanalytic Council (BPC) and work within its ethical and professional framework (Registration number: 49165).

Before becoming a psychotherapist, I trained and worked as a primary school teacher, specialising in Early Years. Working closely with children in Reception and Year 1 gave me a valuable understanding of early development and the importance of relationships, attachment and the environment in which a child grows. It also taught me that children do not always have the words to tell us what they are experiencing — sometimes their feelings are communicated through their behaviour, play, relationships or difficulties at school.

Alongside my private practice, I currently work within a specialist clinical team at a leading mental health charity, supporting children and young people within school settings. I also have several years' experience working in specialist schools with children and adolescents with a range of additional and complex needs, including anxiety, neurodiversity, ADHD, autism, learning and communication difficulties, emotional and behavioural difficulties, and experiences of trauma and family disruption.