Frequently Asked Questions

You can contact me by email or through the contact form on my website. It is helpful if you can tell me a little about your child, what has led you to seek support and when you might be available.

We would usually begin with a parent or carer consultation. This gives you space to talk openly about your concerns and helps me understand your child’s history, relationships and current circumstances. We can then think together about the most appropriate next step.

Sessions are shaped around the individual child or teenager. Some young people want to talk, while others communicate more naturally through play, drawing, games, stories or creative activities.

Children are welcome to move around, use fidgets, stim or explore the materials in the room. Their interests are welcome too. Talking about or sharing a special interest can help a child feel more comfortable and can offer a natural way for us to connect and understand more about their world.

I pay attention to what a child brings into the room, including their play, feelings, relationships and the way we experience being together. Over time, this can help us understand more about what may be happening beneath their behaviour or distress.

There is no pressure to sit still, make eye contact or talk about anything before they feel ready.

No. Children do not need to sit still, maintain eye contact or be able to explain their feelings in words.

They may move around the room, play, draw, use sensory materials or talk about the things that interest them. I adapt the way we work so that it feels manageable and natural for the individual child.

A neurodiversity-affirming approach recognises that there are many different ways of thinking, communicating, relating and experiencing the world.

I do not see autism, ADHD or other neurodivergent differences as problems to be fixed. At the same time, I recognise that neurodivergent children can experience very real difficulties, particularly when their needs are misunderstood or their environment does not work well for them.

Therapy can provide space for a child to understand their experiences, express difficult feelings and develop a more secure sense of who they are. I will not encourage a child to hide their differences or appear more neurotypical.

Psychodynamic therapy is interested in how a child’s experiences and relationships may shape their feelings, behaviour and sense of themselves.

Rather than focusing only on the behaviour that can be seen, we take time to wonder about what might be happening underneath it. Through the relationship that develops in therapy, children and teenagers can begin to express and make sense of experiences that may previously have felt confusing or overwhelming.

Parents and carers are an important part of the work. I usually arrange regular parent meetings so that we can think together about how your child is doing and what may be happening at home or school.

They offer space to understand patterns, notice changes and think about what might help your child and family.

When appropriate and with careful consideration of confidentiality, I can also communicate with schools and other professionals involved in your child’s care.

Children and teenagers need to know that therapy is a private space. I would not usually give parents a detailed account of what their child has said or done during a session.

Parent meetings focus instead on broader themes, changes and ways of supporting your child. I will explain the limits of confidentiality at the beginning of our work. If I am concerned that a child or somebody else may be at risk of harm, I may need to share relevant information to help keep them safe.

No. I do not provide formal diagnostic assessments for autism or ADHD.

I can, however, work therapeutically with children and teenagers who are diagnosed, awaiting assessment, exploring whether they may be neurodivergent or choosing not to pursue a diagnosis. Therapy can also provide space to explore what a diagnosis means for a young person and their family.

I work from The Henry Centre in Westcliff-on-Sea, Southend-on-Sea.

The therapy room contains comfortable seating, toys, games and creative materials, allowing children and teenagers to find ways of expressing themselves that feel right for them.

There is no single timescale that is right for every child. Some children benefit from a shorter period of focused work, while others need more time for trust and understanding to develop.

We will review the work regularly and think together about how your child is progressing. Endings are planned carefully so that your child has time to prepare and make sense of the ending.

My fee is £60 for a 50-minute session. This applies to individual sessions with your child, parent consultations and, where appropriate, meetings with other professionals.

I will explain the expected costs and arrangements clearly before we agree to begin working together.

Psychodynamic therapy relies on consistency and continuity. Meeting each week at the same time creates a predictable rhythm and helps a child become familiar with the therapist, the room and the experience of therapy. This can help them feel secure enough to open up and explore things at their own pace.

Regular sessions also allow us to stay connected to the feelings, relationships and patterns that may be emerging. When there are longer gaps, more of the session can be taken up with catching up on what has happened, making it harder to build on the deeper work from week to week.

I ask for at least 48 hours’ notice if you need to cancel or rearrange a session. Sessions cancelled with less than 48 hours’ notice are charged at the full fee.

I will discuss planned holidays and breaks with you in advance. You will not be charged if I need to cancel a session.