Who do you work with?
I have experience working with adults, couples, teens, children and families.
You do not need a formal medical diagnosis to use my services. Many of the children I see have complex functional difficulties, but may not meet recognised diagnostic criteria, others are on waiting lists for assessment by the NHS, or ‘fall through the cracks’ of rigid service eligibility criteria.
If you or your child already have a diagnosis, I have experience working with the following conditions:
- Autism Spectrum Disorders (ASD)
- Attention Deficit Hyperactivity Disorder (ADHD)
- Pathological Demand Avoidance
- Oppositional Defiant Disorder
- Anxiety Disorders
- Eating Disorders
- Dyspraxia and DCD
- Sensory Processing Disorders
- Executive Function Disorders
- Selective Mutism
- Complex trauma and sensory attachment concerns
- Global Developmental Delay
- Gender Dysphoria
- Dual and Multiple Exceptionality
- Various genetic conditions
- Children who are pre-verbal, non-verbal, have emerging or advanced verbal skills
- Looked After Children and Adopted Children
- Mental Health conditions
What everyday activities and skills can you help with?
I can assess and devise personalised therapy programmes for any of the following on their own or in combination:
Learning : handwriting / Dysgraphia, school skills, academic performance coaching and ‘learning to learn’, rigid and inflexible thinking, difficulty making mistakes, difficulties with transitions, attention and focus, school refusal, disruptive behaviour.
Motor skills : fine motor, manual dexterity and hand function, gross motor and balance, postural stability and control, visual motor integration, bilateral co-ordination, oculo-motor (eye movement difficulties), hypermobility.
Sensory Processing and Integration: sensory preferences, differences and difficulties, visual processing and visual perception, auditory processing, sensory modulation and discrimination, sensory diet/ lifestyle / self-regulation, sensory attachment, praxis, spatial awareness, auditory defensiveness and Misophonia, Sensory over- and under- responsivity.
Executive Functions: working memory, inhibition / impulsivity, attention training, self-regulation, time awareness, planning and self-organisational skills, problem-solving skills, meta-cognition, biofeedback and neurofeedback techniques.
Emotional and well-being: anxiety, worries and fears, self-confidence and self-esteem, self-injury, low mood, anger, emotional regulation, physical and relational aggression and meltdowns.
Social interaction: social thinking and understanding, co-operation skills, conversation skills, friendships, turn-taking, selective mutism, conflict and bullying. All language levels : non-verbal / AAC / emerging verbal / advanced.
Play: reduced range of interests, lack of play skills, issues with ‘screens’, difficulties with transitions, rigid and inflexible thinking, difficulty making mistakes, learning enrichment.
Activities of Daily Living : Feeding and eating, sleep, toileting, dressing and grooming, puberty, independence skills and routines, life management assistance (teens / adults), condition understanding and self-management, 'working with my strengths', fatigue.
Work: accommodations, career choice, dealing with colleagues, work-life balance, staying well, sensory and emotions management, self-acceptance: ‘being the best me I can be’.