My mission is to provide a safe, supportive, and nurturing environment where all children can express themselves freely through play, learn to understand themselves better and accept themselves more fully. Through individual or group play therapy, I aim to help children develop coping skills, improve emotional regulation, and build self-esteem and healthier relationships with others. By providing my clients with the time to reflect and explore themes important to them, together with the permissiveness, honesty, empathy and acceptance I offer them, my goal is to empower children to become their best selves; respecting the uniqueness of each of them, their developmental needs and personal experiences.
"Play therapy, when it is conducted in an atmosphere of warmth and understanding, can help the child explore their world and their feelings." Virginia Axline
Individual play therapy sessions are suitable for the vast majority of children, even those with a high level of difficulties. The relationship between therapist and client is key.
Group therapy sessions work in a slightly different way. Positive change comes about not just due to the relationship between therapist and client, but also the relationships that develop between the clients. Group therapy may be recommended for children with mild-moderate difficulties. Often the children in a group will have a similar presenting difficulty e.g. self-esteem, grief/bereavement, anxiety etc; the exploration of this shared concern and the empathy and support of the participants can have a powerful effect. Clients in a group will be of similar age and a group will generally be comprised of between four and six children. Groups may be single or mixed gender, often depending on age.
Incorporating play into therapy allows children to express themselves through their own language – the language of play. This is especially helpful, as their developmental age/stage may result in a struggle to comprehend their emotions and or articulate their experiences verbally. The unique requirements of every child are considered to provide a flexible and appropriate approach to best achieve the desired changes.
Play is a child’s instinctive method of exploring and learning. For a child, the urge to play is as vital as seeking food or forming attachments. Through play, children can express what they find difficult to verbalize and demonstrate their unique perspectives/difficulties. Play allows them to discover and practice new ways to understand and manage challenging emotions, promoting a healthier and happier state of being.
The alliance that develops between the therapist and child/ren is the most crucial element in promoting change. The therapist’s role is to reflect the child’s thoughts, actions and behaviours, so that the child develops a better understanding of themselves, which results in a better sense and acceptance of themselves. The therapist must provide a safe, nurturing, consistent and confidential space. They must be honest, empathetic and demonstrate unconditional acceptance of the child, whatever they may bring. These attributes, together with the tools in the playroom, allow the child the freedom to process their unique difficulties and improve coping strategies. The improvements in children’s emotional or social behaviours are attributable to a healthier, more integrated and regulated nervous system.
Sessions are generally held weekly, and may last between 30-50 minutes, depending on age and need. Individual or group sessions may be most appropriate. Sessions may be held in school or in a private location. If held in school, sessions are term-time only.
It can be an extremely worrying time if your child is unhappy or behaving in ways that are hard to understand. When you meet me you can ask me any questions that you have, and I can talk to you in more detail about what play therapy is, how I work, and why play therapy is an effective and developmentally appropriate choice for children with a wide range of difficulties.
Teachers are well placed to notice when a child in their care needs extra support, not just for educational reasons, but social and emotional difficulties too. Many children will at some point experience a difficult time, and this can often be helped within the school staff team using existing resources and experienced staff. However, if more time and support and specialist knowledge is needed than the teacher is able to offer in the classroom, then referring a child to a play therapist can help.
"Play therapy provides children with the opportunity to communicate their thoughts, feelings, and experiences in a way that feels comfortable, safe, and non-threatening."
– Donald W. Winnicott
I am a certified therapeutic play practitioner and trainee play therapist with Play Therapy UK (PTUK) and adhere to their strict code of ethics, receive regular supervision and have an up-to-date DBS and safeguarding training.
I am also a qualified primary school teacher with over 25 years’ experience of working with children in a variety of roles, including supporting children with SEN, including learning differences and behavioural, emotional, social, and mental health issues.
In my role as a play therapist, I specialise in helping children navigate their unique emotional, behavioural and social challenges. I provide an integrated approach with child-led and therapist-led techniques taken from a variety of models of play therapy. A range of tools (e.g. painting, arts and crafts, sand play/tray, role-play, music, games etc) are provided to allow children to express and develop their own interests and process in their own way. I am able to adapt therapy to address a wide variety of issues such as anxiety, trauma, neurodivergence (ADHD, ASD, OCD etc), and social difficulties.
I collaborate closely with parents and teachers, to ensure that each child's
therapeutic journey is supportive and holistic.
I am a neurodiverse, person-centred, empathetic therapist whose mission is to improve the outcomes of the children whose journeys I share.