My mission is to provide a safe, supportive, and nurturing space where children and young people can express themselves freely through play and creativity, deepen their self-understanding, and embrace who they truly are. Through time for reflection and exploration—combined with the honesty, empathy, acceptance, and freedom I provide—I seek to empower children and young people to grow into their best selves, respecting their individuality, developmental needs, and unique life experiences. Through this process, I support children and young people in developing coping skills, strengthening emotional regulation, building self-esteem, and fostering healthier relationships with others.
"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
I offer play therapy and creative counselling within schools across Bristol and South Gloucestershire, as well as from my private practice in Downend, South Gloucestershire.
School-based sessions can be highly convenient, allowing therapy to fit easily within the school day and, where appropriate, supporting communication and collaboration with school staff. It also removes the need for parents or carers to transport their child to appointments.
Where a school is unable to provide a suitable therapeutic space, or where parents prefer therapy to take place privately and independently from school, sessions can be offered at my Downend practice. A private setting also provides regular opportunities for communication and review with parents and carers, helping to maintain a strong connection between the child’s therapeutic work and their wider support.
Individual play therapy sessions are suitable for the vast majority of children aged 4–14, including those experiencing emotional, social or behavioural difficulties. Because play is a natural drive and the language through which children often communicate and make sense of their experiences, it provides a safe and accessible way for them to express thoughts and feelings that may be difficult to put into words. Through the therapeutic use of play and creative expression, children can process experiences, explore their inner world and develop new ways of understanding and coping with their difficulties.
Creative counselling sessions are suitable for many children and young people aged 10–18. They offer opportunities to explore and process thoughts, feelings and experiences through a wide range of creative and therapeutic approaches, while recognising that older children and young people may also wish to use more verbal forms of expression. Sessions remain led by the young person, allowing them to choose the combination of talking, creative activities and therapeutic tools that feels most comfortable and meaningful to them.
At the heart of both approaches is the relationship between the therapist and the child or young person. A trusting, consistent and accepting therapeutic relationship provides the foundation for meaningful growth and change. When children and young people feel genuinely seen, accepted and understood, they can begin to explore difficult feelings, develop greater self-awareness and try out new ways of being within the safety of the therapeutic relationship. Through this process, children and young people can develop greater emotional understanding, self-regulation, confidence and resilience. The aim is not simply to create change within the therapy room, but to support children and young people to carry these developing skills, insights and experiences into their relationships and everyday lives.
Group sessions are effective in a somewhat different way than individual sessions. In addition to the relationship between therapist and child, much of the growth comes from the supportive connections that form between group members themselves. Group therapy is often recommended for children with mild to moderate difficulties, where the shared experience of working through similar challenges can be particularly beneficial.
Groups are usually formed around a common presenting difficulty — low self-esteem, grief and bereavement, or anxiety, for example — allowing children to explore their experiences alongside peers who truly understand what they are going through. This shared focus, combined with the empathy and encouragement of others, can have a powerful healing effect.
Children in a group will be of a similar age, with groups typically consisting of four to six members. Depending on age and developmental stage, groups may be single-gender or mixed. The small group size ensures that every child has the opportunity to be heard, supported, and actively engaged in the therapeutic process.
Play and creative arts therapy and counselling is an integrated, holistic and developmentally appropriate form of therapeutic support for children and young people. Incorporating play and creative arts into therapy allows children and young people to express themselves in different ways. This is helpful, as their developmental age/stage or neurotype may result in a struggle to comprehend their emotions and or articulate their experiences verbally. This method also permits the processing of difficulties that are in the unconscious mind.
The unique requirements of every child are considered to provide a flexible and appropriate approach to best achieve the desired support. Play therapy and creative counselling may be entirely child-led, or may include elements of direction from the therapist as appropriate.
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; this 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, with individual sessions generally lasting 40 minutes, whilst group sessions may last longer. Individual or group sessions may be most appropriate, depending on individual circumstances. Sessions may be held in school or in a private location. If held in school, sessions are term-time only. Sessions may be funded via school budgets and grants, or may be privately funded by parents.
It can be an extremely worrying time if your child is unhappy, or behaving in ways that are hard to understand. You may feel like you don't know how to best support your child despite being desperate to do so. When you meet me, you can ask any questions 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 and SENDCOs are well placed to notice when a child in their care needs extra support, not just for educational reasons, but for 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, support and specialist knowledge is needed than the staff is able to offer, 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 PTUK Certified Play and Creative Arts Therapist and Trainee Play and Creative Arts Counsellor for Children and Young People, trained by Play Therapy UK (PTUK). I am also a qualified primary school teacher with over 30 years’ experience working with children and young people in a variety of educational and supportive roles, including supporting children with additional and special educational needs.
I work with children and young people across a wide range of emotional, behavioural, social and learning needs, including anxiety, trauma, developmental differences, neurodivergence (including ADHD and autism), emotional regulation and social difficulties.
I take a neurodiversity-affirming approach, recognising and valuing each child’s individual way of experiencing and making sense of the world. My practice is primarily child-led, drawing on a range of therapeutic theories and approaches, with therapist-led techniques introduced where these are appropriate and helpful.
I offer a safe, accepting and non-judgemental space where children and young people can explore their experiences at their own pace and in ways that feel meaningful to them.
I use a wide range of creative and therapeutic resources, including art, sand, puppets, role-play, music, games and storytelling. These provide opportunities for children and young people to communicate and process experiences that may be difficult to express through words alone, develop greater self-understanding and discover their own ways forward.
Where appropriate, I work collaboratively with parents, carers and other professionals involved in a child’s life, helping to create a holistic approach that supports the child both within and beyond the therapy room.
I am a child-centred, empathetic and authentic therapist who is passionate about supporting children and young people to feel safe, understood and accepted for who they are. My practice is informed not only by my professional training and experience, but also by lived experience of neurodivergence, which is an important part of my understanding and area of special interest.