Approaches

The children and young people I see are taught to respect their unique differences in a safe and nurturing environment;

They will be supported to generalise their skills across a wider range of environments with confidence;

Therapy is never about ‘fixing’ or ‘changing’ a child or young person to fit in. Communication differences are explored, understood and respected, with support to develop self-awareness, confidence and self advocacy;

Children and young people are supported to recognise and repair communication breakdown in ways that feel safe and respectful;

Children and young people will be supported to engage in perspective taking and problem solving to support mutual understanding;

Masking will be discouraged with support

I use a strength-based approach to support all children and young people.

Prior to assessment, I will always ensure that all children and young people’s basic needs are met. This means that they must feel safe and not face hunger and not be exhausted;

I will always respect the child or young person’s willingness to refuse to engage and adapt to situations and communication they feel comfortable with;

I have extensive experience building trusting relationships with children and young people who may be reluctant to engage with services, including those with complex communication needs and adverse or traumatic experiences. I adapt my communication and approach according to the individual and context;

For children and young people who do not wish to engage verbally, I will offer Talking Mats Approach which is designed to communicate using pictures;

I aim to identify and build on each child’s and young person’s strengths, interests and existing skills.

I do not view behaviour in isolation. I consider communication, environmental, and relational factors that may influence a child or young person’s ability to understand, participate, express themselves, and regulate their responses;

I support regulation through relational and contextual situations to support children and young people to learn in safe and controlled situations.

My approach combines very clear boundaries and collaborative goals. Relationship building, respect and support for meaningful participation.