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I work with children and young adults with ADHD and autism who may be experiencing emotional distress, anxiety, trauma, neurodivergence, special educational needs, or difficulties engaging with education and daily life.
I work with children and young adults with ADHD and autism who may be experiencing emotional distress, anxiety, trauma, neurodivergence, special educational needs, or difficulties engaging with education and daily life.
How my neuroscience background informs my practice?
How my neuroscience background informs my practice?
I recognise differences in sensory processing, attention, and emotional regulation
I work in ways that support safety, predictability, and autonomy
I adapt sessions to reduce overload and support self-regulation
I understand trauma responses, masking, burnout, and nervous system fatigue
My approach to SEN support
My approach to SEN support
My work with neurodivergent adults and children is grounded in a strong understanding of how the brain processes information, emotion, and experience.
With a background in neuroscience alongside therapeutic training, I support clients in ways that are informed, respectful, and attuned to individual neurological differences.
How hypnosis helps a neurodivergent brain?
How hypnosis helps a neurodivergent brain?
Hypnotherapy is used as a gentle, collaborative therapeutic tool, not as a one-size-fits-all technique.
For many neurodivergent clients, traditional talking therapies can feel overwhelming or overly cognitive.
Hypnotherapy allows therapeutic work to take place at a level that supports nervous system regulation, focus, and emotional processing, without requiring constant verbal analysis.
All work is person-centred and strengths-based
Therapy is collaborative, paced to the individual
Focus is on helping clients feel more regulated, confident
Respecting the lived experience of neurodivergence
This integrated approach is particularly supportive for those who experience autism, ADHD, anxiety, chronic stress, or emotional overwhelm, and for those who have found previous therapies unhelpful or exhausting.
This integrated approach is particularly supportive for those who experience autism, ADHD, anxiety, chronic stress, or emotional overwhelm, and for those who have found previous therapies unhelpful or exhausting.
Therapeutic Provision for Children
Therapeutic Provision for Children
Support is bespoke and relationship-led, recognising that meaningful progress happens when young people feel understood, safe, and empowered.
Interventions are tailored to the individual, drawing on therapeutic approaches that help regulate emotions, build resilience, develop self-awareness, and support positive behaviour change.
Delivery is flexible, taking place in homes, schools, community settings or online, depending on what best supports engagement and emotional safety.
One-to-one therapeutic support that integrates emotional, social and educational needs.
Sessions are adapted to the young person’s pace and communication style, supporting them to develop coping strategies, confidence, and a stronger sense of self.
Collaboration is central to my work. I liaise with families, schools, and professionals to ensure consistency, clarity, and shared understanding, creating a joined-up therapeutic network around the young person.
Therapeutic Provision for Adults
Therapeutic Provision for Adults
Specialist Mentoring is for individuals with autism, ADHD, or mental health conditions.
My role is to help you recognise the barriers and support you in developing strategies to address these barriers
The support could address a range of issues, for example:
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organisation and time management
work-life balance
planning for assignments and deadlines
building healthy and sustainable routines
managing overwhelm and anxiety
motivation and accountability
communication skills
coping with transitions and changes in life
developing independence and confidence
Specialist Mentoring for Univeristy Students
Sessions are usually weekly or fortnightly, often lasting 60 minutes, and may be online or in person. Support is tailored to the individual student’s needs.
A student with ADHD might work on:
breaking assignments into smaller steps
creating realistic schedules
managing procrastination
prioritising tasks
An autistic student might get support with:
handling sensory or social stress
planning routines
understanding university expectations
navigating change and transitions
My aim is to help children and young adults feel emotionally supported, understood, and able to move forward, laying strong foundations for learning, wellbeing, and long-term positive outcomes.
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