The essential purpose of therapy is to enable a better understanding and awareness of yourself so that you can make informed choices about how you want to live your life.
Counselling can explore the barriers in your life, those you are conscious of and others you are not. Some problems may never go away entirely, but how we manage them, and our attitude and relationship to them can change. In fact, as we feel better, or make different connections, the problem may not be so dominating.
It’s tough when your teenager is in pain, and you’re unable to fix it. As a parent, you want your teen to feel confident. You’re willing to do what it takes to support them, but you aren’t sure how. Maybe you’ve scoured the internet for help, read parenting books, and asked your friends for advice on what to do. The suggestions you got may have helped a little, but they didn’t solve the problems.
Whether your teen is sharing things with you that upset you both, or turning away and leaving you wondering what’s actually going on – you know something is different. Something is wrong. You’re determined to get them help.
Walking therapy is something that I find to be very therapeutic with clients of all ages. Instead of sitting in front of your counsellor in a traditional therapy room, the counselling session takes place outdoors walking side by side.
It is counselling in motion. If you have felt stuck in therapy in the past, being physically active helps release some tensions and stimulates new thoughts and ideas. It is a metaphor for moving forward.
During a walking therapy session, you lead the pace just like in a traditional counselling session. Walking side by side can feel less intimidating and helps release inhibition.
Since 2013 I have provided a counselling service in primary schools across Suffolk and Norfolk. I hold current DBS and Safe Guarding certificates.
Working with pupils, staff and parents and I deal with a range of issues including anxiety, bereavement, anger management, depression and self-harm.
With a diploma in Creative Therapy and I use a wide range of creative tools including art, clay, story telling, puppets and sand tray to help young people express and process their emotions.
Please contact me if you would like more information about this service for your school. References are available upon request.
My model of supervision covers the four relationship modalities: Learning/Educative, Authority/Responsibility (monitoring the ethical and practical issues in a way that is beneficial and non-persecuting), Supportive (providing care and support as well as challenge and insight), Therapeutic (awareness of the supervisees own issues and any possible impact on their work).
The four relationship modalities mirror the BACP’s ‘Tasks and Functions’, Normative (managing), Formative (educational) and Restorative (supporting).
I aim to build a safe, creative and professional relationship with my supervisees in order to encourage a reflective and open space in which to explore their client work ensuring it remains ethical and effective.