Rachel is a trainee integrative Psychotherapist who works with children, young people, adults, and families. She primarily draws on Transactional Analysis, child-centred, and CBT models of psychotherapy to inform her work. Most of her clinical practice focuses on the exploration of relationship patterns…
This includes the relationship individuals have with themselves, others, and their surroundings, and how this relates to the presenting challenges. Each session is tailored to encourage a child or young person’s self-expression, communication, and improvement of their well-being.
Talking things through can be difficult at any age, but for a child, using words may be particularly challenging; a child’s natural language is creativity and play. Through play and creativity, Rachel supports the child to explore and understand their world, helping them find strategies to cope with overwhelming feelings, navigate difficult transitions, or make painful memories less intense. All these things can help build resilience and improve self-esteem.
Prior to this role, Rachel worked for over 20 years teaching and leading in Special Educational Needs and Disabilities (SEND) across a variety of schools, including Primary, Secondary, Post 16, Independent, and Special schools. She has an interest and significant experience in working with children and young people with neurodiversity – particularly Autism and ADHD, as well as other neurodevelopment disorders.