Children's Psychology

Hi! I’m Kristy!

I love working with children, adolescents, and families and I am very passionate about the benefits of early intervention. My work focuses on equipping children, adolescents, and parents with research-driven skills and strategies to manage a wide range of difficulties.

The key to seeing progress is through regular attendance and practice. The way I like to think of regular attendance and practice is like the rolling of a snowball down a snow-covered hillside. As it rolls the ball will pick up more snow, gaining more mass and surface area, and picking up even more snow and momentum as it rolls along. Think what would happen if it were to stop. It would start to melt, and the snowball would get smaller. The snowball would need to go back up the hill to grow and re-gain momentum. It is for this reason that the treatments I offer typically require weekly attendance for at least 10 weeks.

Our initial appointments will be focused on an assessment so that I can better understand your concerns and work collaboratively to set goals and targets for treatment. I provide ongoing review across the course of treatment and monitor progress through a variety of qualitative and quantitative methods.

I provide treatment for many difficulties including aggression, anxiety, attention-deficit hyperactivity disorder, autism spectrum disorder, conduct disorder, depression, disruptive behaviour, emotion dysregulation, low self-esteem, oppositional defiant disorder, school/study-related, and social/communication-related concerns. Some of the manualised treatments I offer are outlined below.

Disruptive Behaviour

Parent-Child Interaction Therapy: As a Parent-Child Interaction Therapy (PCIT) certified therapist, I offer internet-delivered PCIT – known as iPCIT – via teleconferencing. PCIT is an evidence-based treatment program designed for caregivers and their young children (2 to 10 years old) who are experiencing social, behavioral, and/or emotional difficulties.

PCIT treatment is done with both the parent and child present. There are two phases involved in PCIT. The first phase is called Child-Directed Interaction (CDI). In this phase, parents are coached to use play therapy skills with the child in order to improve the quality of the parent-child relationship and increase appropriate child behaviours. The second phase of treatment is called Parent-Directed Interaction (PDI), which aims to increase the child’s compliance. In this phase, parents are taught to give clear, effective commands that work, and to set appropriate limits to increase child compliance.

​PCIT is regarded by national expert panels as a gold standard treatment for children who have any of the following challenges: Frequent temper tantrums, Defiance - refusing to follow directions, Verbal and/or physical aggression, Destruction of toys and/or family belongings, Backtalk or sassing adults, Whining or crying for no apparent reason, Constantly seeking attention, Hyperactivity, Interrupting others, Short attention span, Difficulty with behaviors at school, preschool, and/or daycare.​

Decades of research finds that PCIT improves children’s behaviour problems and parent’s skills, increases compliance, and improves overall family functioning. Parents who have completed PCIT report high levels of satisfaction with the program and greater confidence in managing their children’s behaviours. Learn more about PCIT at http://www.pcit.org/.

Confident Carers Cooperative Kids: The Confident Carers‐Cooperative Kids (CCCK) Program has been developed to help parents who find themselves struggling with child (aged 5 to 12 years) problem behaviours. 

The Program assumes that problem behaviours are shown by most, if not all, children from time‐to‐time. This is due, in part, to the fact that children often express how they feel through their behaviour. Some children display more severe problem behaviours, which then affect their school work and how they get along with their families and friends.

The CCCK Program is a parent-only program designed to help parents feel more confident, encourage more positive behaviours in their children, and create more enjoyable and cooperative parent‐child relationships. The Program acknowledges the many years of parenting experience that parents come to the Program with, and this experience is built on and ‘fine‐tuned’ during the Program.

Emotional Literacy

Coaching and Rewarding Emotional Skills (CARES) is a short-term treatment designed to improve emotion recognition and empathetic responding in children aged 3 1/2 to 8 years. The key treatment objective of the CARES program is to:

· Enhance children's attention to critical facial cues (i.e., micro-expressions) signalling distress in child, parent, and others to improve emotion recognition and labelling,

· Improve child's emotional understanding by linking emotion to context, and identifying contexts and situations that elicit child anger and frustration,

· Teach children prosocial and empathic behaviour through social stories, parent modelling, and role play,

· Increase emotional labelling and prosocial behaviour through positive reinforcement, 

· Increase child’s frustration tolerance through modelling, role-playing, and reinforcing child’s use of learned cognitive-behavioural strategies to decrease the incidence of aggressive behaviours. 

This program is delivered as part of Parent-Child Interaction Therapy (PCIT) and is recommended for children with limited prosocial emotions, on the autism spectrum, with underdeveloped social and/or emotional skills, who demonstrate low frustration tolerance and/or reactive aggression, who are highly motivated by rewards and/or insensitive to punishment.

Health

Is your child’s behaviour hard to manage? Are mealtimes a struggle? Do you have trouble containing your child’s use of tablets, video games, phones, or TV?

PCIT-Health may be suitable for your family.

Parent-Child Interaction Therapy-Health (PCIT-Health) is a selective-prevention intervention aimed at helping parents manage children’s (2 to 10 years old) general behaviour and their behaviour in obesity-salient contexts, such as mealtime and child screen time.

PCIT-Health has been adapted for telehealth delivery (iPCIT-Health) and has been shown to:

· Reduce caregiver/parent stress,

· Improve children’s general behaviour,

· Improve management of children’s screen time and mealtime behaviours,

· Increase use of positive parenting practices.

If you would like to learn more about the impact of PCIT-Health, you can watch the Today show exclusive “Screen Time Out: Inside Look At Digital Detox For Kids” Access video here

Anxiety

It's normal for children to feel worried or anxious from time to time – such as when they're starting school or preschool, or moving to a new area. But for some children, anxiety affects their thoughts and behaviour every day, interfering with their school, home, and social life.

This is when you may need professional help to tackle it. Signs to look out for in your child are: Finding it hard to concentrate, Not sleeping, or waking in the night with bad dreams, Not eating properly, Quickly getting angry or irritable, and being out of control during outbursts, Constantly worrying or having negative thoughts, Feeling tense and fidgety, or using the toilet often, Always crying, Being clingy, Complaining of tummy aches and feeling unwell.

The Cool Little Kids Program is designed for parents of children aged 3-6 years who are ‘at-risk’ for the later development of an emotional disorder or who already have an emotional disorder. Although there are many possible risk factors for anxiety and other emotional disorders, ‘at-risk’ here refers to children who are commonly described as ‘shy’, ‘worried’, ‘fearful’, or ‘sensitive.

The Cool Kids Child Anxiety Program is designed for children in primary school (or approximately 6 to 12 years of age). This program focuses on teaching children and parents together better ways to manage anxiety.

The Chilled Program is for adolescents (approximately 13 to 18 years of age) and focuses on teaching the adolescent anxiety management strategies, with parents taking a supportive rather than active role.

Hi! I’m Jessica!

As a Clinical Psychologist working with children and adolescents, I place a strong emphasis on the importance of parent management training, recognising that a child’s environment significantly impacts their mental well-being. During the initial sessions, I prioritise a thorough assessment and orientation process, delving into the dynamics of the entire family. This comprehensive approach allows me to gain a holistic understanding of the familial context, enabling me to tailor interventions that not only address the child’s individual needs but also promote positive changes within the family system. By incorporating parent management training, I empower parents with effective tools and strategies to manage challenging behaviours, enhance communication, and foster a nurturing environment for their child’s emotional growth.

When working with adolescents, my treatment approach centres around Attachment-Based Family Therapy (ABFT), acknowledging the delicate balance between nurturing secure attachments to parents and guiding these young individuals through the pivotal process of navigating independence. Recognising adolescence as a transitional phase crucial for identity development and the establishment of healthy relationships, ABFT supports both the adolescent and their family in fostering secure emotional connections. This therapeutic model aims to strengthen family bonds, enhance communication, and facilitate the development of autonomy and independence, creating a foundation for the adolescent’s healthy emotional growth.

My therapeutic approach to various mental health disorders is grounded in evidence-based practices designed to address the unique needs of this population. When working with a range of disorders - including but not limited to depression, anxiety, and OCD - I employ developmentally sensitive interventions. Cognitive-behavioural therapy (CBT) is a cornerstone, adapted to the age and cognitive abilities of each individual. Play therapy techniques are often incorporated for younger children, allowing them to express themselves in a language that feels natural to them.

When working with adolescents, I integrate developmentally appropriate cognitive-behavioural therapy (CBT), encouraging collaborative goal setting and emphasizing their active role in the therapeutic process. Mindfulness and relaxation techniques are woven into sessions, providing practical tools for emotional regulation during the challenging adolescent years.

In both child and adolescent therapy, I underscore the importance of systemic and attachment frameworks, understanding that the relationships and environments in which young individuals are embedded significantly influence their emotional well-being. By integrating these frameworks into the therapeutic process, I aim to deepen the understanding of the intricate dynamics within families. This approach allows for a more nuanced and effective intervention, addressing not only the immediate concerns presented by the child or adolescent but also fostering lasting positive changes that contribute to their overall mental health and well-being.

Ultimately, the incorporation of systemic and attachment perspectives enhances the therapeutic process, creating a supportive and transformative space for children and adolescents to navigate the challenges of growth and development.

Hi! I’m Maryanne!

Embarking on the journey of therapy can be a transformative experience for young people, providing them with a safe and confidential space to explore their thoughts, emotions, and concerns.
During the first one to two sessions, the focus is on exploring the main concerns of both the young person, and typically their parents, where they can openly discuss and explore the main concerns that brought them to therapy. These sessions serve as an opportunity for me to gather essential information about the young person background and personal experiences. The structure of these sessions is flexible and can be negotiated to respect individual needs, particularly for older adolescents. The therapist works collaboratively with the young person to set and refine therapeutic goals, fostering a sense of agency and empowerment.

As the therapeutic process unfolds, subsequent sessions introduce evidence-based intervention strategies tailored to address the identified concerns. New skills and tasks are given throughout therapy to be practiced in between sessions. They are a vital component of therapy, serving as a bridge to integrate new coping mechanisms and strategies into everyday life.

It’s important to acknowledge that challenges may arise during treatment, and these will be addressed during sessions to ensure continued progress. To establish a solid foundation for change, it is recommended that families commit to 6-10 sessions. This provides a framework for addressing immediate concerns while allowing space for the therapeutic process to take effect.

This serves as a general guideline of the structure of therapy. Following the initial phase of understanding challenges, circumstances and goals, a personalized treatment plan will be developed and shared. The ultimate goal is to empower young people with the tools and insights needed to navigate their unique journey.

Hi! I’m Karen!

I believe that children and adolescents can make change in their lives to better fulfil their potential and grow into healthy and thriving adults. I adopt a family approach in my work with children, acknowledging the importance of their relationships and contextual experiences, as well as the influence of behavioural and emotional problems on family members. When commencing therapy, an initial assessment is required (1-2 sessions) which provides an opportunity for background information to be gathered, identifying your child’s strengths and challenges, and the setting of individualised therapy goals. Developing a personalised treatment plan that will best suit your child’s and/or family needs will be based on research on the most effective form of intervention for your specific situation. The number of treatment sessions required, and the frequency of sessions, will depend on each individual family/child.

Some younger children like to have their parents or caregiver attend their therapy sessions with them, and others are happy to attend on their own. For adolescents there is a greater emphasis on attending the sessions individually. Nonetheless, it is essential that parents or caregivers are involved in the treatment process, assisting their child with implementing learnt skills to ensure long-lasting positive change. I respect your child/adolescent’s right to confidentiality while they receive individual therapy. As much as possible, I aim to keep parents informed of their child’s progress. A detailed discussion about the limits to confidentiality will be outlined to the child/family during the initial appointment.

I work primarily in addressing child and adolescent psychological, social, and concerns pertaining to their daily functioning. This includes addressing challenging behaviour, self-esteem, school problems/refusal, social and relationship problems, supporting family through difficulties, and parent skills training. My treatment approaches are informed by Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), Dialectical Behaviour Therapy (DBT), and the teaching progression of Applied Behaviour Analysis (ABA).

Hi! I’m Charmaine!

Supporting children and young people with challenges they are experiencing can provide them with knowledge and skills to more effectively manage difficulties both now and later in life.

My approach to working with children and young people is individualised and is about teamwork. The first one to two sessions will have a focus on assessment and getting started. This involves understanding concerns, completing questionnaires, discussing goals for therapy, and an initial strategy or two for wellbeing. The following sessions focus on strategies to manage the concerns and to facilitate change.

 I think about therapy as building a ‘toolbox’. We all have a toolbox of coping strategies – all of us have some tools already, and some may need a dusting off or a polish. Then we want to add more tools to that toolbox, for different times and situations. Therapy is about working as a team to learn and try the tools in session, the young person or family then experimenting with them between sessions, and then in the next session discussing what has been noticed, and proceeding step by step. Often we are building a foundation to work towards managing more complex concerns and situations. Change only happens through action, and it is the action between sessions that makes the difference.

As part of a family, therapy with children and young people often includes parents or other family members to help understand a situation and to support this action and change. My approach is to meet everyone together to begin with, to get to know people and to have an open conversation. The approach may vary depending on age, though in future sessions I typically would spend the majority of the session with the young person, then invite the parent/s to join for the last few minutes for an overview of what was covered and to share the focus of the week/s ahead. Generally speaking, there is less parental involvement with increasing age. For adolescents, the focus is usually on them as an individual, to ensure their confidentiality, engagement and participation.

Open communication is encouraged and where needed, a family meeting may sometimes be arranged. This can help children, young people and family members to share and discuss concerns and progress, and to plan for next steps beyond therapy. These meetings have a pre-agreed agenda, and the child or young person actively participates in setting and participating in the agenda.

 Regular sessions are important to establish and maintain a good relationship, and to build momentum for change.  Planning for six to ten sessions is recommended, either weekly or fortnightly. The scheduled time of sessions should consider age, so that children are able to be alert and focused. Resources are provided via paper and online to support work occurring in sessions. All therapy is evidence-based and primarily draws on cognitive behaviour therapy (CBT), acceptance and commitment therapy (ACT), and dialectical behaviour therapy (DBT).

Hi! I’m Shivani!

I am passionate about working with young people and their families and my approach to working with children is all about creating a safe and nurturing space where they can thrive.

Imagine a place where your child feels comfortable expressing their thoughts and feelings, just like they would with a trusted friend. That’s the kind of environment I aim to provide. I have a passion for understanding the unique world of children, and I use this understanding to connect with them in meaningful ways.

I specialize in using gentle and effective methods to help children navigate challenges and emotions. I believe that therapy should never feel like a chore; it should be an engaging and enjoyable journey.

I incorporate games, creative activities, and even storytelling into our sessions. This allows your child to express themselves naturally and build a strong rapport with me.

I also believe in the power of involving parents/carers in the process. You are an essential part of your child’s world, and I work collaboratively with you to ensure that the progress we make in therapy extends into your child’s daily life.

I use evidence-based approaches such as CBT, DBT, ACT and Solution Focused Therapy to provide treatment for generalized anxiety, social anxiety, performance anxiety, self-esteem, study stress, anger management, emotional regulation, bullying, social skills training and mindfulness training.

I also support neurodivergent children (Autism and ADHD) and children who have obsessive compulsive disorder.

I understand that every child is a treasure trove of potential, and my goal is to help them uncover and shine their brightest. Together, let’s embark on a journey of growth, understanding, and empowerment for your child. Please feel free to reach out if you have any questions or if you’re curious about how we can work together to support your child’s happiness and success.

Hi! I’m Jordan!

My passion is helping young people- particularly adolescents, navigate the challenges of life. I draw on several approaches to do this- however the most important aspect of therapy for me is gaining rapport. I see a strong therapeutic alliance as key to creating any change.

For children between the ages of 6-12 presenting with mood/behavioural concerns, I recommend parents attend at least the first 3 sessions as they may take time to become familiar with a new setting and require support from parents. The level of parental involvement in future sessions will depend on maturity of the child, severity of presenting concern, and of course parent preference. If sessions are one-on-one, I like to conduct a check-in at the beginning with a parent present and a review at the end to ensure parent involvement and so they are equipped to reinforce strategies in the home setting.

For young people 13+ presenting with mood/behavioural concerns, I am flexible around parent involvement, however, generally recommend parents attend at least the initial session. Adolescents are developing a sense of individuality at this point in their life and it is important to foster this. This is discussed and agreed upon during the initial session.

The first couple of sessions are used to gather information and conduct an ‘initial assessment’. We set goals together and discuss an inidivualised treatment plan. It is generally recommended that families commit to a course of 6-10 sessions. For treatment of severe mood/behavioural concerns this will be increased.

I operate mainly from a Cognitive-Behavioural framework (CBT), which focuses on the relationship between thoughts, feelings and behaviours. I also draw on Acceptance and Commitment Therapy (ACT), and Motivational Interviewing.

Hi! I’m Karolina!

For children between the ages of 2.5-8 who display oppositional behaviours and conduct problems I primarily work with parents using an Integrated Family Intervention approach that has been consistently shown to effectively decrease behavioural problems in children. While treatment is primarily parent-focused, as Medicare requirements for rebates require that the child is part of sessions to some extent, they will need to attend the sessions with you (either in-person or via Zoom). If bringing them for in-person sessions please ensure you bring some activities for them to be occupied with. 

For children aged between 7-12 years old with mood and/or behavioural issues I recommend that children attend sessions with at least one parent as at this age children typically require some level of guidance and support from their parents (i.e., in remembering important details to share in therapy or helping completing between-session tasks). However, level of required parent involvement will depend on the presenting problems. 

For adolescents (aged 13-18) with mood and/or behavioural issues I am flexible as to whether or not parents are involved in sessions. Given the desire for most adolescents to become more independent at this stage of life, I typically leave the decision of who will be involved in therapy largely up to the adolescent, although depending on the nature of the presenting problems I may encourage parents to attend a few sessions, as long as the adolescent is on board with this.

In terms of the general structure of sessions, the first 1-2 sessions are used to gather relevant assessment information, identify treatment goals and briefly outline the proposed treatment. Following this, the number of treatment sessions required, and the frequency of sessions, will depend on each individual family/client. However, for parent management work, 6-10 weekly sessions are typically recommended, and more for child/adolescent mood concerns. My treatment approaches to child and adolescent mood and behavioural concerns (excluding oppositional behaviours and conduct problems) are generally guided by the following evidence-based therapy modalities: Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), and Dialectical Behaviour Therapy (DBT).

Hi! I’m Sammy!

I employ a holistic approach to treatment, combining evidence-based methodologies with a deep understanding of the unique needs of children and their families.

My approach draws from programs including the Cool Kids Anxiety Program. Developed to address anxiety in children, this program integrates cognitive-behavioral strategies and exposure therapy, fostering resilience and empowering children to manage their anxiety effectively.

For emotion regulation, I draw upon the principles of Dialectical Behavior Therapy (DBT), equipping children with the tools to navigate and regulate their emotions in a healthy manner. DBT not only focuses on emotional awareness but also emphasizes interpersonal effectiveness and mindfulness, fostering well-rounded emotional intelligence.

Recognizing the integral role parents play in a child's development, I offer Parent Management Training. This evidence-based approach provides parents with practical tools and strategies to support their child's emotional and behavioral well-being. By strengthening the parent-child relationship and enhancing communication, we aim to create a supportive family environment that nurtures positive growth.

My approach is neuroaffirming, collaborative and creative, to incorporate the strengths of the child and the family.

Hi! I’m Lisa!

I’m a clinical psychologist with over 16 years of experience working with children, adolescents, parents and their families. My experience includes working with mild to moderate, as well as severe and complex mental health concerns across various settings, including within a public child & adolescent mental health service, in-reach into hospital wards, schools, headspace and private practice.

My style is warm and engaging and I work collaboratively with children/adolescents and their families to develop a shared understanding of their unique concerns and goals. In partnership with young clients and their families I aim to provide information and choice related to the best developmentally appropriate and evidenced based treatment options to help reach desired goals.

With training and experience in a broad range of therapeutic modalities (including but not limited to CBT, Attachment based interventions (ABFT, Circle of Security), Eating Disorder interventions (Maudsley FBT, SSCM, CBT-E), DBT, ACT and Narrative Therapy) I am able to provide a level of flexibility in my approach that enables clients and their families to expand their own strengths and work creatively to achieve a more meaningful life. I adopt a strength based, family focused approach and strive to assist clients with both strategies to assist them in managing current difficulties; and more importantly, understanding of and interventions to address the underlying cause of current difficulties.

With significant experience spanning diverse concerns, I am able to offer targeted interventions for a wide range of presenting issues (including but not limited to depression, anxiety, trauma related impacts, emotional regulation difficulties, behavioral issues, school refusal, eating disorders, self-harming and suicidal ideation, family and peer relationship problems, neurodevelopmental impacts, and families affected by mental illness in a child or parent). I absolutely love working with young clients and their families and welcome any questions at any time!

Hi! I’m Selina!

Working with behaviour issues: For children between the ages of 3 and 9, who display oppositional behaviours and conduct problems, I work with an evidence-based approach known as Integrated Family Intervention. This is a behaviour-attachment-systems intervention for parents, meaning that I work solely with the parents to reshape parent’s responses to their children’s behaviours. This includes strategies such as rewards and praise, time out, and quality time. I will spend a small portion of the session time with your child however this is not the focus of treatment and it is crucial that you bring an activity to occupy your child during the session. 

As research shows that treatment is most effective when both parents are involved (or the primary caregivers of your child), it will be a requirement that both parents attend our sessions, whether in person or via telehealth. This is a short term intervention and we will require approximately 10 weekly sessions. This includes the initial assessment session. By the end of treatment we aim for you to independently manage your childs’ behaviours.

Working with anxiety: For children aged 3 to 6, who present with symptoms of anxiety, I will work predominantly with parents using an approach based on the Cool Little Kids program by Macquarie University. This is an evidence-based parenting program that aims to increase children’s confidence and decrease their worries. I spend a small portion of the session time with your child to teach them calming and coping strategies, however this is not the focus of treatment, and you must bring activities to occupy your child for when discussion is occurring between the parent and therapist. This enables you to coach your child throughout the week.

For children aged 7 to 12, who present with symptoms of anxiety, I use an approach based on the Cool Kids program by Macquarie University. This is an evidence-based, manualised treatment that includes spending individual time with the child and then reiterating their learned content with parents. Much of the treatment involves homework and practical activities to be carried out outside of sessions, thus, it is crucial that parents are actively involved and ensure that their child completes the set tasks for the week. It is recommended that you bring an activity for your child for when discussions are occurring between the parent and therapist.

For high school students, who present with symptoms of anxiety, I use an approach based on the Chilled Teens program by Macquarie University. This is an evidence-based, manualised treatment that involves teaching adolescents cognitive and practical strategies to cope with their worries. Whilst parental involvement is not necessary, it is always encouraged. 

Hi! I’m Katherine!

It is a pleasure to welcome you to Succeed Psychology and I look forward to meeting you at your initial appointment. For most people, attending their first appointment can feel nerve-wracking and they can be unsure what to expect at the first session, and what ongoing therapy will involve. I have outlined below my general approach to therapy to answer some of these commonly asked questions.

The initial one to two sessions are an opportunity to discuss the main concerns for your child and family, and for me to gather relevant background information that will help me to understand your child, family and circumstances better. Typically this session will involve parents and the child, although older adolescents may prefer to attend the session by themselves. Where this is sensitive information that a parent or child may prefer to discuss without other family member/s present, time can be allocated (usually at the next session) to discuss these concerns. The initial sessions are also an opportunity to develop shared goals and to discuss an initial treatment plan.

During subsequent intervention sessions I will work collaboratively with both the child and parents towards the goals we have established for therapy. Sessions are usually structured to allow time for feedback and updates with both parents and child, and some individual time with the child. Sessions with older adolescents will usually have more emphasis on individual sessions with the teenager. Parental involvement is still valued, however may be less frequent than with younger children. The right for older adolescents to have a confidential space to discuss their concerns is encouraged and respected. 

I use evidence based intervention strategies that have been shown through research studies to be effective in reducing emotional and behavioural difficulties. Tasks are often given to families (both parents and/or child) to work on between sessions. This is vitally important to the outcomes of therapy. It is essential that tasks be practiced between sessions to experience the benefits of therapy. One of the goals of therapy will be to help parents and children to feel confident to independently manage once a course of treatment has been completed, and working on tasks between sessions will help to achieve this confidence.

It is recommended that families commit to a course of 6-10 sessions. It can take some time for changes to be noticed and hence a commitment to therapy is recommended to give time to build a range of skills and observe their effectiveness. It is expected that some difficulties will arise over the course of therapy in implementing skills as it can be challenging to alter long-term habits of thinking and behaviour, and parent-child dynamics. Part of our work together will be to help to overcome these challenges so that you can experience the benefits of the skills learned in sessions.

This is a general outline of my approach to sessions. After meeting with you and understanding your circumstances, I will discuss with you my recommendations for treatment and outline a plan that is tailored to your goals. These goals and the treatment plan will be reviewed regularly over the course of therapy and adjusted as necessary.

Hi! I’m Emily!

I am passionate about creating a warm and friendly environment to support children, adolescents, and their families. I take an individualised approach to therapy, building an evidence-based treatment plan based on your unique experiences and needs, however the information below can help you to understand what therapy might look like for you.

 Working with behavioural difficulties: When working with preschool and primary-school aged children who are experiencing behavioural difficulties, I take an Integrated Family Intervention approach. This gold-standard approach works with parents to identify the relevant behavioural, attachment, and systems-related factors that might be influencing their child’s behaviour. It then introduces parent-driven strategies for preventing and responding to behaviours, such as rewards and praise, quality time, time out, logical consequences, and strengthening family relationships and communication.

 These sessions will mainly involve me working with the parents (and/or the main caregivers), although some sessions may involve a portion of time working directly with the child. I strongly recommend that all parents or primary caregivers attend every session, since research has demonstrated that this is a strong predictor of positive treatment outcomes.

 Working with anxiety and other emotional difficulties: For children and adolescents who are experiencing difficulties with anxiety, I predominantly use a Cognitive Behavioural Therapy (CBT) approach. CBT is the gold-standard treatment for child and adolescent anxiety. CBT for anxiety focuses on addressing the unhelpful thinking styles and beliefs that are associated with anxiety, as well as reducing behavioural avoidance and encouraging children and adolescents to face their fears in a gradual and supported way.

 For children and adolescents who are experiencing other emotional concerns including low mood, stress and adjustment, and emotion regulation difficulties, I tailor my treatment approach to target the factors that are relevant to each family. Approaches that I might draw from include Cognitive Behavioural Therapy (CBT), Dialectical Behavioural Therapy (DBT), Acceptance and Commitment Therapy (ACT), and attachment and systems approaches.

 When working with preschool and primary-aged children, a parent will need to attend all sessions with their child. The sessions might involve the parent and child together the entire time, or there may be times when I work either just with the parent or child. Given that treatment often involves practice and activities to be completed outside of sessions, it is crucial that parents are actively involved.

 When working with high-school aged adolescents, parental involvement is recommended, however the extent of this involvement is flexible based on the presenting concerns, and the needs and preferences of each family.

Hi! I’m Adrian!

I look forward to meeting with you to discuss how I can best be of service to you and your family. The below information will help you understand what to expect regarding treatment and the therapy process.

Behaviour Management (ages 3-9): I have a deep respect for the important role parents play in the lives of their children. Therefore, I offer a program that aims to empower parents with evidence-based skills to manage child behaviour in a manner that places the emotional bond between them at the center of the treatment.

A parent-focused approach for child behaviour problems is widely understood in the psychology community to be the gold-standard treatment, with a wealth of scientific studies supporting its efficacy. This means that sessions will mainly involve consultation with parents to empower them with strategies to manage child behaviour. I’m passionate about ensuring such treatments are implemented optimally to maximise the likelihood of positive treatment outcomes for children and their families. As such, both parents (or primary caregivers) are strongly recommended to attend all sessions, as this is a strong predictor of positive treatment outcomes. Treatment includes a program of approximately 15 therapy sessions with the aim of ensuring parents feel confident to manage their child’s behaviour independently.

Child and Adolescent Anxiety (ages 7-17): I offer an anxiety management program for children and teens struggling with anxiety. This intervention includes a course of therapy sessions aiming to not only help reduce symptoms of anxiety, but to equip kids and their families with the skills necessary to independently manage their anxiety on a long-term basis.

For younger children and teens, an important part of this program is parental attendance and participation in consultations. Parents will be expected to assist their child in performing therapeutic exercises between sessions and to learn about the important role they play in helping their child overcome anxiety. This program draws upon decades of cognitive-behavioural-therapy research to deliver a solid, evidence-based, gold-standard treatment for young people struggling with anxiety.