Many of the challenges that bring families to therapy are described as "executive functioning" difficulties: getting started on tasks, managing time, staying organized, following through, coping with transitions, handling frustration/emotional regulation, or keeping up with school demands.
What often gets overlooked is that executive functioning is never just logistical. Every task has both a practical component and an emotional one. A child may know exactly what needs to be done, yet struggle because the task feels overwhelming, anxiety-provoking, boring, shame-inducing, or connected to past experiences of failure. For many neurodivergent children, these emotional experiences are at the heart of executive functioning challenges.
My work focuses on helping children better understand and navigate the emotional side of these struggles. Rather than relying solely on strategies, routines, or productivity tools, I help kids build awareness of what is happening internally so they can develop greater self-understanding, confidence, flexibility, and emotional regulation.
I work with children only when they genuinely want to be in therapy and feel ready to engage in the process. Therapy is most effective when a child feels safe, understood, and willing to participate. If a child is resistant, reluctant, or clearly not interested in therapy, I do not believe forcing the process is helpful.
How I work:
In these situations, I often find that the most effective therapeutic work happens with caregivers. While it can be tempting to focus exclusively on changing a child's behaviour, meaningful change often begins by exploring the relational environment around them. How we show up in our relationships with our children profoundly shapes their ability to feel safe, understood, connected, and emotionally regulated.
My work with parents focuses on understanding emotional triggers, expectations, patterns, and mindset. When caregivers become more aware of their own reactions and experiences, they are often able to respond differently to their child, creating conditions that support growth, resilience, and cooperation. This approach frequently leads to positive changes in the family system, even when a child is not participating directly in therapy.
For children who are eager to work together, my approach is relational, collaborative, and grounded in trust. I meet each child where they are, incorporating play, creative expression, curiosity, and conversation in ways that feel natural and engaging. My goal is to create a space where children feel understood, supported, and empowered to make sense of themselves and their experiences.