For teachers, psychologists, early-years educators and school teams. Beyond information: practical experience, useful tools and genuine professional dialogue.
Why I work this way
I have a foundation in psychology, additional professional training in Expressive Arts Therapy, and have studied with Elena Makarova. For more than 20 years I have worked with children, adults and families, including in inclusive settings and at Varvara School Bali. I know the everyday realities of education: transitions, challenging behaviour, conversations with parents and the emotional demands on teachers. My approach begins not with fixing a child, but with understanding the person, their needs and their relationships.
Programmes and workshops
Emotional intelligence as a language of relationships
Who it is for · Teachers, early-years educators, class leaders, psychologists and school teams.
What we explore · How children identify and express feelings, develop empathy and experience emotional safety in a group.
What participants take away · Simple practices, conversation prompts and ways to notice emotional signals in everyday school life.
What makes my approach different · I combine psychological understanding with creative exercises that educators can experience themselves before adapting for children.
Understanding the needs behind behaviour
Who it is for · Teachers, tutors, school psychologists and teams dealing with challenging situations.
What we explore · How to notice overload, anxiety and unmet needs behind resistance, conflict or intense reactions, and speak with families without blame.
What participants take away · A practical framework for observation, case reflection and compassionate responses.
What makes my approach different · We work with real educational situations without labelling children or expecting teachers to fix everything.
Inclusion: seeing the child beyond the diagnosis
Who it is for · Teachers, assistants, school leaders and inclusive education teams.
What we explore · Differences in development, communication and sensory experience; participation in group life; collaboration with families.
What participants take away · Ways to adapt environments, observe needs and coordinate adult support.
What makes my approach different · I bring both professional experience in inclusive settings and an understanding of the family perspective.
Creativity as a way to express and explore feelings
Who it is for · Teachers, psychologists and creative educators.
What we explore · Drawing, clay, movement, sound and other expressive processes without judging artistic results.
What participants take away · Adaptable activities and ways to facilitate safely, respecting personal boundaries.
What makes my approach different · My Expressive Arts Therapy training centres on process, not making beautiful objects.
Supporting the people who support children
Who it is for · Teachers, early-years educators, leaders and teams navigating stress or change.
What we explore · Recognising exhaustion, maintaining boundaries, having difficult conversations and supporting one another.
What participants take away · Accessible restorative practices and a shared language for team support.
What makes my approach different · Rather than adding expectations, I create space for educators themselves to be heard.
From everyday practice to understanding
As a school psychologist, I have encountered many different situations: a child who has recently moved and finds it hard to enter the classroom; a pupil for whom a mistake feels overwhelming; an educator trying to understand why ordinary expectations lead to resistance. Rather than judging behaviour too quickly, I explore the emotions, needs, experiences and environment behind it with the team.
We can reflect on comparable situations without identifying details, experience creative exercises ourselves, and develop practical ways to support children, educators and the group.
More than a one-off workshop
I can work alongside a school team over a term or academic year. Together we identify priorities, hold practical sessions, reflect on emerging situations and revisit what is working.
What collaboration can look like
Initial conversation about the team’s needs → hands-on sessions → reflection between meetings → adapting tools to everyday school life. The content and frequency are agreed together, not imposed as a universal formula.
Examples are generalised and contain no identifying information about children.
How we work together
Sessions can be adapted to your team: an introductory seminar, hands-on workshop, a series of meetings, case reflection or a supportive group. Each includes room for questions, experience and discussion.
Let’s talk about your team’s needs
Tell me what your educators are facing, and we can shape a programme that fits your school or learning community.
