Therapy Services
Psychotherapy
Psychotherapy is a supportive process where I work collaboratively with children and teens to help them navigate challenges, build skills, and foster emotional well-being. My approach is strengths-based and focused on building resiliency—helping your child develop the ability to bounce back from difficulties and thrive in everyday life.
I use evidence-based strategies tailored to each child’s unique needs, including Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), mindfulness practices, and solution-focused techniques. These methods can help your child learn to manage emotions, cope with stress, and develop practical tools for everyday challenges.
My expertise is in working with kids and teens who experience ADHD, anxiety, depression, OCD, and autism. I strive to create a safe, welcoming space where your child feels understood and empowered. Together, we’ll set goals, celebrate strengths, and work toward positive change—supporting your child’s growth both at home and in the community.
Executive Functioning Support
Think of executive functioning as the brain’s 'management system.' It’s the set of skills that helps your child plan, stay organized, and follow through on tasks.
But for many neurodivergent children, it’s about more than just a to-do list—it’s about managing the frustration, shame, and 'stuck' feelings that often come with ADHD.
Is Executive functioning support considered a form of therapy?
The answer is both yes and no.
Traditional executive functioning support (sometimes called ADHD coaching) focuses on skill-building and self-management, and does not require a mental health license to provide this service. Therefore, it’s not considered therapy. Traditional therapy addresses emotional and psychological challenges and does require a licensed mental health professional.
With my years of experience treating ADHD, I’ve found that separating skill-building from emotional and psychological support is rarely effective. Many people with ADHD face barriers such as guilt, shame, and “stuck” thinking that can hinder progress and daily functioning. Ignoring these factors often leads to limited improvement and delayed skill development. That’s why I incorporate therapeutic treatment into my executive functioning support, blending both approaches for the best outcomes. Therefore, unlike traditional ADHD coaching, my approach is grounded in therapeutic methods and can be considered a form of therapy.
