A safe space for your child to feel understood
Children and teenagers don't always have the words for what they're going through.
Therapy gives them a different way in — and gives you, as a parent, a clearer picture of what's going on and how to help.
Signs it might be worth reaching out
Every child is different, and there's no single sign that means therapy is needed. These are simply the reasons parents most often get in touch.
If any of it feels familiar, a free 15-minute call is a good place to start — no commitment either way.
- Big emotions that feel hard to manage — for them, or for you
- Increased worry, clinginess or reluctance to go to school
- Changes in sleep, appetite or energy
- Withdrawing from friends, family or things they used to enjoy
- Trouble with friendships or fitting in socially
- A recent big change — separation, a new sibling, moving house or school
- Behaviour that feels out of character or hard to understand
- A teacher or GP has raised a concern
Therapy that fits the age and stage
Whether your child is six or sixteen, therapy looks different at every age. A six-year-old and a sixteen-year-old need very different things from the same room.
Sessions are shaped around where your child actually is developmentally — not around a fixed format.
Play-based therapy
Younger children process feelings through play, not conversation. Sessions use imaginative play, art, storytelling and games to help your child express what's going on, at their own pace.
A blend of talk and activity
Early teens often benefit from a mix of conversation and creative or practical tools — building insight and coping skills without it feeling like "just talking".
Talk therapy, teen-led
Older teens are supported through reflective, conversation-based therapy that respects their independence — a space that's genuinely theirs, not shaped by what parents or teachers expect.
Following your child's lead
Play-based therapy gives children a safe, supportive space to express experiences, thoughts and emotions that can be difficult to put into words.
The approach is non-directive: it follows the child's lead, recognising that children naturally process feelings and make sense of their world through play.
Rather than being told how to think or behave, children learn through experience, connection and exploration. As they feel emotionally safe and understood, they begin to develop awareness, strengthen coping skills, and manage emotions more effectively across home, school and social settings.
"Children don't need to have the words — that's the whole point. Play is how they tell us what's going on."
— Hebba Morcos, Registered Psychologist
A space that's actually theirs
Adolescence brings significant emotional, social and developmental changes — with increasing pressure across school, friendships, identity, family relationships and future expectations. Many teenagers are carrying more than they let on.
Therapy provides a supportive, non-judgemental space where young people can explore what's going on in a way that feels comfortable and meaningful to them. Sessions are shaped around the individual, not a formula.
Rather than being told what to do, adolescents are supported to develop insight through exploration, reflection and conversation. As emotional awareness grows, they can recognise patterns, build coping skills, and navigate school, family and social life with more confidence.
"Teenagers often know something is off — they just don't have a safe place to take it. That's what therapy can be."
— Hebba Morcos, Registered Psychologist
Somewhere it's safe to play, and to try
The children's room is set up so that a child walking in for the first time has something to do with their hands before they have to find anything to say. A low table for drawing and building, games within reach, floor space to spread out.
Play is how children think out loud. A child who can't yet explain what happened at school will often show it instead — in a drawing, a story, a game where someone keeps losing and it isn't fair. Working alongside that, rather than sitting across a desk from it, is usually where the real conversation starts.
Games earn their place for a different reason. Taking turns, waiting, losing, renegotiating the rules when they stop working — these are the same things that are hard in the playground, rehearsed somewhere the stakes are low and it can be talked about afterwards.
And there is novelty on purpose. Something new on the shelf, a puzzle not yet cracked, materials never used before. For a child who has learned that unfamiliar means unsafe, small and manageable newness inside a room they already trust is its own kind of practice.
Something to do first
Hands busy before words are needed. Drawing, building or a game while we get to know each other — no pressure to explain anything yet.
Play as the conversation
What a child can't narrate, they will often act out. Following the play tends to tell us more than asking questions does.
Turn-taking, waiting, losing
Board games rehearse the difficult parts of the playground somewhere low-stakes — and then we get to talk about how it felt.
Room to move
Not every child thinks best sitting still. There's floor space, a rug, and the option to work standing up, lying down or halfway under the table.
Something new to discover
New materials appear over time. Curiosity is easier to reach for when the rest of the room is already known.
Familiar every time
Same room, same shelf, same greeting. The steadiness underneath is what makes the new parts feel manageable rather than alarming.
What we work on together
Every child is different, and sessions are shaped around what they actually need. These are the areas that come up most often.
Children
- Anxiety and worries
- Emotional regulation and big feelings
- Behavioural challenges and self-regulation
- ADHD and attention difficulties
- Social skills and friendships
- School engagement and learning concerns
- Self-esteem and confidence
- Family changes and life transitions
- Coping skills and resilience building
- Sensory and emotional needs
- Healthy technology habits and digital balance
Adolescents
- Anxiety, stress and emotional wellbeing
- Emotional regulation and coping skills
- Self-esteem and confidence
- Identity and self-understanding
- Social difficulties and friendships
- School stress and academic pressure
- ADHD and executive functioning difficulties
- Behavioural and emotional regulation challenges
- Family relationships and communication
- Life transitions and adjustment
- Digital balance and social media awareness
What happens from your side
You stay involved throughout — without it costing your child their privacy.
An initial conversation with you
Before your child's first session we'll usually talk — by phone or in person — so I understand what's going on and what you're hoping for.
Your child's first session
Your child meets me in a space designed to feel safe and low-pressure. There's no expectation they'll open up straight away — building trust comes first.
Regular check-ins with you
You'll stay informed, with updates on progress and practical strategies for home — while respecting your child's privacy in session.
Working with schools, if helpful
Where it's useful I can liaise with teachers or provide plain-language reports to support your child at school — with your consent.
Parent FAQ
How do I know if my child needs therapy, or if this is just a phase?
It's not always easy to tell. If something feels persistent, is affecting school, friendships or your child's mood over time, or you simply sense they need extra support, it's worth reaching out — even just for a conversation.
Will you tell me what my child says in session?
Children and teens need to feel their sessions are a safe, private space to open up.
I'll share general themes, progress and practical strategies with you as a parent, without breaching your child's trust — except where there's a safety concern, which I'll always discuss with you directly.
Do I need to stay for the session?
It depends on your child's age and comfort. Younger children sometimes like a parent nearby at first; teens usually prefer to be seen independently. We'll work out what suits together.
Can you work with our child's school?
Yes, where it's helpful and with your consent. That might be a brief report, or a conversation with a teacher or school counsellor to support your child's needs at school. See Schools & educators for more.
Is telehealth available for children?
Telehealth is available for many appointment types. For younger children, in-person play-based sessions are usually more suitable — we can talk through what will work best for your child.
Do I need a referral to book?
No — you can book directly for your child. See the Appointments & Referrals page for details on referrals and Medicare rebates.
Supporting the people who support children
Parents don't need to have all the answers. They just need support to understand what's going on, and to feel more confident in how they respond.
Schools and educators benefit from exactly the same thing. Support here is available for your child directly, for you as a parent, or for the school around them — often all three.
You don't have to figure this out alone
Parenting brings both deeply rewarding experiences and real challenges — particularly when you're navigating emotional, behavioural, developmental or family concerns. It's exhausting trying to work out what your child needs when the answers aren't obvious.
Support offers a collaborative, non-judgemental space to better understand your child's needs, strengthen your relationship with them, and develop strategies that work in your family's everyday life.
Rather than focusing only on changing behaviour, the work builds understanding of what's driving emotions and family interactions. As insight and confidence grow, supporting positive outcomes at home and at school gets easier.
Areas of support
- Parenting strategies and guidance
- Strengthening parent–child relationships
- Understanding behaviour and emotional needs
- Family communication and connection
- Anxiety and emotional wellbeing within the family
- Behaviour and self-regulation support
- ADHD and neurodiversity understanding
- Managing family stress and transitions
- Routines, healthy boundaries and balance
- Building confidence in your parenting approach
"Parents often know something isn't right long before anyone else notices. That instinct is worth listening to."
— Hebba Morcos, Registered Psychologist
When school is where the difficulty shows up
School environments play an important role in a child's emotional wellbeing, learning and development. Sometimes the challenges a child faces are most visible in the classroom — which is exactly where collaborative support makes the biggest difference.
Consultation provides a space to understand presenting concerns, identify strengths, and explore practical strategies that work within educational settings. The goal is never just to manage behaviour — it's to understand what's driving it, and create conditions where a student can genuinely thrive.
Support can involve consultation with parents and educators, classroom observations, collaborative planning, psychoeducation and practical recommendations tailored to the student and the school context.
Areas of support
- Classroom observations and consultation
- Behaviour support planning
- Emotional regulation strategies
- Attention, learning and engagement concerns
- ADHD and neurodevelopmental support
- Social and peer relationship concerns
- Collaborative support between home and school
- Strengths-based recommendations and planning
- Understanding sensory and emotional needs
- School transitions and adjustment support
- Teacher guidance and practical classroom strategies
"The most effective school support happens when families and educators are working from the same understanding — not in separate directions."
— Hebba Morcos, Registered Psychologist
Related services
Appointments & referrals
How to book for your child, what a Mental Health Care Plan involves, and what happens in a first session.
Learn more → AssessmentAssessments & school support
ADHD and autism assessment, with plain-language reports for families and schools.
Learn more → AdultsAdult support
ADHD, neurodiversity and women's wellbeing support for adults — including late diagnosis and assessment.
Learn more →Let's find the right support
Book a free 15-minute phone call to talk through what's going on for your child — no pressure, no commitment, no forms first.