Psychotherapy FAQs
Psychotherapy FAQs
How is psychotherapy different from parent consultation or initial assessment?
How is psychotherapy different from parent consultation or initial assessment?
Parent consultation is a focused appointment for parents who want help thinking through a specific concern, situation or decision.
Initial assessment is a fuller clinical process that helps build a formulation and recommendations about what kind of support may be most appropriate.
Psychotherapy is different because it is ongoing treatment. It usually takes place weekly, at the same time each week, and gives the child or young person a regular space to work through emotional, relational, developmental or psychological difficulties over time.
The aim is not only to understand what is happening, but to support change through the therapeutic relationship itself.
Parent consultation is a focused appointment for parents who want help thinking through a specific concern, situation or decision.
Initial assessment is a fuller clinical process that helps build a formulation and recommendations about what kind of support may be most appropriate.
Psychotherapy is different because it is ongoing treatment. It usually takes place weekly, at the same time each week, and gives the child or young person a regular space to work through emotional, relational, developmental or psychological difficulties over time.
The aim is not only to understand what is happening, but to support change through the therapeutic relationship itself.
What happens in child and adolescent psychotherapy?
What happens in child and adolescent psychotherapy?
Child and adolescent psychotherapy does not always look like adult talking therapy.
Children and young people may communicate through play, drawing, games, stories, silence, behaviour, repetition or the relationship with the therapist. Some children talk directly. Others show their difficulties more indirectly.
In psychodynamic child psychotherapy, these communications are taken seriously. The therapist pays attention to what the child says, but also to how they play, how they manage endings, mistakes, frustration, closeness, separateness, control, dependency and uncertainty.
This can be especially important for children who find it hard to explain their feelings, or who have learned to mask, cope, perform or keep adults at a distance.
Child and adolescent psychotherapy does not always look like adult talking therapy.
Children and young people may communicate through play, drawing, games, stories, silence, behaviour, repetition or the relationship with the therapist. Some children talk directly. Others show their difficulties more indirectly.
In psychodynamic child psychotherapy, these communications are taken seriously. The therapist pays attention to what the child says, but also to how they play, how they manage endings, mistakes, frustration, closeness, separateness, control, dependency and uncertainty.
This can be especially important for children who find it hard to explain their feelings, or who have learned to mask, cope, perform or keep adults at a distance.
What kind of difficulties can psychotherapy help with?
What kind of difficulties can psychotherapy help with?
Psychotherapy may be helpful when a child or teenager is struggling with difficulties that are affecting their emotional life, relationships, school attendance, family life or sense of self.
This may include anxiety, low mood, school avoidance, EBSA, emotional overwhelm, anger, withdrawal, trauma, loss, family difficulties, neurodivergence, masking, autistic burnout, chronic illness, pain, fatigue or persistent physical symptoms.
In my work, I try to understand the child in context. A symptom or behaviour is rarely understood on its own. We think about the child’s emotional world, development, family relationships, school environment, body, neurodivergence and wider system.
The aim is to understand what the child may be communicating, what may be maintaining the difficulty, and what kind of therapeutic work may help them feel more understood, more connected and more able to manage their inner world.
Psychotherapy may be helpful when a child or teenager is struggling with difficulties that are affecting their emotional life, relationships, school attendance, family life or sense of self.
This may include anxiety, low mood, school avoidance, EBSA, emotional overwhelm, anger, withdrawal, trauma, loss, family difficulties, neurodivergence, masking, autistic burnout, chronic illness, pain, fatigue or persistent physical symptoms.
In my work, I try to understand the child in context. A symptom or behaviour is rarely understood on its own. We think about the child’s emotional world, development, family relationships, school environment, body, neurodivergence and wider system.
The aim is to understand what the child may be communicating, what may be maintaining the difficulty, and what kind of therapeutic work may help them feel more understood, more connected and more able to manage their inner world.
How are parents involved in psychotherapy?
How are parents involved in psychotherapy?
Parents are an important part of the work.
Although the child or young person may have their own individual sessions, psychotherapy often includes regular parent meetings or reviews. These offer space to think about what is happening at home, school and in family life, and how parents can best support the therapeutic work.
Parent work is not about blaming parents. It is a space to think carefully about the child’s communication, family patterns, boundaries, anxiety, conflict, guilt, shame, and the pressures parents may be holding.
For some children, parent-child sessions may also be helpful. Where clinically appropriate, there may also be liaison with schools, GPs, paediatricians, CAMHS or other professionals involved in the child’s care.
Parents are an important part of the work.
Although the child or young person may have their own individual sessions, psychotherapy often includes regular parent meetings or reviews. These offer space to think about what is happening at home, school and in family life, and how parents can best support the therapeutic work.
Parent work is not about blaming parents. It is a space to think carefully about the child’s communication, family patterns, boundaries, anxiety, conflict, guilt, shame, and the pressures parents may be holding.
For some children, parent-child sessions may also be helpful. Where clinically appropriate, there may also be liaison with schools, GPs, paediatricians, CAMHS or other professionals involved in the child’s care.
