When your child needs a different starting point
Perhaps every new task is met with “I can’t do it”. Perhaps afternoons end in arguments, but your child struggles to explain what happened at school. You do not need a perfect account of the problem before getting in touch.
Together, we choose a manageable focus. What would make a difference to your child? What might a first step look like?
What happens in a session?
Talking is one way to begin. Pencils, figures, games or a drawing can offer another. Activities are adapted to your child’s age, interests and attention.
For example, a child who wants to ask for help at school might try out a few phrases in a role-play and choose one that feels comfortable. This is an example of how we might work, not a guaranteed outcome.
Things we can explore
- Confidence and coping with mistakes
- Noticing feelings and finding ways to express them
- School stress and everyday organisation
- Friendships, boundaries and asking for help
- Goodbyes, school changes and other transitions
Parents stay part of the picture
We talk about your observations before the first child session and agree how to share feedback. Between sessions, we look for small things you can try at home. This is not another training programme to fit into a busy week. It is about finding what works in your real life.
When coaching is not enough
Persistent or worsening symptoms, significant distress or concerns about a mental health condition need professional assessment. Coaching does not diagnose or treat illness. Where bullying or violence is involved, safeguarding and adult responsibility come first.