Who do I Work with?
I support children, young people (aged 3 to 20years) and adults who may be experiencing a range of emotional, relational, or behavioural needs.
I also support families and schools, offering individual and group therapy in indoor or outdoor settings. I have a therapy space in Nanpean, but can offer therapy in schools or other appropriate locations across Cornwall. Home visits are available but ‘play therapy’ in the home is not appropriate in most instances, although on-line (tele-play therapy) is a way to have therapy in the home.
I am happy to work with anyone who feels they may benefit from the services Horizon Play Therapy can offer. Therapy always focuses on understanding the meaning behind the individual's presentation and supporting their emotional safety and regulation.
I can work with individuals who have:
• Difficulties with emotional regulation and self-soothing
• School avoidance, reduced attendance, or difficulty in educational settings
• Attachment-related needs, relational insecurity, or difficulties with trust and safety in relationships
• Neurodiversity, including autism and related differences in communication, sensory processing, and emotional regulation
• Attention and concentration difficulties that impact learning and engagement
• Experiences of trauma, loss, bereavement, or significant life transitions
• Social communication challenges and difficulties initiating, sustaining, or interpreting relationships
• Anxiety, panic responses, low mood, or emotional overwhelm
• Behaviour that communicates distress in home, school, or community settings
• Difficulties with transitions, change, or unpredictability
• Low self-esteem or difficulties with self-identity and confidence
• Sensory processing differences that impact daily functioning and emotional regulation
• Aggression, withdrawal, or shutdown responses when overwhelmed
• Difficulties expressing needs, emotions, or experiences verbally
Sessions are tailored to each individual, family or group, using play, creative expression, and talking where appropriate. I provide family support, training, and collaborate with teachers and school staff to develop practical, supportive strategies that help children and teachers thrive in the classroom.
Unfortunately, I can not work with individuals in severe crisis who are at immediate risk of harm or harming others. In this instance, please contact 999.
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Commitment to Inclusive Practice
Horizon Play Therapy is committed to inclusive, neurodiversity-affirming, and anti-ableist practice. Everyone is welcomed and supported with respect and understanding. Support is adapted to each individual, recognising that every person experiences the world differently. There is no expectation for individuals to fit a set way of thinking, behaving, or communicating. Instead, the focus is on understanding each individual’s unique needs, strengths, and ways of expressing themselves.
Horizon Play Therapy aims to create a space where everyone feels safe to be themselves, without judgement or pressure to change who they are. Differences are recognised as valid and meaningful, not something to be fixed.
Working with Parents and Carers
Working closely with parents and carers is a core part of the therapeutic process at Horizon Play Therapy. Through parental meetings, parents and carers are supported to develop a deeper understanding of the child’s emotional world, behaviours, and underlying needs, and how these may be impacting daily life. Where helpful, support may also be offered around gentle adjustments to home and social situations, including school contexts where appropriate, explored collaboratively and at a pace that feels realistic and appropriate for the family. The aim is to build shared understanding, so that children and families feel supported consistently both in and outside of sessions.
Working with Teaching Staff, Schools & other Professionals
Horizon Play Therapy works collaboratively with teaching staff, SENCOs, and other professionals to support the child effectively across all environments.
This may include:
Clear communication pathways agreed with schools and relevant professionals
Defined roles and responsibilities so everyone involved understands their part in supporting the child
Regular liaison with SENCOs, teaching staff, and other professionals where appropriate
Sharing relevant themes and progress updates where appropriate to support consistency and understanding
Attending or contributing to review meetings and support planning as needed
Supporting staff to better understand a child’s emotional and behavioural needs
Working alongside teachers to implement practical, consistent strategies that support regulation, engagement, and day-to-day functioning in the classroom
Helping schools, where needed, to create more emotionally safe environments for children
The focus is always on supporting the child’s wellbeing and strengthening the network around them. The aim is to ensure that the child experiences consistency between therapy, home, and school, with adults working together in a coordinated and supportive way.
The child’s well-being remains the central focus in all communication and collaboration.
