Inside every child there is a story that needs to be told.

All aspects of the toolkit can be used to support all therapeutic process. Sessions are child lead, I attune to the client within the sessions to provide a therapeutic repsonse with the aim of positive healing.

Using line shape and colour the art process can provide a way into seeing the child's inner world. Art can present a way of connecting their thoughts, feelings and perspectives to enhance life through self-expression.

The process matters, not the final piece. I like to use this for all difficulties and assessments.

Unexpressed and unprocessed experiences can be brought into the light while using clay. Working with clay can be powerful and transformative. and can provoke strong emotions.

I particularly like using clay in supporting anger, bereavement, shame and bullying

If a young person choses to engage within the sand tray, they will have a choice of either constructing their own small world using miniature items (miniature buildings, people, gems, crystals, bridges and animals etc.)

By using their hands, feet, fingers, and elbows to touch and move the sand within. This could be wet or dry sand depending on preference. This is particularly useful for trauma work.

Messy play provides an opportunity to process early and somatic memories. Where no words can be found to speak or verbalise what has happened. Messy play provides containment in exploring these.

This area of the toolkit is great for regression work, low self-esteem, low confidence

Creating masks, scenes and role-playing provides a way for a young person to explore a situation one step removed. The dramatised relationship allows for the exploration of the thoughts and feelings of the characters. Can be looked at and shared without fear of being shamed for the behaviour of the character.

This is particularly impactful for bullying, anti-social behaviour and family relationships.

Within the toolkit there are a mixture of storytelling cards, cubes and story starters. I use storytelling to encourage the young person to explore their own stories either by creating their own, or designing a therapeutic story to meet their individual needs.

If I am creating a story for a young person, I like to weave in their own personal experiences through metaphor. I use this for many difficulties.

Using Nature can be a relaxing and regulating activity where stressful and difficult emotions can be expressed and carried with the wind. I often use the weather to support a young person in channelling how they are feeling inside, as we move through the seasons, and how differently our minds and bodies react differently to the weather.

This part of the toolkit is powerful for supporting, trauma, abuse, low self-image, ADHD, Autism, PDA

Relaxation plays a necessary part in the therapeutic process. Encouraging young people to breathe deeply when experiencing anxiety, depression and panic attacks can support anyone in grounding themselves.

These can be delivered through creative visualisations and storytelling. This can be used to support all difficulties.

Mandalas and Mandorlas provide a contained sacred space to explore, our innermost thoughts and feelings. These are used within the therapeutic process to communicate unconscious messages within our psyche.

These sacred spaces are used to help balance our physical selves and feel more connected to the outside world. These are particularly useful for exploring relationships and upcoming changes.

Music and sound are around in our everyday life. The emphasis is to use music, and recognise rhythms. This could be tapping out their heartbeat on a drum when relaxed and encouraging them to recognise their heart rate when stressed. This is impactful work on regression and somatic memories.

Young people can relate to puppets when they struggle to relate to people. There is an assortment of characters, animals and hideaway puppets to support the therapeutic process.

These are good for drug abuse work, learning or emotional difficulties, ADHD, Autism, Anxiety and in supporting communication skills.