Claire Evans

I am an Integrative Holistic therapist, I am invested in ensuring the wider network of adults who support children and young people can access support for themselves. As well as supervising other therapists, I also supervise teachers, SENDco’s, Designated Safeguarding Leads, Headteachers and Deputy Headteachers.Working within SEMH, Autistic and Mainstream schools, I offer reflective practice for staff teams across the school.

With a CPCAB Level 6 Certificate in Therapeutic Counselling Supervision, I am qualified to provide a space for reflection, evaluation and processing  to groups and individuals.

As a therapist, I have 25 years of experience working in specialist and mainstream education with a broad knowledge and interest in neurodivergence. I also have extensive experience of working within adoption and fostering managing all cases from a trauma informed approach. 

My approach is relational focusing on building a safe and contained environment within therapy sessions. I work with children and young people on a 1:1 basis offering both Play Therapy and youth counselling sessions. Supporting younger clients in this way has allowed me to be creative and to develop a varied way of working which are tailored to meeting individual needs. 

I also support therapists, parents, carers, school teams and other professionals working with families through supervision and therapeutic parenting. Working relationally and from a trauma informed place is the key to developing positive connections with my clients whether children, young  people or adults. 

Working with a varied client group of children and young people and families for the past 25 years, I have a wealth of experience of supporting those who have experienced significant trauma, are neurodivergent or are in or entering care or adoptive environments.

Over the past two and a half decades, I have been fortunate to do incredibly valuable work in supporting parents and carers through therapeutic parenting work. These sessions provide a safe and nurturing space to explore developmental challenges, attachment building and responding effectively to help children regulate their emotions and behaviours.

Over the past four years, I have also offered supervision to therapists and school staff, in particular to designated safeguarding leads and senior leadership team members. This has become an area of work of which I am very proud. I have created a supervision and reflective practice based programme of support in two schools offering both 1:1 sessions for school staff as well as well as group sessions for class teams.