Megan Baker-Stevens

I have some availability on Tuesdays and Thursdays. 

I integrate a range of evidence-based approaches, tailoring therapy to the individual rather than using a one size fits all model. My core training includes Person-Centred Psychotherapy (PCT), Cognitive Behavioural Therapy (CBT), and Family-Based Treatment (FBT), alongside trauma-informed and neurodiversity-informed practice.

Person-Centred Therapy offers a safe, confidential, and non-judgemental space where you can explore your thoughts and feelings at your own pace. Grounded in empathy and acceptance, it is based on the belief that you already have the capacity for growth and healing. My role is to provide the conditions that help you feel heard, valued, and understood.

CBT is a structured, collaborative approach effective for anxiety, depression, OCD, and eating disorders. We explore the links between thoughts, emotions, and behaviours, identifying patterns that may be maintaining difficulties. Together, we develop practical strategies to build emotional regulation, challenge unhelpful thinking, and strengthen long-term coping skills.

For adolescents with eating disorders, I offer Family-Based Treatment, the leading evidence-based model for anorexia and bulimia. This structured approach empowers families to take an active role in recovery, focusing on nutritional restoration and gradually rebuilding independence without blame.

I also provide trauma-informed CBT, supporting clients to understand the impact of trauma, build grounding skills, address intrusive symptoms, and reduce avoidance in a safe, paced way.

As a neurodiversity-informed practitioner, I adapt sessions for autistic and ADHD clients, recognising the impact of masking, burnout, and shame. Therapy is shaped around how you think and function best.

I have extensive experience assessing and managing risk, including low weight, refeeding risk, self-harm, and suicidal ideation, working collaboratively with multidisciplinary teams to ensure safety and continuity of care.

With over ten years’ experience at MSc (Level 7) level, I have worked across NHS services, schools, and private practice. This breadth of experience has allowed me to support a wide range of clients with varying needs and levels of complexity. I offer both face-to-face and remote sessions, so you can access support wherever you are in the country.

I work primarily with teenagers and also support adults of all ages. I provide a safe, non-judgemental space where you can feel heard, understood, and respected. My approach is warm, honest, and compassionate, while also gently challenging you when appropriate to support you to grow, build insight, and make meaningful progress in your life.

I have significant experience working with complex presentations and specialise in eating disorders and trauma. I am neurodivergence-informed and understand that therapy is not one size fits all. We will work collaboratively to find an approach that feels right for you, recognising that everyone’s needs, goals, and ways of processing are different.

Alongside my professional training, I bring lived experience of navigating hardship in my own life. This deepens my empathy and strengthens my commitment to offering authentic, grounded, and thoughtful support.

In your first session, we will complete a psychological assessment. This helps us gain a clear understanding of the areas you would like to work on, as well as the strengths and resources already present in your life. From there, we can agree on a direction that feels meaningful and achievable for you.

If at any point I feel that I am not the right therapist to meet your needs, I will discuss this openly with you and support you in finding more appropriate services. Equally, you are not tied into ongoing sessions. If after the first appointment you feel I am not the right fit for you, there is no obligation to continue.

I strongly believe that, regardless of the therapeutic approaches we use, the quality of the therapeutic relationship is central to meaningful change. Feeling safe, understood, and respected is the foundation of effective therapy.

If we are working remotely, you will receive a Zoom link each week. If we are meeting in person, parking is available on site. Before your first appointment, you will also receive a therapeutic contract outlining the boundaries, expectations, and practicalities of our work together.

Mondays, Wednesdays and Fridays. 

I deliver in person and online training

Understanding Eating Disorders: An Overview

Objectives: Educate participants on the signs and symptoms of a range of eating disorders, the psychological and physical implications of these disorders, and how to approach conversations about them with students.

Supportive Strategies for School Settings

Objectives: Provide practical tools for identifying at-risk students, developing supportive classroom environments, and implementing accommodations for affected students, including how to navigate national medical guidelines.

Promoting Healthy Body Image and Self-Esteem and the role of Exercise in Eating Disorders

Objectives: Encourage positive body image among students while educating parents about the role of home environment in fostering self-esteem; Share strategies for discussing body image and eating habits constructively.

Objectives: Discuss the relationship between exercise and eating disorders, including risks associated with over-exercising, and how to promote healthy physical activity among students.

Crisis Management and Intervention Techniques

Objectives: Train medical and education professionals in the early identification of eating disorders, appropriate referral pathways, and crisis intervention strategies.

Parental Guidance and Advocacy

Objectives: Equip parents with knowledge on how to advocate for their children, recognise warning signs, and approach conversations about food, eating behaviours, and mental health.

Early Intervention: Catching It Early

Objectives: Focus on early signs of eating disorders, the importance of early recognition, and how to create a culture of openness and support to promote early intervention.

As a trainer in eating disorders, I am particularly passionate about early intervention and increasing confidence in recognising and responding to concerns at the earliest possible stage. Early identification can significantly improve outcomes, reduce risk, and prevent difficulties from becoming entrenched. My training focuses on equipping professionals with the knowledge, language, and practical tools to notice the subtle signs that may otherwise be missed.

I have a strong interest in supporting schools and fostering settings, where adults are often uniquely placed to observe changes in behaviour, mood, eating patterns, and emotional wellbeing. I aim to provide accessible, evidence-informed training that helps staff feel more confident in having sensitive conversations, responding appropriately to disclosure, and understanding when and how to seek additional support.

My approach is relational and trauma-informed. I explore the wider context of eating difficulties, including attachment, identity, control, neurodivergence, and the impact of social and environmental pressures. I also address common myths and misconceptions that can delay intervention.

Training sessions are interactive, reflective, and grounded in real-world practice. My aim is to create a safe learning environment where professionals feel able to ask questions, challenge assumptions, and build practical confidence. Ultimately, I am committed to strengthening early responses within schools and fostering environments so that children and young people receive timely, compassionate, and effective support. Most training is delivered online via Zoom and there is some availability for in person training depending on your location. 

I offer clinical supervision to qualified and trainee counsellors & therapists, including nurses and medical professionals working with Eating Disorders.

I am a competent and experienced supervisor, having provided supervision within both NHS roles and school environments. I am currently completing an Advanced Certificate in Online and In-Person Clinical Supervision, which enables me to offer supervision both face to face and online. As I am in training, I am able to offer supervision at a reduced fee.

Areas I can support you in include: Person-Centred Therapy, Cognitive Behavioural Therapy (CBT), Family-Based Treatment for Anorexia and Bulimia, and Cognitive Behavioural Therapy for Eating Disorders (CBT-E), including Anorexia Nervosa (AN), Bulimia Nervosa (BN), Binge Eating Disorder (BED), and ARFID. I have extensive experience working with neurodiverse clients and a strong understanding of the adaptations that may be needed to treatment approaches in order to meet individual needs.

When working in these areas, it is important that your clinical supervisor has relevant experience and specialist knowledge. If you are working online, it is also essential that your supervisor is trained and qualified in delivering both therapy and supervision online, in order to support the specific demands of online and face-to-face work. My current supervision fee is offered at a significantly reduced rate while I complete my supervisory training. This reduced fee will remain in place for approximately 12 months.

I offer a further discounted rate for trainees, provided I meet the criteria set by their training provider. I am happy to discuss individual course requirements to ensure supervision aligns with training standards and professional expectations.

I came into supervision because I want other therapists and counsellors to experience the kind of fulfilling, sustainable career that I have been fortunate to build. Therapy is deeply relational and emotionally demanding, and I believe supervision should be a space that both supports and stretches practitioners in equal measure, ultimately benefiting not only you, but the clients you work with.

My approach is grounded in the Seven-Eyed Model of Supervision and the Integrated Developmental Model (IDM). The Seven-Eyed Model allows us to explore your work systemically and relationally, considering the client, your interventions, the therapeutic relationship, your internal process, my responses as supervisor, the supervisory relationship, and the wider organisational context. This helps us think deeply about the work, strengthen clinical effectiveness, and enhance outcomes for both adult and child clients.

Alongside this, I draw on the IDM to tailor supervision to your stage of professional development. Whether you are in training, newly qualified, or experienced, I adapt my level of support and challenge accordingly. Development is not linear, and supervision should respond to where you are in the moment so that your practice continues to grow safely and confidently.

I intentionally balance the restorative, formative, and normative functions of supervision. Restoratively, I offer a reflective, non-judgemental space to process the emotional impact of the work. Formatively, I support the development of skill, confidence, and clinical thinking through curiosity and constructive challenge. Normatively, I hold ethical and professional standards with clarity and transparency, ensuring accountability feels containing rather than punitive and that work remains safe and ethical.

My aim is that you leave supervision feeling resourced, ethically grounded, and supported to build a meaningful, safe, and sustainable career in therapy that serves both you and your clients well. 

In our first supervision session, we will complete an initial supervisory assessment. This helps us gain a clear understanding of your current practice, the contexts you are working in (with adults and/or children), and the areas you would like to develop. We will also identify your existing strengths, skills, and resources. From there, we can agree a focus and direction that feels meaningful, supportive, and professionally achievable.

If at any point I feel I am not the right supervisor to meet your needs, whether due to modality, experience, or training requirements, I will discuss this openly with you and support you in finding a more appropriate supervisor. Equally, you are not tied into ongoing supervision. If after the first session you feel I am not the right fit for you, there is no obligation to continue.

I strongly believe that, regardless of model or theoretical orientation, the quality of the supervisory relationship is central to effective supervision. Feeling safe, respected, appropriately challenged, and ethically held creates the conditions for professional growth and ultimately benefits your clients and their work.

If we are meeting remotely, you will receive a Zoom link prior to each session. If we are meeting in person, parking is available on site. Before your first appointment, you will receive a supervision contract outlining the boundaries, ethical responsibilities, expectations, and practical arrangements of our work together.