Sejal Shah

I am an Integrative Child Psychotherapist with 14 years’ experience working with children and young people across school, charitable and social care settings. When I meet a child for the first time, I hold in mind the question: "How does it feel to be you?". It is a question that allows me to approach each child with genuine curiosity and consider the uniqueness of their experience.

Some children experience life events that can impact their self-esteem, relationships and academic achievement. This may be related to family breakdown, anxiety, school challenges, abuse or other debilitating experiences that have left them struggling with emotions and day-to-day life. My approach is to support children to safely explore their lived experiences - the therapeutic relationship providing a warm and supportive space to manage unspoken feelings.

I believe wholeheartedly in every child's capacity for personal growth.

Children and young people do not always find it easy, or natural, to talk about their feelings, therefore my sessions follow the lead of my clients. Working at their pace and on their terms often allow deeper connections to be made, both within the client and within the therapeutic relationship. Alongside conversation, I draw on a range of creative approaches including symbolic play, art, and storytelling, because young people often express themselves most fully through ‘doing’. My integrative approach weaves together attachment-based, psychodynamic and child-centred perspectives, tailored carefully to each child's individual need, developmental stage and life experience.

Where possible, I work closely with parents, carers and schools because the people around a child matter deeply, and a joined-up, holistic understanding of a young person's emotional world so often leads to the most meaningful change. I provide a non-judgemental and compassionate space for parents/carers to think therapeutically about their child’s experiences, behaviour and needs, alongside exploring, with curiosity, their own beliefs and expectations.