Joanne Baillie

I offer a warm, supportive and non-judgemental space where children, young people and adults can explore their thoughts, feelings and experiences safely. My work is based on a relational, person-centred and creative approach, drawing on the principles of Carl Rogers and Virginia Axline. I believe that when someone feels understood, accepted and emotionally safe, they are better able to make sense of their experiences and move towards change.

I work with children from age 5, adolescents and adults, adapting the way I work to suit each person’s developmental stage and individual needs. With children and young people, therapy may involve play, creative activities, storytelling and talking, allowing expression in ways that feel natural rather than forced. With adolescents and adults, sessions may be more conversational, while still using creative or reflective methods where helpful.

My approach recognises the importance of the therapeutic relationship as central to healing and growth. A safe and consistent relationship allows difficult feelings, past experiences and patterns of behaviour to be explored at a pace that feels manageable. My work is also trauma-informed, recognising how early experiences, attachment difficulties and life events can affect emotions, behaviour and wellbeing.

I work with a range of difficulties including anxiety, low mood, emotional and behavioural difficulties, relationship problems, trauma, and issues affecting confidence or self-esteem. My practice is supported by regular clinical supervision, in line with professional and ethical standards.

Clients can expect a professional, reliable and confidential service where their wellbeing is taken seriously. I provide therapy for children (from age 5), adolescents and adults, and also work closely with schools, offering therapeutic support through half-day and full-day contracts. I offer face-to-face work with children and young people, and online counselling for adolescents and adults, depending on individual needs and circumstances.

When working in schools, I provide a structured therapeutic service which includes an initial assessment, ongoing review, written reports and consultation with parents, carers and school staff where appropriate. This helps ensure that the work is clearly planned, progress is monitored, and support around the child is consistent. I work in liaison with SENCOs, pastoral staff and safeguarding leads, while maintaining appropriate professional confidentiality within the therapeutic relationship.

Sessions may involve creative, play-based, reflective and talking approaches, depending on the age and needs of the client. Children, adolescents and adults can expect to use creative methods as a way of exploring thoughts and feelings more deeply, particularly where experiences may be difficult to express in words alone. These approaches are offered in a supportive and structured way, allowing the work to develop at a pace that feels safe and manageable.

My work brings together neuroscience, developmental psychology and relational therapy, creating a distinctive approach that supports emotional regulation, self-understanding and lasting psychological change.

The first session is an opportunity for us to begin to understand what has brought you to therapy and what you would like help with. I will ask some questions about your current situation, relevant background information, and what you hope to gain from counselling. This helps us decide together whether this way of working feels right for you.

For adults and adolescents, the first session usually involves an initial assessment and discussion of goals, as well as explaining how therapy works, confidentiality, and practical arrangements. You are welcome to ask questions at any point, and there is no obligation to continue if you feel the approach is not right for you.

For children and young people, the first stage normally includes a parent or carer consultation, followed by an assessment period to help understand the child’s needs before ongoing sessions begin. This may include gathering information from parents, carers or school where appropriate, and agreeing clear aims for the work.

Where therapy takes place in schools, the first stage will usually involve referral information, assessment, and consultation with school staff and parents or carers, followed by a planned block of sessions with review points and written feedback.

The first session is charged at the same rate as ongoing sessions unless otherwise agreed.