What we offer
Choose one to see what it is, why it matters, what your child gets out of it, and what a session actually looks like.
Applied Behavior Analysis is the study of why behaviour happens and what changes it. In practice it means watching carefully, working out what a behaviour achieves for a child, and then teaching a better way to achieve the same thing. It is not a set of drills and it is not obedience training.
Behaviour is communication. A child who screams at the supermarket, or who will not sit for a meal, is usually solving a problem the only way they can. Left alone, that solution hardens into a habit, and a habit that has worked for three years takes longer to change than one that is three months old. Starting earlier means less to undo.
Ways to ask for what they want, tolerate the parts of a day that are hard, and manage transitions between activities — plus the daily-living skills that make a household calmer. Goals are chosen for real life, not for the therapy room, and they are written down so you can see whether they are being met.
We start with a functional behavior assessment (FBA) — structured observation to find out what the behaviour is achieving. From that we write a behavior intervention plan (BIP) with named goals and a way of measuring each one. Sessions are usually play-based. You are taught the strategies too, because what happens in the other 165 hours of the week is what makes a skill stick.
Work on understanding language and on expressing it — through speech, gesture, pictures, or a communication device. Speech and language are two different things: a child can have plenty of words and still struggle to use them to get something done, or have almost no words and a great deal to say.
Communication is the foundation nearly everything else rests on. Frustration, meltdowns and withdrawal are very often a child having no reliable way to be understood. Giving them one changes the rest of the day, not just the session. And using pictures or a device does not delay speech — the evidence points the other way.
A reliable way to be understood, and to understand what is being asked of them. That might be clearer speech, or it might be signs, symbols or a device. We do not treat a non-speaking route as a consolation prize; we treat it as communication.
Play, books, and real exchanges rather than flashcards where we can manage it — because language learned in conversation transfers to conversation. We work on comprehension as well as output, and we show you how to build the same opportunities into meals, journeys and bedtime.
Occupational therapy is about the occupations of a childhood — dressing, eating, writing, playing, managing a school day. It covers fine motor control and it covers sensory processing, where ordinary noise, texture, light or movement can feel overwhelming, or where a child needs far more input than most to feel settled.
These are the skills that decide how independent a child can be, and how much of the day is a fight. A child who cannot fasten a button, tolerate a uniform, or sit through assembly is not being difficult — and the gap between them and their classmates widens quietly every year it is left.
Practical independence: handling clothes, cutlery, a pencil; managing the sensory parts of a school day; and strategies that make a supermarket or a classroom survivable rather than something to be avoided.
Purposeful play and real tasks, often looking more like an obstacle course or a craft table than a clinic. We also look at the environment, because sometimes the most effective change is to a chair, a routine or a classroom rather than to the child.
Physiotherapy works on how the body moves: strength, balance, posture, coordination and mobility. For some children that means reaching a milestone like sitting or walking; for others it means moving with less pain, less effort, or more confidence.
Movement is how children join in. A child who cannot keep up in the playground is excluded from far more than the game — that is where friendships and confidence are built. Posture and mobility also affect sitting, attention and handwriting, so this rarely stays a physical issue for long.
Better strength, balance and coordination, and the confidence that comes with them. Where a physical difference is permanent, the goal is not to correct it but to make daily life work — getting around, keeping up, and being included.
Active, and usually disguised as play. We work towards things that matter outside the room — stairs at home, a school corridor, a playground — and give you a short home programme, because frequency matters more than session length.
Not only children
The centre is led by a clinical psychologist, and clinical psychology does not stop at eighteen. Almost every service in the country does — which is why autistic children become autistic adults with nowhere left to go.
For adults themselves
Individual therapy for adults living with anxiety, low mood, grief, stress or difficulty coping. Delivered by a clinical psychologist, drawing on cognitive behavioural therapy (CBT), rational emotive behaviour therapy (REBT) and psychodynamic approaches depending on what fits.
Often helps with: anxiety, low mood, grief and loss, stress, sleep, confidence, difficulty coping after a change.
For autistic adults
Support that continues past childhood: independence and daily routines, employment readiness, community access, and managing environments that were never designed for you. Behavioural support here is collaborative — goals you choose, not goals chosen for you.
Often helps with: daily living, work and study, social and sensory demands, self-advocacy.
For parents and carers
Raising a child with high support needs is relentless, and caregiver stress is not a side issue — it is one of the things that decides whether therapy carries into real life. That finding is the founder’s own research. Support here is for you, not about your child.
Often helps with: exhaustion and burnout, guilt, strain on a marriage, siblings, grief for the life you expected.
For older adults
Isolation, bereavement, adjustment after illness or retirement, and cognitive change. We work in old age homes and day centres as well as at the centre, and volunteers are part of how this reaches people who cannot travel.
Often helps with: loneliness, low mood, adjustment, keeping routine and purpose.
What to expect
The first appointment is an assessment, not a treatment session. We spend it understanding your child and hearing from you — you know things about your child that no assessment will surface.
assessment duration, fee, and what to bring
For families
Most families arrive without knowing how any of this works, and nobody should have to guess. This is the whole path, in order.
Call, WhatsApp or send the form. You do not need a diagnosis, a referral, or a report to start — and if you have none of those, that is not a problem to solve first.
A conversation about what you are seeing at home and what you would like to be different. If we are not the right service, we will say so and point you somewhere better.
A structured session with the relevant therapists, usually through play. You are welcome to stay in the room; many children settle faster that way.
Written goals in plain language, with what we will do, what we are asking you to do, and how we will know whether it is working.
Therapy runs to the plan. You are taught the strategies too — what happens between sessions is what makes a skill stick.
Progress is measured, so a plan that is not working gets changed rather than repeated. Goals move as your child does.
If cost is the obstacle, say so at the first conversation rather than at the end. A number of places are funded rather than charged for, awarded on need, and we would rather know early.
How we work
Targets are set for your child and reviewed as they change — never copied from a template.
A skill that only appears in the therapy room is not yet a skill. We plan for home and school.
You are taught the strategies too. Family involvement is the subject of our founder's own research.
Progress is measured, so a plan that is not working gets changed rather than repeated.
Therapists and teachers plan together, so goals reinforce rather than compete.
We do not promise recovery or cure. We tell you what we can reasonably work towards.
Tell us a little about your child. We will tell you honestly whether we can help.
