Booking Summary

Rachel's Fee is €85 for Individuals & Supervision

Psychotherapy Training and Accreditation

Rachel holds a higher diploma and BA in Humanistic and Integrative Psychotherapy, a Masters in Adolescent Psychotherapy and post graduate diplomas in Gestalt therapy and Gestalt supervision. She has also completed a variety of professional trainings in EFT (tapping), focusing, inner bonding, trauma therapy, somatic experience, sexual abuse, addiction studies, wellness recovery, creative processes and sand play therapy. Rachel is a supervisor and tutor to trainee therapists completing their psychotherapy training. She is accredited with IAHIP and ICP and adheres to their code of ethics and practice, she regularly completes continuous professional development to support her practice.

Counselling and Psychotherapy Approach

Rachel is informed by a humanistic and integrative approach believing that each person given the right conditions has the potential to live a healthy fulfilling life.  She supports clients to deepen self-awareness, build resilience and tap into inner resources so they can feel more empowered and choiceful. By engaging in this process people can understand themselves better, overcome difficulties, develop self-compassion and dissolve blocks that have been preventing them living authentically. Rachel understands each person has unique experiences and the capacity to heal and grow when supported within the safety of the therapeutic relationship. She holds a strongly hopeful belief in people as she continually witnesses clients overcoming challenges, developing the ability to respond to life challenges and reach for their goals through taking the time to engage in this process. Rachel works holistically drawing from person centred, trauma informed, psychodynamic, Gestalt, somatic approaches and creative processes according to each client’s individual needs.

Experience and areas of Interest

With 20 years’ counselling and psychotherapy experience, Rachel has a background in social care, early education and child development. She has extensive experience working with people from diverse backgrounds. Rachel has worked in schools, universities, community projects, addiction services and with people who have experienced sexual violence, abuse and trauma.  She works with a wide range of issues including anxiety, low mood, relationship and sexual difficulties, sexuality, low self-esteem, addictive patterns, abuse, existential issues, identity issues, life transitions and crises. Rachel is particularly interested in developmental trauma and early childhood experiences recognising how current patterns often have their roots in early life.  She is curious about how people make meaning in their lives and is keen to support clients through transitional phases and uncertain times. Rachel works with adolescents and their parents to support the young person’s development during this transformational time that can be confusing and challenging.

Adolescent Psychotherapy

Adolescence is a time of huge developmental change with many challenges and exciting growth. As the adolescent brain is still developing emotional regulation and perception may be difficult and overwhelming.  Adolescents need support at this pivotal transitional time so parental/guardian involvement in therapy to some degree is essential. Rachel will generally meet with parents and adolescents together for part of the first session to assess the current issue, discuss confidentiality and discover what everyone needs at this time. Throughout the course of therapy Rachel will arrange occasional sessions to include a parent or alternatively have some sessions with parents alone. Though there is a process to how she works with adolescents, Rachel is mindful that every situation is different and will adjust the therapy accordingly to ensure the best support for the young person involved.

Supervision Model

Rachel uses a Relational Gestalt model of supervision which is focused on phenomenological enquiry and embodied experience to help supervisees develop deeper awareness of themselves and their clients. Being present to what is happening in the here and now as client work is discussed can be both enlightening and transformative. Rachel aims to create a dynamic mutual learning experience where both supervisee and supervisor develop and grow in their work together. This safe space is based on a genuine transparent relationship in support of both the supervisee and their clients. Rachel believes that exploring ethical issues, space for challenge, open dialogue, curiosity, processing experience and desire to learn are all essential components of the supervision space.