My Approach

  • My approach is collaborative, integrative, and trauma-informed.

    I draw on psychodynamic, narrative, and person-centered perspectives, human development, attachment, culture, and attention to how stress and emotion are experienced in the body.

  • Together, we explore your relationships, the ways you cope, the defenses you’ve developed, and the strengths you draw on.

    We consider what has helped you get through—and what may no longer be helping you live the way you want.

  • We can explore your stress responses, how you ask for support, or respond to conflict.

    We will notice how you experience closeness, what happens when you feel overwhelmed, threatened, or under pressure, and what helps you feel more present and able to choose your response.

  • There’s room for ambition, anxiety, trauma, addiction, grief, loss, and change.

    There’s also room for joy, connection, and figuring out what you actually want—using the cycle of change to understand where you are and take steps toward making it happen.

  • Our work includes reflection, psychoeducation, practical tools, somatic practices, and EMDR, depending on your needs and readiness.

    I bring psychoeducation into our conversations because understanding a pattern can offer language, perspective, and a little less self-blame and shame.

Explore the Eight Stages of Becoming
(You and everyone you know are in one right now.)

  • Stage 1: Infancy (Birth–1 year)

    Crisis: Trust vs. Mistrust
    Virture: Hope
    *
    Our earliest relationships introduce us to safety, care, and whether others will respond to our needs.

    Can you let someone show up for you without preparing to be disappointed?

  • Stage 2: Toddler (Ages 1–3)

    Crisis: Autonomy vs. Shame & Doubt
    Virtue: Will
    * *
    As we begin doing things ourselves, we explore independence, choice, and what happens when we make mistakes.

    Are you making your own choices, or asking for permission without realizing it?

  • Stage 3: Preschool (Ages 3–6)

    Crisis: Initiative vs. Guilt
    Virtue: Purpose
    * * *
    We begin initiating activities, expressing ideas, and discovering how others respond to our curiosity.

    What would you begin if wanting something didn’t make you feel guilty?

  • Stage 4: School (Ages 6–12)

    Crisis: Industry vs. Inferiority
    Virtue: Purpose
    * * * *
    Learning, practicing, and receiving feedback help shape our sense of competence.

    Who are you when you’re not proving you’re good at something?

  • Stage 5: Adolescence (Ages 12–18)

    Crisis: Identity vs. Role Confusion
    Virtue: Fidelity
    * * * * *
    We explore who we are, what we believe, and where we belong. L

    How much of your life feels like you—and how much feels like who you learned to be?

  • Stage 6: Early Adulthood (Ages 18–40)

    Crisis: Intimacy vs. Isolation
    Virtue: Love
    * * * * * *
    We explore how to build meaningful relationships while maintaining a sense of self.

    Do people know you, or just know they can count on you?

  • Stage 7: Middle Adulthood (Ages 40–65)

    Crisis: Generativity vs. Stagnation
    Virtue: Care
    * * * * * * *
    Our attention may turn toward contribution, care, and what we want to help grow.

    What are you giving your energy to, and is it what you want to help grow?

  • Stage 8: Late Adulthood (Ages 65+)

    Crisis: Integrity vs. Despair
    Virtue: Wisdom
    * * * * * * * *
    We reflect on our lives, making meaning of our choices, relationships, accomplishments, and regrets.

    If your life stopped being a list of accomplishments, what would make it feel like a life you’re glad you lived?

You don’t have to wait until everything feels unmanageable to ask for support.

Whether you’re looking for therapy or HR guidance, let’s talk about what’s hard, what you need, and how we might make it better.

Let’s Connect →

Find information about virtual sessions, availability, and getting started on my Contact page.