I began my professional career as a teacher, and for many years I closely supported children and their families. It was precisely that daily contact with their needs, their learning and their emotions that led me to look for new tools to understand and support them better.
Over time I understood that emotion and learning cannot be separated. That is why my path moved closer and closer to psychology and early intervention, until I specialised in the psychological support of children, adolescents and adults.
My training in General Health Psychology, early intervention and psychoanalytic clinical practice with children and adolescents allows me to look beyond what appears at first sight. I am interested in understanding what a difficulty may be expressing, how it relates to the person’s developmental stage, and what role their relationships, family and environment play.
I have also trained in the assessment of and intervention in learning and neurodevelopmental difficulties, such as dyslexia and autism, as well as in projective techniques. This training helps me adapt my perspective and tools to each person’s specific needs, without losing sight of their uniqueness.
Psychology has given me resources to promote mental health, and psychoanalysis has allowed me to go deeper into the complexity of human beings and the importance of care and respect in relationships: with others, with ourselves and with our surroundings.
I currently support individual and family processes in the field of childhood.
I like to think of psychotherapy as a shared dance. It is not about one person setting all the steps, but about finding together a rhythm that works, with no pulling and no treading on toes. Therapy is an encounter that seeks to create movement and change, and my passion is to accompany those who feel the time has come to start dancing.