When working with children and youth, Ms. Wonders works from a developmentally informed lens, such that the therapeutic approach and strategies used in therapy are aligned with their stage of development and mindset. In addition to being warm and compassionate, Ms. Wonders increases engagement through making the therapeutic process fun and rewarding; this can include employing Play Therapy and Sandtray Therapy as a therapeutic modality. Ms. Wonders enjoys collaboratively working with children, youth, and their parents/caregivers to address social, psychological, emotional, behavioural, and educational concerns. Parents and educators have also appreciated Ms. Wonders’ experience with providing consultation to teachers and other school staff to facilitate children's social-emotional, behavioural, and academic growth. Ms. Wonders is experienced with supporting children and adolescents in a variety of areas, including (but not limited to): 

​

• Mood/Emotion Dysregulation: When we experience strong emotions like sadness or anger on a frequent basis or for a prolonged period of time this can impact one's quality of life. Many individuals may require support with developing skills to manage the intensity of their emotions, and with learning to navigate difficult situations effectively. There are also sometimes emotional injuries that require healing, and the empathetic listening and understanding that therapy provides can be a starting place on the path to healing. 

• Anxiety: An individual may have excessive feelings of worry or fearfulness. The worry may be in response to specific kinds of situations, or present as more generalized across a variety of situations. Some individuals may also request treatment for a pre-existing anxiety condition such as Social Anxiety Disorder, Separation Anxiety Disorder, Generalized Anxiety Disorder, and Post Traumatic Stress Disorder.

• Difficulty with Change and Transitions: Individuals can feel overwhelmed by changes or new situations and people. This difficulty can also impact one's willingness to try therapy; in this scenario, parents may want consultation from the psychologist to discuss ways to make the transition easier for their child. 

• Social Skill Development: Social skills, like other kinds of skills, can develop at different rates in different individuals. Some individuals as a result request explicit coaching and reflection around social behaviour (verbal and nonverbal communication skills) to be more confident and effective in their interactions. 

• Self Regulation Difficulties: Some individuals may feel the sense of lacking control over their actions and thoughts, and this may present as impulsive behaviour (i.e., acting without first thinking through the effects and consequences of their behaviour) or struggling to regulate their attention, emotions, and energy levels/body. Some individuals also struggle with repetitive behaviours or thoughts, and would like support in managing their symptoms. Individuals may also reach out for support in therapy because they suspect or already have a diagnosis that involves difficulties in regulating one's thoughts or behaviour (for example, ADHD, OCD). 

• Academic or School Refusal: Children/adolescents who avoid or refuse to attend school or engage in school related tasks have also benefited from the opportunity to attend treatment to discuss and work on this issue.

• Interpersonal/Relational Issues: Children/adolescents may experience discomfort or difficulties in their relationship with peers, siblings, teachers and/or parents. As social demands/expectations increase, some may want professional support with the difficulties encountered in navigating the complexities of human relationships.  In therapy we aim to uncover and address factors contributing to the interpersonal difficulties.

• Parent Consultation: Depending on your child's needs and purpose for therapy, the psychologist may also involve parents in sessions over the course of their child's treatment. Parent consultation can serve multiple purposes including supporting the parent in better understanding their child's difficulties/needs and providing parents with parenting tools to support their child in areas requiring growth. 

• Processing stressful life experiences: When individuals are feeling high levels of stress, they may require support to process past or current stressors and develop more effective coping skills. 

• Low self-confidence/self-esteem: Increasing confidence and feelings of self-worth can be a critical treatment goal for improving an individual's satisfaction with life.  The growth that we aim to achieve through the course of therapy can leave individuals feeling empowered and better prepared to face the challenges that life may present.