clinical background

professional background

1996 bis 2001 BA Social Pedagogy Aberdeen University in the UK and work in different therapeutic communities and special needs schools in Scotland.

2002 - 2005 MA Music Therapy and psychotherapeutic studies in Cambridge, UK. 
Therapy work with children on the autism spectrum in the NHS (National Health Service) . 

2006 -2010 Systemic Psychotherapy at the Tavistock Clinic in London und work for "Service for Autism" of the County Council in Oxford. Specialisation in early intervention methods and systemic therapy for families who were affected by autism.

2010 bis 2020 University Psychiatric Clinics (UPK) in Basel (Switzerland) as an early intervention specialist, to contribute to the foundation and further development of the FIAS Therapy Centre for young autistic children and their families.

Further studies and training:

• VIT: Video Intervention Therapy; Advanced Certificate; Dr. George Downing in Paris, France
• EPB: CAS Entwicklungspsychologische Beratung ('consultancy in developmental psychology'; Certificate of Advanced Studies), MMI in Zürich, Switzerland 
• MIFNE: early autism intervention methods and reciprocal play therapy; Dr. Hanna Alonim in Israel (Certificate)

attitude to clinical work

I have always been interested in encounters that challenge preconceived ideas, established views or implicit norms generally assumed in society.

In my opinion, autistic children are doing precisely this very well: They make us think outside the box!

The emergent questions that arise in the encounter with an autistic child are often about understanding and trusting relationships with other human beings. Also, they frequently revolve around aspects such as confusion, disorientation, poor internal security and difficulty with regulation of emotions. 

Faced with such "questions" in the context of a helping relationship, we are challenged to become part of the "answer" ourselves, which requires a considerable degree of self-reflection and integrity.

When trying to make sense of the inner world of an autistic child and attempting to understand that child's distinctive perception, communication and behaviour, detailed observation is essential. 

why video intervention?

I regard working with videos as a very effective tool: filmed interactions can be watched repeatedly and specific scenes can be studied in depth and slow motion. 

Multiple perspectives and different hypotheses are generated quite naturally. The mutual focus on screen content can foster a sense of genuine collaboration between all those involved, reaching shared understanding of key insights and questions.

Video work is central to my clinical practice as an early intervention specialist, both in consulting families or when working with other professionals in supervision and training. 

clinical stance

My clinical stance is best characterised by the term “systemic- analytic”. Firstly, it reflects the two main schools of thought, that have informed my work as a therapist over the years. Furthermore, combining these two lenses has proven very valuable in observing and understanding the particular behaviour, communication and individual needs of young autistic children within their given social contexts. 

In my professional experience, many complex and initially perplexing situations can be interpreted and understood from a new perspective by linking systemic and analytical methods of observation, enquiry and evaluation.
 

With per:spectrum I offer you my extensive knowledge, clinical experience and expertise in the field of early intervention in autism. 

I look forward to accompanying you on your quest to provide effective support to individuals and families and to fostering positive and lasting change in the lives of young children on the autism spectrum.