Aisling is committed to supporting adults in navigating life's challenges and fostering personal growth. She takes a collaborative, client-centred approach, working closely with individuals to tailor therapy to their unique needs and goals. Aisling has experience in both hospital and community settings, where she has supported clients facing a wide range of mental health challenges, including relationships, addiction, anxiety, and personality disorders.

Aisling completed a Masters in Clinical Psychology and remains passionate about helping individuals make meaningful, lasting changes in their lives. She utilises evidence-based therapeutic approaches such as Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), Dialectical Behaviour Therapy (DBT), and mindfulness practices, always aiming to empower clients in their journey towards a more balanced and fulfilling life.

Angela works with school-aged children, emerging adults and their families, supporting them through mental health concerns, emotional regulation challenges, school can't and big life transitions. She also conducts assessments for autism, ADHD and specific learning disorders. In sessions, she takes a collaborative approach, helping clients work out what matters to them so they can be guided by their own values when making choices. She prioritises creating sessions that are welcoming and judgement-free, and is open to feedback and incorporates them to shape how she plans and adjusts support.

She values cultural diversity and approaches each client with curiosity, adjusting her recommendations to meet them where they're at. Whether she's working through therapy or an assessment, she tries to keep her strategies practical and workable for her clients. Angela is an educational and developmental psychologist with experience across both school settings and private practice, giving her a good sense of how home, school and therapy fit together to support young people. She is a member of the Australian Association of Psychologists Inc (AAPI).

Aoife is passionate about helping people of all ages understand their strengths, overcome challenges, and build the skills they need to thrive. She takes a strengths-based, person and family-centred approach, working collaboratively with individuals, families, schools, and other professionals to provide tailored evidence-based assessment and interventions.

Aoife supports adolescents and adults with anxiety, depression, life stressors, trauma, executive functioning difficulties, emotional regulation challenges, self-esteem issues, and social skills difficulties. Her therapeutic approach draws on evidence-based interventions including CBT, ACT, DBT-informed strategies, mindfulness, trauma-informed care, behavioural activation, exposure-based approaches, cognitive restructuring, and schema-informed therapy. Her goal is to help every person build on their strengths, develop confidence, and achieve meaningful, lasting change. Aoife also conducts comprehensive psychological assessments for Autism, ADHD, Specific Learning Disorders, Intellectual Disability, and Giftedness, including complex cases requiring careful differential diagnosis. Aoife is committed to providing clear, thorough, and practical recommendations that support learning, wellbeing, and everyday functioning, and is well-versed on DIP, VCAA and NCCD requirements.

Bridget is passionate about supporting people across the lifespan to feel safe, understand themselves, and be their authentic selves. She takes a neuroaffirming, strengths-based, person and family-centred approach, working collaboratively with individuals, families, schools, and other professionals to provide tailored, evidence-based assessment and intervention. Bridget works at each person's pace, helping them draw on their strengths as they navigate anxiety, depression, emotional regulation, interpersonal challenges, neurodivergence, and other challenges throughout life.

Bridget supports people to understand their strengths, overcome challenges, and build skills that serve them throughout their lives. She can work with Deaf and not-yet-verbal people who communicate through Auslan, augmentative and alternative communication (AAC), or behaviour, adapting her approach so each person can express their needs and thoughts. Bridget completed a Master of Psychology (Educational and Developmental) and is currently undertaking her registrar program. She is a member of the Australian Psychological Society.

Brydie is an Educational and Developmental Psychologist who supports younger children and their families using a play-based, fun, family-centred approach. She focuses on building a sense of safety and connection to allow for ongoing growth and progress towards goals. Her work is play-based and child-led, recognising play as a powerful way for children to communicate, process experiences, and build skills, while having fun! Brydie brings extensive early childhood experience, having worked as a Kindergarten Teacher, Educational Play Therapist, and in Early Childhood Intervention.

Brydie predominantly supports children with emotional regulation skills, anxiety presentations, play and social skill development. With therapy grounded in trauma-informed and neuroaffirming principles. She values neurodiversity and works in ways that respect each child’s nervous system, lived experience, and unique strengths. Brydie partners closely with families and other key supports to develop practical, strengths-based strategies that build confidence, emotional regulation, and meaningful participation at home, kinder or school. Outside of work, Brydie keeps the play up, enjoying adventures with her family and creative pursuits.

Grace works mainly with young people, families, and adults seeking clarity around how their unique brains work. Passionate about autism assessments, LGBTQIA+ support, and anxiety, her approach is relaxed and relatable. While grounded in clinical practice, she prioritises a relaxed, conversational environment where clients can feel truly at ease. Grace focuses on building trust at your pace, whether you are exploring gender identity, seeking a WPATH assessment (16+), or navigating neurodivergence. Grace looks at the whole person - not just ticking boxes - to map out your natural strengths alongside areas where you might need more support.

When conducting assessments, Grace digs deep into differential diagnosis to give individuals and families a holistic picture of their functioning. She works collaboratively to move beyond surface-level traits, helping clients better conceptualise their experiences. Outside of the clinical work, Grace is a devoted horror movie cinephile and a massive animal lover. She is always happy to show off photos of her red heeler, Flynn, and warmly welcomes any chance to see pictures of her clients' furbabies. Grace holds a combined Master of Psychology (Educational and Developmental) and PhD from Monash University, where she researched the school counselling experiences of transgender youth. She is a member of AEDPA and AusPATH.

Hannah works primarily with adolescents and young adults experiencing anxiety, emotion regulation difficulties, low mood, interpersonal challenges, and navigating neurodiversity. Drawing on her experience across school settings and private practice, she understands the unique pressures that young people and their families often face. Hannah values creating a space where clients feel safe, understood, and accepted, believing that a strong therapeutic relationship is the foundation for meaningful change. Alongside building insight and self-compassion, she works collaboratively with clients to develop practical strategies that support them both in therapy and in everyday life.

Hannah particularly enjoys supporting young people through periods of transition, whether that's navigating high school, friendships, identity development, family relationships, or the increasing demands of early adulthood. Her approach is warm, genuine, and flexible, balancing curiosity and compassion with practical, evidence-informed interventions. She integrates approaches including Acceptance and Commitment Therapy (ACT), Dialectical Behaviour Therapy (DBT), Cognitive Behaviour Therapy (CBT), mindfulness, and self-compassion, tailoring therapy to each client's individual goals and needs. Hannah completed a Master of Educational and Developmental Psychology at Monash University and is a registered psychologist and Educational and Developmental Psychology Registrar. Outside of work, you'll usually find her practising yoga, reading, or spending time with her much-loved fur-child, Maple.

Hashara uses a neuro-affirming approach to support primary-school age children and their families in building on their strengths, whilst developing strategies to manage the challenges they may face. She has particular interest and experience in supporting people facing difficulties with emotional regulation, anxiety, and sleep concerns. She enjoys working with neurodiversity and supporting children in understanding and communicating their needs. Hashara values creating a comfortable space for clients to share their experiences without feeling judged and aims to work collaboratively with families to understand the factors contributing to their challenges and support them in implementing strategies to navigate their concerns.

Her therapeutic practice includes cognitive behaviour therapy (CBT), motivation interviewing, solution-focused therapy, acceptance and commitment therapy (ACT), building mindfulness strategies, and emotional regulation skills. In session, Hashara often incorporates client-led and play-based approaches, providing a space for young people to use play and art to explore and communicate their thoughts and needs. She also makes a conscious effort to involve parents to place families in the best position to support their children outside of the session. She also conducts autism, ADHD, and cognitive and educational assessments. Hashara is a registered psychologist, having completed a a Master of Educational and Developmental Psychology.

Henrique enjoys supporting adults and teens with insomnia, phobias, social anxiety, and ADHD. He’s an advocate for nature-based therapy, offering optional ‘Walk and Talk’ counselling at a nearby trail for clients who find traditional settings uncomfortable, alongside his usual in-room sessions. He uses evidence-based approaches including CBT, ACT, and mindfulness. For insomnia Henrique delivers CBT-I, a structured treatment that takes around 6–8 weeks and helps address the factors that maintain chronic insomnia. He is a Clinical Psychologist and Educational and Developmental Psychologist, and is a board-approved supervisor of registrar programs covering counselling as well as neurodevelopmental, cognitive, and academic assessments.

Henrique is involved with the Australasian Sleep Association and serves as a director of the Australian Educational and Developmental Psychology Association. He completed a Master of Psychology (Ed&Dev) at Monash University, researching the connections between nature and mental health. In his personal life, Henrique enjoys chess, soccer, music, and reading.

Jake is the principal psychologist at Level Up Psychology. He works as a Educational and Developmental Psychologist and as a Clinical Psychologist. Jake focuses on cognitive behaviour therapy, motivational interviewing and schema therapy in his counselling. Jake is experienced with a range of educational, cognitive, and social-emotional-behavioural assessment tools for testing and diagnosis. Jake is interested in researching how technology can help improve psychology outcomes.

Jake is a Member of the Australian Psychological Society, a Fellow of the APS College of Educational and Developmental Psychologists, a Member of the Australian Association of Psychologists Incorporated, and a Fellow of the Australian Educational and Developmental Psychologists. Jake has completed a Master of Psychology (Educational and Developmental) where he investigated the impact personality has between the relationship of cognitive ability and academic achievement. Jake also completed a Doctor of Philosophy (PhD) investigating the use of computer adaptive testing to measure intelligence.

Louisa works with children, adolescents, young adults and families experiencing anxiety, low mood, emotional regulation difficulties, learning challenges and behavioural concerns. Rather than asking, “How do we stop this behaviour?”, she seeks to understand what is driving it. Whether helping clients make sense of their emotions, identifying the reasons behind challenging behaviour, or supporting reading and spelling development, Louisa’s approach is trauma-informed, neuroaffirming and practical. She provides therapy, comprehensive assessments and structured literacy intervention using Sounds-Write.

Louisa often draws on Internal Family Systems (IFS), an approach that understands people as having different parts of themselves, each with its own role. Therapy involves getting to know these parts with curiosity, understanding the role they play, and learning new ways to respond when they show up. When behaviour has become a source of stress at home or school, Louisa uses Collaborative & Proactive Solutions (CPS) to work alongside children, families and educators. CPS focuses on understanding why expectations are difficult to meet, identifying lagging skills, and developing practical solutions together rather than relying solely on rewards and consequences. With younger children, Louisa incorporates trauma-informed play therapy, recognising that children often communicate feelings, experiences and relationships through play before they can express them in words. Louisa is an Educational and Developmental Psychologist, trained in Sounds-Write and IFS, and a certified provider of CPS.

Mel is passionate about supporting young people and adults navigate life’s challenges, build confidence and reconnect with what matters most to them. She has a particular interest in supporting people experiencing OCD, anxiety, trauma, and eating disorders, as well as those exploring their neuro-identity. Mel’s style is warm and compassionate, and she prioritises building safety and connection when supporting her clients. Mel integrates neuro-affirming and trauma-informed practices into her work and acknowledges that each person’s unique lived experiences require a tailored approach.

Mel takes the time to understand each person’s experiences, strengths and goals, recognising that everyone’s journey is different. She supports clients in noticing patterns that may keep them stuck, developing greater self-understanding and building practical skills to navigate the demands of day-to-day life. Mel draws on evidence-informed approaches including Cognitive Behaviour Therapy (CBT), Enhanced Cognitive Behaviour Therapy for Eating Disorders (CBT-E), Exposure and Response Prevention (ERP) in the treatment of OCD, Eye Movement Desensitisation and Reprocessing (EMDR), and mindfulness-based approaches. Mel also supports clients to develop a clearer understanding of their strengths and support needs through comprehensive assessments, including differential diagnosis and evaluation of autism, ADHD, cognitive and learning differences. Mel completed a Master of Psychology (Educational and Developmental) at Monash University. She is a member of the Australian Association of Psychologists Inc. (AAPi) and the Australian Educational and Developmental Psychology Association (AEDPA), an ANZAED Credentialed Eating Disorder Clinician, and a Board Approved Supervisor. Outside of her work, Mel loves spending time outdoors in nature, going on adventures with her dog Remi, baking, and practicing Pilates.

Mirette works primarily with adolescents and adults to help them meet their goals, taking a collaborative approach that puts the client at the centre of the process. She believes in creating a safe space for clients, where they can come and explore themselves in a supportive environment. Mirette supports people navigating anxiety, depression, new life stages, and neurodiversity, working alongside each person to tailor their therapeutic journey to what matters most to them. She draws on evidence-based approaches including Cognitive Behavioural Therapy (CBT) and Acceptance and Commitment Therapy (ACT) in her therapeutic work.

Mirette also conducts psychological assessments, including ADHD, ASD, and cognitive and educational assessments, to help people better understand themselves and to guide how supports can best be tailored to their individual needs. Mirette holds a Master of Educational and Developmental Psychology and is a member of the Australian Association of Psychologists Inc. (AAPi). Outside of work, she enjoys pilates, coffee, and spending time with friends and family.

Rachelle enjoys working with women and girls across the lifespan particularly those navigating neurodivergence, late diagnosis (including assessment and counselling), and adolescence. She also has a special interest in supporting international students as they adjust to studying and living in Australia. Her approach is collaborative and person-centred. This means each session balances working towards agreed goals while being led by the client and their needs.

Rachelle draws primarily on cognitive behavioural therapy (CBT). CBT is an evidence-based counselling intervention that can support a wide range of client concerns including low mood, anxiety, low self-esteem, adjustment difficulties, and sleep difficulties. Where it’s not the right fit, other strategies can be used to best support client needs. Rachelle completed her PhD on applied ethics in counselling adolescents, which informs her work with young people and their families. While many counselling sessions focus on practical strategies and everyday challenges, she also enjoys exploring the deeper questions that often emerge in therapy about identity, values, purpose, relationships, and what gives life meaning. When working with young people, she understands that there’s often a balancing act between growing independence and the need for parental support. She takes the time to help families understand counselling (or assessment), the boundaries around confidentiality, and how parents and young people can best work together throughout the counselling process.

Rhoda loves to work with children, adolescents and adults who are seeking to better understand themselves and their place in the world, whether through counselling or assessment. She has interests in supporting people to navigate life transitions and relationships, and manage challenges such as anxiety, perfectionism, self-doubt, regulating their emotions, and parenting. Rhoda believes that relationships are central to feeling safe to explore and thrive. In sessions, she aims to build an empathetic space where clients feel heard, and collaborates with families and schools to help to foster similarly safe and connected relationships there.

Rhoda’s approach is curious, compassionate, and tailored to each client and family. She collaborates with clients to find ways that change can be made practical and feasible for them. She considers what has shaped how each client sees and interprets the world, including their cultural and family background or experience of neurodivergence. Rhoda believes that meaningful work can be done both through counselling support, where skills can be built and emotions can be processed, and assessment, where strengths, challenges, and underlying needs can be explored.

Sam enjoys working with children and adolescents seeking a clearer understanding of neurodivergence, including autism and ADHD, or learning differences. For Sam, assessment is about more than diagnostic clarity. It is an opportunity to help young people and those around them better understand their strengths and support needs. In counselling, Sam brings play and creativity into the room, making it easier to explore big feelings, behaviours, and self-understanding. She also works closely with parents and educators to create environments where young people feel understood and well supported.

A central part of Sam’s approach is recognising that change should not rest mainly with the child. She helps families and schools consider what may sit behind a young person’s behaviour and how the support around them may need to change. This may include adjusting expectations, relationships, or environments to reduce pressure on the young person to mask or adapt to settings that do not meet their needs. Sam aims to support safety, autonomy, and authentic participation while helping young people develop greater compassion for themselves and practical ways to navigate everyday situations. Sam can provide support in English, Cantonese, and Mandarin. She values culturally responsive practice and takes time to understand each family’s cultural context, values, and communication preferences. Her aim is for young people and families to feel understood, respected, and able to be themselves throughout the process.

Sean strives to create a fun and supportive space in which young people feel safe to express themselves in whatever form they can. He prioritises making therapy sessions engaging for children and shares many of their interests, including video games and Dungeons & Dragons. Sean is passionate about working with autism, ADHD, and anxiety and prioritises a neuroaffirming approach that works with strengths to help empower a young person to be their best self. He is a collaborative psychologist who enjoys working with parents to advise on and implement support strategies at home, and within schools to support a young person’s academic and social development. He has experience working in both private practice and secondary schools. He also conducts assessments for ADHD and Specific Learning Disorders such as dyslexia.

Sean completed his Master of Educational and Developmental Psychology degree at Monash University. He employs evidence-based interventions including Cognitive Behaviour Therapy, Acceptance and Commitment Therapy (ACT), and Mindfulness. Sean is a member of the Australian Psychological Society (APS).

Sophie loves to support adolescents and adults facing anxiety, depression, perfectionism, and eating disorders. She also developed and facilitates the Intentional Gaming group program, designed for those experiencing negative impacts from excessive gaming and motivated to gain more control over their habits. Sophie has a warm, caring, and collaborative approach, with a focus on empowering individuals to engage meaningfully with themselves, others, and the world around them. Her sessions often involve exploring the current difficulty and developing a deeper understanding of themselves, practicing helpful strategies, and setting tasks to incorporate learnings into everyday life.

Sophie uses evidence-based approaches including Cognitive Behavioural Therapy (CBT), Acceptance and Commitment Therapy (ACT), Cognitive Behavioural Therapy for Eating Disorders (CBT-E), and mindfulness-based approaches. She has a Masters in Psychology (Clinical), is an ANZAED Credentialed Eating Disorder Clinician, and has researched the influence of nature on psychological well-being. Outside of her work, Sophie enjoys day trips in nature, board game nights with friends, and getting lost in a good book.

Tasma works primarily with children, adolescents, families and schools. She supports young people experiencing anxiety, emotion regulation difficulties, and challenges with behaviour or learning. Tasma values working alongside parents, caregivers and schools to develop a shared understanding of each child's strengths, needs and experiences. Guided by Ross Greene's philosophy that "kids do well if they can", she believes behaviour is a form of communication and that understanding the reasons behind it is the first step towards meaningful support.

Tasma believes the best place to start is with curiosity rather than judgement. She aims to work collaboratively with children, families and schools to understand what's getting in the way and identify the skills, supports and practical strategies that can help children participate at home, at school and in everyday life. Tasma completed a Master of Educational and Developmental Psychology at Monash University and has experience working in schools and private practice. She aims to create a trauma-informed and neuroaffirming space where children, young people and their families feel safe, valued, and heard. Tasma draws on evidence-informed approaches including Cognitive Behaviour Therapy (CBT), Acceptance and Commitment Therapy (ACT) and mindfulness, adapting her approach to the needs of each young person and their family.

Wren loves to connect with children, adolescents, and adults who are looking for a space where they can relax and be themselves, share their stories at their own pace, and actively work with their clinician as a team to clarify and tackle their goals. They are especially passionate about working with LGBTQIA+ clients and neurodiversity. Wren prioritises a neuroaffirming approach, which involves learning all about how each client’s unique brain works, and tailoring goals and strategies to work with their strengths and differences, not against them.

Wren is a registered counsellor and has completed 6 years of training, including a Masters of Counselling. Beyond individual work with clients of all ages, Wren focuses on working with clients’ care teams to collaboratively implement supports. This includes consulting with young peoples’ schools, as well as other healthcare professionals, to ensure clients are supported outside of the therapy room too. While every client and session is different, some areas Wren works with in addition to neurodiversity and LGBTQIA+ clients are anxiety, OCD, school engagement, and depression. In session, activities can be anything from brainstorming on the floor, learning and practicing a mindfulness skill, or deep-diving into patterns of behaviour over a cup of tea.