I’m a Clinical and School Psychologist, Board-approved Supervisor, and Director of ConnectEd Counselling and Consultancy in Brisbane. I’ve worked across psychology, education and mental health for more than 15 years, with much of my career focused on supporting children and young people and on the delivery of psychological and wellbeing services within schools.

Before establishing ConnectEd, I worked for many years as a school psychologist in a Prep–Year 12 setting. Since then, I’ve continued to work closely with psychologists, counsellors, pastoral care teams and school leaders through individual and group supervision, consultancy, professional development and broader service design.

I also have an academic and research background, particularly in mental health literacy and school-based practice. That experience influences how I approach supervision: I’m interested in evidence, but equally interested in whether an idea can actually work in the setting you are working in.

My supervision tends to be practical, reflective and systems-focused. Sometimes that means thinking carefully about a clinical case. At other times, the bigger issue is the role, team, policy, school structure or organisational expectation sitting around the case. I enjoy helping people step back from a complicated situation, work out what is actually going on, and decide what is within their role and what a sensible next step looks like.

I’m particularly interested in supervision relating to:

• School-based counselling and psychological practice – including case work, engagement with young people, working with families, competing priorities and the realities of practising within a school.
• Role clarity, boundaries and ethical decision-making – particularly where psychologists or counsellors are navigating different expectations from students, parents, teachers, leaders and external professionals.
• Systems, processes and service design – referral pathways, documentation, policies, workflows, digital systems, data use and other practical ways of making a service work better.
• Pastoral care and whole-school wellbeing – thinking beyond individual intervention to early intervention, prevention, multidisciplinary teamwork and sustainable wellbeing structures.
• Leadership and professional development – supporting people leading counselling or wellbeing services, developing teams, communicating their work and making decisions about where to focus limited resources.
• Applied projects and improvement work – using data, research and structured problem-solving to understand a problem, trial something useful and evaluate whether it has actually helped.

I also enjoy working with people on presentations, professional communication and translating psychological knowledge into something useful for teachers, parents, leaders and other professionals.

What I value most in supervision is having enough space to think properly. I’m not interested in pretending there is one correct way to do school psychology or counselling. Different schools, roles and practitioners need different approaches. My aim is to help supervisees understand the problem more clearly, consider the options available to them, and develop an approach that is thoughtful, defensible and workable in the real world.