Education with clinical
depth and clear purpose.

Counselling and psychotherapy education asks a great deal of a curriculum. Students need to acquire knowledge and clinical skills while developing reflective capacity, ethical judgement and a relational way of working. The design of a program needs to hold these aims together.

I bring the perspectives of a practising psychotherapist, educator, course director and academic leader to this work. My experience includes leading counselling and psychotherapy programs, developing curricula and contributing to professional accreditation and educational quality processes.

I work with institutions to clarify what they want their graduates to be able to do, how learning develops across a program, and what evidence can meaningfully demonstrate that development.

Consulting may address a particular educational question or form part of a broader program of development.

• Curriculum design, development and writing, including program structure, unit content, sequencing and the integration of theory with clinical practice.
• Program development, from an initial educational concept to the structure and detail of units and learning experiences.
• Assessment design and the alignment of learning outcomes, teaching and evidence of achievement.
• Accreditation preparation, including curriculum mapping, documentation and the articulation of educational rationale.
• Experiential and relational learning within higher education, including the design and facilitation of group learning and support for teaching teams.
• Academic leadership and constructive review of established counselling and psychotherapy programs.

Institutions can engage me to write curriculum as well as advise on its design. This may include developing units, learning materials, assessment tasks and the documentation that explains how a program’s different elements work together.

I work from the agreed educational purpose, intended learners and relevant requirements. The writing connects conceptual knowledge with clinical practice, reflection and experiential learning, with attention to how students develop across the program.

This can be a focused writing commission or part of broader program development. Scope, review arrangements and deliverables are agreed with your institution.

For commissioned workshops, practitioner groups or facilitated learning for students and staff, see Professional Development.

We begin with the context: the purpose of the work, the stage of the program, the people involved and any relevant standards or deadlines. A clear scope allows us to identify priorities and agree on realistic deliverables.

My contribution can involve reviewing existing materials, working alongside an academic team, writing curriculum, learning materials and documentation, or facilitating discussion about educational direction. Recommendations are grounded in the particular program and its institutional setting.

I welcome enquiries from Australian and international education providers. Accreditation-related work is scoped against the relevant requirements; responsibility for accreditation decisions rests with the accrediting body.