Learning that becomes
part of how you work.

Knowing about therapeutic presence is different from being able to remain present in a difficult encounter. Professional learning becomes especially valuable when it helps practitioners recognise their own responses and develop the capacity to work with them.

My teaching brings clinical experience into dialogue with experiential learning. Reflection, discussion and carefully facilitated exercises invite participants to consider how ideas take shape in their own work and relationships. Learning may involve emotional process, unconscious and relational patterns, different parts of the self, or the influence of wider systems on the therapeutic encounter.

This approach is intended for counsellors, psychotherapists and other helping professionals who want to strengthen their relational and experiential capacities. Participation is thoughtful and paced, with attention to boundaries and the purposes of professional learning.

Advanced relational learning can also be developed for an organisation or established practitioner group. The starting point is the experience of the participants, their work and the capacities they wish to develop.

Facilitating groups is a distinctive capability within my practice, connecting experiential therapeutic groups, reflective practice, clinical group supervision and professional education. Each setting has a different purpose, and the facilitation is shaped accordingly.

I attend to the individual, the relationships between participants and the group as a whole. This includes the ways people participate, the roles that develop, unspoken expectations, emotional currents and the influence of the organisational or cultural setting.

Working with these dynamics requires both structure and responsiveness. My role is to hold the purpose and boundaries of the group while helping participants notice and make use of what is emerging. A professional learning group can explore experience meaningfully while maintaining the distinction between education and personal therapy.

Universities, training providers, professional organisations and established teams can engage me to facilitate workshops, experiential learning, reflective practice groups and professional conversations.

A commissioned experience begins with your purpose, the people involved and the setting in which they work or learn. We consider the capacities you want to develop, the group’s experience and an appropriate balance of reflection, discussion and experiential participation.

My contribution combines specialist knowledge of counselling and psychotherapy with experience of academic leadership, teaching and group facilitation. Learning can be developed for students, practising professionals or teaching teams, with its scope and boundaries agreed in advance.

If your project also involves curriculum design or writing, you can explore my educational consulting work.

Voice Dialogue is an experiential way of exploring the different selves or parts that shape how we live and relate. It can bring greater awareness to familiar identifications, inner tensions and aspects of experience that have been pushed aside.

In practitioner education, this perspective offers a way to examine the selves we bring to our work: those that strive to be competent, care for others, seek certainty or hold back. Greater awareness can widen the choices available to us in a therapeutic encounter.

My work with Voice Dialogue includes a longstanding association with the Australian Centre for Voice Dialogue, a specialist legacy and training strand within my broader practice.

Enquiries are welcome from individual practitioners, professional networks and organisations interested in future workshops or a tailored learning program.

Event details and professional resources will be added here as they become available. Each published program will specify its intended participants, format, learning focus and practical arrangements.