About me
A Lifelong Dedication to Children
My journey with children began long before I qualified as a Play Therapist. I bring nearly two decades of experience across early childhood education, school settings, and specialist children’s services. This includes around seven years supporting children with neurodivergence, sensory and communication differences, and profound and multiple learning disabilities through dedicated organisations like Sense and Barnardo’s.
Every Child Has Their Own Language
These rich experiences have taught me something fundamental: there is no single way for a child to communicate, connect, or make sense of their world. Whether through play, movement, sensory exploration, or quiet presence, every child finds unique ways to share their story.
Blending Experience with Clinical Expertise
Qualifying as a PTUK-registered Play Therapist brings together my years of practical, hands-on experience with specialist clinical training. It allows me to offer children a safe, accepting, and truly child-led space where they can express themselves freely, process life experiences, and grow at their own unique pace.
Mirror, mirror on the wall
- the child I see is me
Understanding Transition from the Inside Out
Having grown up in South Korea and later building my life in London and Belfast, I know first-hand what it feels like to navigate new worlds, cross cultural boundaries, and search for a sense of belonging. This personal journey gives me a deep empathy for children who feel different, anxious, or uncertain during times of transition. It has shaped my core conviction: every child deserves a space where they are accepted exactly as they are, where they can find their own voice, and where they can gently build the inner confidence to navigate life's changes.
The Heart of Therapy: Human Connection
Garry Landreth, a pioneer of Child-Centred Play Therapy, famously wrote that toys are children’s words, and play is their language. Through play, children naturally communicate thoughts and feelings that are too complex or overwhelming to express in spoken words.
Yet, the most vital part of my therapeutic toolkit isn't something found on a shelf.
It is human connection.
The relationship I build with each child—being fully present, emotionally attuned, non-judgmental, and alongside them—creates the safe container in which play becomes meaningful.
Toys give children their words. Play gives them their language
I am there to listen.
Qualifications & Professional Standrards
Clinical Training: Completed through the Academy of Play and Child Psychotherapy (APAC), with my qualification awarded by the University of Chichester. The course combined rigorous academic study, experiential learning, and supervised clinical practice.
Professional Registration: Registered with Play Therapy UK (PTUK) and working within its ethical framework and professional standards. The PTUK Register of Play and Creative Arts Therapists is accredited by the Professional Standards Authority (PSA).
Safe Practice: To ensure safe and responsible practice, I receive regular clinical supervision, engage in continuous professional development (CPD), hold full professional indemnity insurance, and maintain an enhanced background check (AccessNI / DBS).
- Postgraduate Diploma with Distinction in Play Therapy (PGDip)— University of Chichester
- Postgraduate Certificate with Distinction in Therapeutic Play Skills (PGCert)— Leeds Beckett University
- MA in Early Years Education — Distinction, Institute of Education, University of London
- BA (Hons) in Early Childhood Studies — First-Class Honours, University of Surrey Roehampton
Recipient of the Early Childhood Studies Prize for Outstanding Achievement and Commitment - CACHE Level 3 Diploma in Child Care and Education — Grade AAA
Support School
Namu Play Therapy provides therapeutic support within schools, helping children explore emotional, social and behavioural difficulties through play. Sessions offer a safe, accepting space where children can express themselves, strengthen confidence, develop emotional resilience and feel more secure in their relationships and school life.
Consultation and guidance can also be offered to school staff to support a consistent approach around the child.
Schools are welcome to get in touch to discuss referrals, availability and funding options.
