My work offers young people a calm, steady space where they can explore their thoughts and feelings without judgment or pressure to be anything other than themselves. While much of my work is with autistic, ADHD and otherwise neurodivergent young people, I also support young people who do not identify as neurodivergent but who benefit from a calm, relational, needs‑led approach.
How I Work
My practice is needs‑led rather than diagnosis‑led so I focus on the young person’s lived experience, strengths and challenges, whether or not they have a formal label. I don’t offer diagnostic assessments, but instead, I support young people to understand themselves and develop strategies that genuinely fit their neurotype and their nervous system, rather than expecting them to fit a neurotypical model. Therapy with me is collaborative and paced around what feels safe and manageable for the young person, while gently building confidence over time.
I work with young people who are struggling for many different reasons, whether that’s neurodivergence, trauma, stress, perfectionism, masking, school pressure, or simply feeling overwhelmed. My work is needs‑led rather than diagnosis‑led, and I focus on understanding each young person’s lived experience, whatever the explanation. Many young people I work with are high‑achieving, sensitive, or deeply thoughtful and their struggles are often invisible to others, including schools. They may ‘fly under the radar’ because they’re doing well academically, even though they may be finding things difficult internally, especially during times of stress or transition.
I also work alongside parents when it supports the young person’s progress, always in a way that protects the young person’s confidentiality and therapeutic space.
My aim is not to change who they are, but to help them feel more grounded, confident and connected, with a clearer sense of themselves and what they need.
My Practice
About Angela Bradbury-Jones
I’m Angela, a person‑centred, neurodiversity‑affirming therapist with over 26 years’ experience supporting children and young people. I also work within the NHS as a youth mental health therapist, which gives me a strong grounding in safeguarding, systemic working and the realities young people face in education and health settings.
I began my career in youth work and in advice and guidance roles, supporting young people in practical, relational ways. I specialise in working with young people from late primary age through adolescence and into early adulthood, drawing on extensive experience in schools, sixth‑form colleges and youth coaching roles. This breadth of experience means I understand the pressures young people navigate, and the systems around them. I work especially well with young people who are high‑achieving, sensitive, or perfectionistic - the ones who often ‘fly under the radar’ because they’re doing well academically, but who may be struggling internally, especially during times of stress or transition.
My Approach
My therapeutic approach is grounded in person‑centred values, developmental neuroscience and trauma‑informed practice. I also draw on additional training where it is genuinely helpful and adapted for neurodivergent young people, including CBT, compassion‑focused approaches and elements of NLP used sensitively and appropriately.
I am a registered member of the BACP and committed to ethical, evidence‑based, young‑person‑led practice. My aim is to offer a safe, non‑judgemental space where young people can understand themselves, regulate their nervous system and build confidence without masking or pressure to ‘fit in’.
Therapy for Young People
Sessions last up to 50 minutes, although some young people prefer shorter sessions and that’s absolutely fine as we can adapt the length to what feels manageable. Therapy usually takes place weekly, but this can be flexible depending on the young person’s needs and capacity. Some young people prefer shorter, more frequent sessions, and others prefer longer gaps - we can shape this together.
Getting Started
Before starting therapy, I offer a free 15‑minute phone call with parents/carers, followed by a free 30‑minute ‘chemistry check’ session with the young person so they can get a sense of me and decide whether they feel comfortable. This is simply a chance to see how it feels to be in the room with me - no pressure, no forms, no expectations. The first full session may be slightly longer as we take time to settle in and get to know each other.
The Therapeutic Environment
Young people are never pushed to talk about anything before they’re ready. I understand that attention, energy and emotional capacity can vary week to week, so sessions are always paced around the young person’s nervous system.
Fees
Single Session
£50 per session
Sessions can be paid by bank transfer or cash on the day. If you need to cancel, I ask for 48 hours’ notice; cancellations with less notice are charged at the full session fee.
Parent Support
Alongside the young person’s therapy, I offer optional support for parents and carers. These sessions focus on understanding your young person’s needs and supporting them at home, but they are not therapy for parents, and I do not share what your young person talks about in their sessions.
You can choose the level of support that feels right for your family:
No parent sessions
Some families prefer the young person to have their own space.
Occasional parent support sessions (every 6–8 weeks)
50‑minute sessions (£50) offering psychoeducation and practical guidance. These sessions may include support around communication and co‑regulation, understanding behaviour as communication, and exploring what’s underneath your young person’s responses. They may also offer support around connection and understanding at home, or helping home life feel less pressured.
Parent Psycho‑Education Package (3 sessions)
A structured set of sessions that can be tailored to your family’s needs.
Topics may include:
- understanding your young person’s neurotype and nervous system
- communication and co‑regulation
- reducing pressure and supporting autonomy
- navigating school stress and transitions
