UK Therapy Guild Counselling Service

21/01/2026

Here is one of our counsellor’s Erin, discussing the benefits of our counselling service and why you should enquire if you are interested in us🗣️🧠

19/01/2026

18/01/2026

If you or someone that you know is struggling and needs someone to talk to, get in touch to start your healing journey through talk therapy. 🧠🗣️

17/01/2026

Where do the counselling sessions take place through our service? 💻📲

13/01/2026

Quiet Reflection 🧐
In my work with children, I’m often referred those described as “angry”, “explosive”, or “dysregulated”.

And so often, when we slow things down, what I see underneath isn’t anger at all — it’s anxiety.

When a child’s nervous system is in fight, flight or freeze, their behaviour is doing the communicating for them. Their body is saying “this feels too much” long before words are available.

This is especially true for many neurodivergent children.

Children with ADHD and/or autism often experience:
• heightened sensory input
• faster emotional overwhelm
• difficulty identifying and expressing internal states
• developing social and communication skills that don’t always keep pace with their emotional experience

When anxiety rises, their ability to pause, reflect, or make sense of what they’re feeling drops away. What’s left is action — shouting, shutting down, lashing out, running away.

This is why, in my work, regulation always comes before therapy.

Before insight.
Before behaviour strategies.
Before “talking it through”.

My first task is to help the child’s nervous system feel safe enough to settle — through pacing, attunement, predictability, and connection. Only then can therapeutic work begin.

When we lower anxiety, we don’t just reduce challenging behaviour —
we create space for learning, emotional language, social understanding, and self-trust to grow.

And perhaps most importantly, we help children move from “something is wrong with me” to “something happened in my body — and it can be understood.”

That shift changes everything 🧡

13/01/2026

Quiet Reflection 🧐
In my work with children, I’m often referred those described as “angry”, “explosive”, or “dysregulated”.

And so often, when we slow things down, what I see underneath isn’t anger at all — it’s anxiety.

When a child’s nervous system is in fight, flight or freeze, their behaviour is doing the communicating for them. Their body is saying “this feels too much” long before words are available.

This is especially true for many neurodivergent children.

Children with ADHD and/or autism often experience:
• heightened sensory input
• faster emotional overwhelm
• difficulty identifying and expressing internal states
• developing social and communication skills that don’t always keep pace with their emotional experience

When anxiety rises, their ability to pause, reflect, or make sense of what they’re feeling drops away. What’s left is action — shouting, shutting down, lashing out, running away.

This is why, in my work, regulation always comes before therapy.

Before insight.
Before behaviour strategies.
Before “talking it through”.

My first task is to help the child’s nervous system feel safe enough to settle — through pacing, attunement, predictability, and connection. Only then can therapeutic work begin.

When we lower anxiety, we don’t just reduce challenging behaviour —
we create space for learning, emotional language, social understanding, and self-trust to grow.

And perhaps most importantly, we help children move from “something is wrong with me” to “something happened in my body — and it can be understood.”

That shift changes everything 🧡

12/01/2026

12/01/2026

12/01/2026

12/01/2026