In addition to traditional talk-therapy, embodied & movement psychotherapy works with our physical body, using movement to connect with emotions and to process our experiences. Its aim is to support in the integration of the physical, mental, social and emotional aspects of the self. This type of therapy it is also an accessible modality for those who are restricted in their expression due to disability, discomfort or simply difficulty expressing oneself verbally. I practice with children and adults with a wide range of backgrounds, cultures, capacity and needs. I support adults with issues around self-esteem, body image, anxiety, depression, racial trauma, relationship challenges, eating disorders, identity, gender inequality and other gender-based struggles. My work with children emphasises on Autism, Aspergers, sensory processing sensitivity, emotional distress, behavioural issues, and learning difficulties.I offer sessions online in English and Spanish, with limited spaces for in person therapy.

Therapy clinic based in Mexico City, serving the English-speaking community in Mexico.

• I facilitated Dance Movement Therapy group and individual sessions for students who required emotional and learning support.• I prepared Special Educational Needs standards and goals, created policies and procedures to carry them out.• I organised, taught and coordinated the first whole school music, dance and art programme.• I liaised with parents and staff to facilitate workshops and professional development training on educational activities and student’s behavioural and learning progress and challenges.

I supported students with physical and emotional developmental delay, behavioural issues, hyperactivity, Down Syndrome, Asperger and Autism to become more confident, self-aware, and helping them integrate in the school community through a counseling programme called Creative Movement.Lessons supported children in their development of gross motor skills. Students were able to achieve key skills at foundation stage.Given students the opportunity to perform in whole school events.

I lead creative dance workshops for Key stage 1 and 2 children, as a means of self-expression, eventually helping them increase their self-awareness and independence. In addition I supported children, one to one, with learning difficulties helping them improve in their academic performance.

I planned and organised Mayan Dance workshops for Key Stage 2 children, contributing to a newly introduced curriculum about Mayan culture and its heritage.

I organised and provided a dance movement psychotherapy group and individual weekly sessions for adults with Acquired Brain Injury (ABI). By the end of the sessions, the clients significantly increased their self and body awareness, social skills and vocabulary.

I organised and provided dance movement psychotherapy group and individual weekly sessions for elderly with Dementia. I facilitated a safe space and environment, for the clients, to express their concerns, fears and positive memories of their past experiences.

Organised and provided dance movement psychotherapy group and individual weekly sessions, for children with Autism. This therapy helped the children increase their non verbal vocabulary, self-awareness and improve their academic performance.

Organised and provided dance movement psychotherapy group and individual weekly sessions, for children with PMLD (Profound and Multiple Learning Disabilities). This therapy helped the children increase their non verbal vocabulary, self-awareness and attention span.

I developed intervention strategies specifically for each child, on a one to one basis. I collaborated with all teachers and the school psychologist to help the students achieve their academic and social goals.I was responsible for running an After school Dance programme for all students and abilities.

I used a variety of warm up exercises and jazz dance techniques among others to help students improve their flexibility, mobility; and provided a space for self-expression.

I planned and taught Spanish lessons to foreign teachers, and helped them prepare to undertake their DELE exams. This was taken on as an additional responsibility after school hours.

I acted as an English cover teacher for all subjects and different year groups. I had to be adaptable, flexible, and differentiate for different languages and abilities. Often I had to improvise without prior warning.

I coordinated each department involved in a shooting. I was in charge of the filming script during filming, and made visualizations and editing footage using Final Cut Pro.