Radhika Rajbans
Hello and welcome.
I’m Radhika and yes, I really do believe that it’s a privilege of a lifetime to become who you truly are.
However, this process of 'becoming' isn't always easy to navigate; especially without the right resources, support, time and commitment.
As someone with lived experiences of neurodiversity and complex trauma, my experience of navigating these challenges; seeking support, healing and therapy, has most definitely helped me become who I truly am, but to do so wasn't easy and required the support, resources, time, commitment, consistency and considerable effort.
It was worth it though; my personal healing and learning journey not only profoundly shaped me, but also inspired a career aligning with my personal ethics and values; reflecting my commitment to supporting the mental health and wellbeing of children and families.
I feel privileged to live an authentic life; rich with purpose and meaning; secure and grounded by supportive connections, self-care practices, clear boundaries, confidence and an unshakable growth mindset; born of survival, grit and healing. These are my personal gifts; acquired through my journey and process of learning, changing, healing and 'becoming'.
I remain committed to personal growth; the process of learning, changing, healing and becoming is ongoing, in my opinion. I describe myself as a perpetual student; with endless curiosity, love of research and learning about anything and everything; especially relating to people; their histories, their stories and their worlds and their challenges.
I recently trained in Integrative Child and Adolescent Psychotherapeutic Counselling at the Faculty of Education, University of Cambridge.
Prior to this, I trained in Existential Psychotherapy, Counselling and Coaching at the New School of Counselling and Psychotherapy and completed an MSc in Developmental Psychology at UCL's Institute of Education.
My master's research for the Centre for Research in Autism and Education (CRAE) was on autistic student‘s experiences in school; teacher’s perceptions of the sensory needs of autistic students; eating habits and eating disorders of autistic children.
I am currently a trainee psychotherapist in supervised clinical practice whilst working towards registration with the UK Council for Psychotherapy (UKCP).
My past professional experience spans educational consulting, cognitive and developmental assessment, family support, gifted and neurodiversity advocacy.
In these roles, I worked in a wide range of settings including schools, charities, non-profit organisations, family centres, youth and adult justice services, mental health and social care.
My personal, academic and professional experiences have given me deep understanding and empathy for the developmental, relational, historic, cultural and systemic factors that impact the mental health and life outcomes of children and families.
My practice is informed by this context and is sensitively attuned and adapted to clients' presenting concerns and need for both psychological and physical safety in the therapy space.
