Working with Adults

individual adult therapy

I work with adults who were told along the way that their personalities and presentations were not welcome—that they were too loud, too weird, too quiet, too queer, too messy, too disabled, too ill, too big, too small, too fat, too direct, too colorful, too confusing, and so on. Many of these folks learned to hide away important parts of themselves and their identities. They know all too well what it’s like to enter into a room and leave themselves at the door. Some folks tried to make themselves smaller or conform to “normative” ways of being. They might have adopted a false persona—or several—in order to survive. Some folks never had a choice to hide, their differences highly visible and therefore easily targeted.

There are so many ways to be told that we do not belong, and so many ways that we learn how to cope with that pain. The majority of the folks I work with are learning how to engage meaningfully and authentically with core parts of themselves. My clients want to feel more aligned with the parts that feel most like home, most like them. Together we work to identify what this looks like.

I can support with:

  • anxiety/worry

  • stress responses

  • coping skills

  • depression

  • grief

  • shame

In relation to:

  • Gender identity and sexual identity exploration

  • Conflict within any/all relationship structures

  • Intersecting cultural identity exploration

  • Internalized and externalized oppression (all the isms)

  • Holding a caretaker role in relationships

  • Chronic people-pleasing

  • Perfectionism and inner criticism

  • Adjustment to life transitions

  • Imposter syndrome

  • Relationships with body and pleasure (not exclusively sexual but can include sexuality)

  • Empowerment in decision-making

  • Challenges specific to being the child of immigrant parents

working with college and post-grad students

In addition to the above, I enjoy working with adults who are in college or graduate school, or have recently completed their programs. Some unique themes to this population are:

  • Relationships to academia, including what school represents to them and/or their communities (e.g., being the first in the family to attend college, pressure to achieve “high” grades, expectations to model “success” for younger siblings or other family members, feelings of guilt if/when there is a desire to pursue a life outside of family expectations)

  • Identity exploration away from home or family

  • School-related stress and burnout

  • Being a minority in the program

  • Oppressive systems within institutional education

  • Expectations of what to “do” with their education

  • Feeling on their own after graduation, without the structure, routine, and resources of school

The goal is to last, to be stronger, and to not compromise the self in the context of a connection.

- Esther Perel