Gemma Redfern

Clinical Lead for TTC Golders Green, Hertfordshire & The School Services

Gemma is an exceptional, passionate and experienced Child & Adolescent Psychotherapist. She takes an immense about of time and care in her work, liaising with professionals, parents and young people in order to make sure that her work is supported with a strong foundation before meeting the client. Gemma has an unrivalled ability/capacity to reach children and adolescents & families who are disengaged or ambivalent about the therapeutic process and to work alongside them to build a solid, safe, supportive relationship in which therapeutic work can take place in depth. Gemma uses a wide variety of creativity in her work from sand-tray to artwork. She is able to be both playful and light hearted and work with assiduously, often simultaneously. She is an extremely skilled therapist who is able to work within an immense range of skill set – she is playful within the work, with younger children to holding very difficult mental health presentations.

Gemma has many years, experience of working with children, young people & families – she prevented primary exclusion for many years in Hertfordshire. She trained as a Child & Adolescent Psychotherapist at Terapia in 2011. She has worked for many years in schools (both primary and secondary), teaching on child psychotherapy trainings, supervising and having her own private practice since qualification. Her private practice started as part of an alternative provision & grew from there. She has been at TTC since its inception in 2012 and is now the Clinical Lead at TTC Golder’s Green & Hertfordshire – within these roles she supervises the Golders Green & Hertfordshire team and many of the Psychotherapists in our NL teams. She also coordinates two therapeutic services within complex school settings for a Psychotherapy training organisation. The Lead on the TTC’s school’s service is a passion of hers – being able to be dynamic and think about the organisational dynamics as well as working therapeutically with the systems to enable schools to recognise that often there is a story behind the behaviours.