Elvira is a Registered Psychologist with experience supporting children, adolescents and families in Perth, including within private schools and a specialist program supporting young people who have found mainstream schooling difficult to access. She is passionate about creating a warm, collaborative space where young people feel heard, understood and supported to make meaningful change.

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Elvira completed a Bachelor of Psychology at Curtin University in 2018, followed by a Graduate Certificate in Business Psychology at the University of Western Australia (2020) and a Graduate Certificate in Counselling at Murdoch University (2021).

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Through her work in schools, Elvira has provided individual therapy and psychological assessment for children and adolescents presenting with anxiety and stress, low mood, perfectionism, school refusal, trauma histories, social difficulties, behavioural challenges, and neurodevelopmental differences. She draws on evidence-based approaches including CBT, ACT, DBT-informed strategies, mindfulness, and trauma-informed practice, tailoring support to each young person’s developmental level, learning profile, and family context.

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Elvira is strongly aligned with Mini Minds’ values-driven, neurodiversity-affirming approach and focus on recognising each young person’s unique strengths. Her work to date has included supporting neurodiverse students and those who have experienced significant adversity, using strengths-based and trauma-informed approaches. Her sessions aim to maintain engagement and build skills in emotional regulation, social connection, and self-esteem, using practical, developmentally attuned strategies that fit each young person’s learning style.

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Elvira values working closely with families and schools to support consistent strategies across home and school environments. She is confident conducting intake and risk assessments, developing clear formulations and therapy plans, and sharing practical information with parents and carers so they feel informed and supported. She also works collaboratively with teachers, learning support staff, and external providers to promote continuity of care.

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