About Us

Eunice is an accomplished clinician, training leader, and mentor with over 20 years of experience using the DIR® Floortime™ model. She has worked extensively with children and adolescents with complex needs—including autism, ADHD, behavioural challenges, emotional difficulties, and self-regulation issues—across schools, community-based settings, and research initiatives. Her clinical practice focuses on individual therapy, child-parent dyadic work, and parent coaching.

As a registered member of the Ontario College of Social Workers and Social Service Workers (OCSWSSW), Eunice holds dual Master’s degrees in Social Work and Special Education from Columbia University and Bank Street College of Education. Her passion for lifelong learning recently led her to complete a Ph.D in Developmental Psychology and Education at the University of Toronto.

Eunice was part of the interdisciplinary treatment team at York University’s Milton & Ethel Harris Research Initiative (MEHRI), led by Dr. Stuart Shanker, studying a developmental, play-based coaching model for young children with autism. Eunice earned her Expert Certificate in DIR® Floortime from the International Council on Development and Learning (ICDL) in 2010 and has taught basic, proficient, and advanced professional certificate courses as a Training Leader. She continues to mentor professionals and paraprofessionals using reflective learning, case discussions, and personalized video feedback

Eunice has designed and facilitated educational curricula for teachers, clinicians, and educational leaders to support individuals with challenges in regulation, interaction, attention, play, and social-emotional development. Her engaging and accessible teaching style (using interactive instruction, real-world examples, and engaging discussions) focuses on breaking down complex concepts into practical and relatable content. Eunice has presented at numerous school boards, organizations, and conferences across Canada, United States, South America, and China.

*** Photographs for this website were generously provided by Karin O'Brien ***

 

 

 

treatment & therapy

Individual treatment for children and adolescents using DIR® Floortime™, an evidence-based developmental approach that incorporates play and interaction.  Developed by Dr. Stanley Greenspan and Dr. Serena Wieder in the 1980's, DIR® is based on principles of typical child development, infant mental health, and attachment.  We look at each child or adolescent individually and use their interests, strengths, and capacities to design therapeutic goals and learning objectives that support and challenge them.  

Parents are encouraged to play an active role in DIR® therapy.  Using observation, modelling, coaching, video review, and reflective discussion, we can build on and complement parents' insight and strengths to support the child or adolescent's ability to relate, communicate, and think.  Additional supports offered include classroom and camp observations, play-date facilitation, and group work.  

   

MENTORING & CONSULTATION

Mentoring or supervision is available locally and via distance for professionals who are interested in or pursuing their DIR® certification.  Support is offered through video review and reflective case discussions to further their understanding and thinking about a child or adolescent's developmental capacities.

Consultations with teams of educators and therapists at daycares, preschools, schools, or clinics can be offered on-site and via distance. Topics could include DIR®, infant mental health, working with families, and addressing challenging behaviours.  

Mentoring & Consultation

PRESENTATIONS & WORKSHOPS

Presentations and workshops for parents and/or professionals are available. Learning objectives and curriculum are specifically designed to meet the needs of each group.  Recent presentation topics have included:

  • Reframing Play and Behaviour
  • Role of Self-Regulation in Working with Children and Families
  • Engaging Families
  • A Process-Oriented Family-Centred Approach to Autism
  • Self-Regulation in the Classroom and at Home: Where do I start?
  • Understanding Anxiety 
  • Theoretical and Clinical Perspectives on the Importance of Play and Interaction for Young Children
  • Looking at Resilience through a Self-Reg Lens
  • Self-Regulation in the Early Years
  • Calm, Alert, and Learning