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 curricula are tailored to meet the needs of each group.  Sample presentation topics include:

  • DIR Floortime®

  • Parent and professional coaching

  • Working with families

  • Play and interaction

  • Autism

  • Self-regulation

PAST PRESENTATIONS, WORKSHOPS, AND PODCASTS

  • Shall We Dance?: Using the DIR Framework to Understand the Power of Parent-child Play and Interaction — STAR Institute Virtual Summit (2023)

  • Supporting Parents in DIRFloortime® — Affect Autism Podcast (2020)

  • Parent Coaching Part 1: Fostering Meaningful Collaboration between Clinicians and Families — STAR Institute (2019)

  • Parent Coaching Part 2: Fostering Meaningful Collaboration between Clinicians and Families — STAR Institute (2019)

  • Self-Regulation Starts With Us — Affect Autism Podcast (2018)

  • A Teenager and His Fascination with Pokemon, Rap Battles, and Paronomasia: A Case Study —ICDL Annual Conference (2016)

  • Looking at Resilience through a Self-Reg Lens — Canadian Mental Health Association Peel Dufferin (2016)

  • Self-Regulation In the Early Years — YMCA Ontario Early Years Centre (2016)

  • Looking at Anxiety through a Self-Reg Lens — Peterborough Victoria Northumberland and Clarington Catholic District School Board (2016)

  • Self-Regulation in Childhood: Reframing Our Lens — Canadian Paedistric Society 91st Annual Conference (2014)

  • Self-Regulation in Childhood: What Does It Mean for My Child/Student — University of Albany’s Center for Autism and Related Disabilities Annual Conference (2014)

  • Self-Regulation: What Is It and How Do We Support It In the Classroom? — Halton District School Board (2014)

  • Calm, Alert, and Learning — Thames Valley District School Board (2013)

  • Calm, Alert, and Learning — Niagara Falls District School Board (2013)

  • Self-Regulation in the Classroom at at Home: Where do I start? — Autism Canada Conference (2013)

  • Fostering shared frameworks: An integrated multidisciplinary approach to working with children and their families — Infant Mental Health Promotion National Institute (2013)

  • Engaging Families — Canadian Self-Regulation Initiative (2013)

  • Early Childhood and Social Services: What do they have in common? — University of Guelph-Humber (2013)

  • Self-Regulation in the Classroom — Sioux Mountain Public School (2013)

  • Role of Self-Regulation in Working with Children and Families — Rainbow District School Board (2013)

  • The Central Role of Parents within the MEHRI-Treatment Model — Montreal Autism in Motion 2012 Conference (2012)

  • Theoretical and Clinical Perspectives on the Importance of Play and Interaction for Young Children — George Brown College 9th Annual Summer Institute on Early Childhood Development (2012)

  • Role of Self-Regulation in Working with Children and Families — George Brown College (2012)

  • Importance of Regulation — ICDL Annual Conference (2011)

  • Child Development Disorders in Contexts of Poverty and Violence — Medellin Colombia (2011)