Frequently Asked Questions

1. What ages or types of clients do you work with?

I support neurodivergent children, teens, adults, and the people who care for and support them.

This includes:

• parents and caregivers of neurodivergent children and teens

• parents of adult children who still need support

• neurodivergent adults seeking understanding, guidance, or practical support

• families navigating diagnosis, school distress, burnout, meltdowns, or overwhelm

• people needing support around advocacy, education, daily functioning, or finding a way forward

Support is always tailored to the individual and their context.

2. Do you work with adults as well as children?

Yes.

I support both neurodivergent adults and the parents or caregivers supporting them.

Some adults reach out for support with things like:

• identity and self-understanding

• late diagnosis or wondering if they may be neurodivergent

• overwhelm, burnout, or shutdown

• organisation, routines, or daily functioning

• understanding their needs and finding practical ways forward

I also work with parents of adult children who may still need support, guidance, or advocacy.

3. How do I know if my child is neurodiverse or if this support is right for us?

You do not need to already have a diagnosis to seek support.

Many families reach out because they are noticing things like:

• big emotional responses or meltdowns

• sensory sensitivities

• school distress or shutdown

• social or communication differences

• burnout, overwhelm, or “something just isn’t working”

Sometimes people come to me when they are very early in the process and just trying to make sense of what they are seeing.

If you are unsure whether this support is the right fit, you are very welcome to reach out and ask.

4. What does a typical session look like?

There is no one “standard” session, because support is tailored to the person and situation.

Sessions are usually calm, collaborative, and focused on helping things feel more understandable and manageable.

Depending on your needs, support may involve:

• talking through what is happening

• making sense of patterns, stressors, or support needs

• problem-solving practical next steps

• exploring strategies or supports that may help

• helping organise thoughts around school, home, or daily life

• creating a clearer way forward when things feel messy or stuck

My approach is never about blame or “fixing.”
It is about understanding, reducing overwhelm, and building support that fits real life.

5. How long does support usually last?

This really depends on what you need.

Some people come for a single intake package or short-term support around a specific issue.

Others benefit from more ongoing support over time, especially when things are more complex or have been building for a while.

There is no pressure to commit to more than what feels useful and manageable.

Support can be flexible and responsive to where you are at.

6. Can you help with homeschooling or school can’t situations?

Yes.

This is an area many families reach out for support with.

I can help families think through things like:

• school distress or school refusal

• burnout and shutdown related to school

• home learning options and practical supports

• reducing pressure and making learning feel safer

• educational planning, programming, resources and realistic next steps

• making sense of what your child may need right now

My approach is neuroaffirming, low-pressure, and grounded in the understanding that school difficulties are often a sign that something deeper is not working.

7. Do you work with schools or other professionals?

My main role is to support the individual or family directly. With your permission, I can collaborate with your Allied therapists, and other professionals to create a consistent approach across home, school, and therapy settings — helping everyone stay on the same page.

I can help with things like:

• preparing for meetings

• clarifying concerns or support needs

• helping you organise your thoughts

• making sense of educational or support language

• creating resources or written supports where appropriate

I don’t attend school meetings or act on your behalf, but I can absolutely help you feel more prepared and confident going into them.

8. What is your approach to behaviour support / school can’t / overwhelm?

My approach is always neuroaffirming, regulation first, and grounded in understanding context.

I dom’t view behaviour as something to simply control or “fix.”

Instead, I look at things like:

• nervous system safety

• unmet needs

• stress and overwhelm

• sensory load

• expectations and environmental mismatch

• communication and capacity

When behaviour, school distress, or everyday functioning become difficult, I focus on understanding the why underneath what is happening — because that is where meaningful support begins.

I take an inclusive, strengths-based, and trauma-informed approach. I see behaviour as information — a way your child or teen is communicating unmet needs, stress, or overwhelm — rather than as something “wrong” that needs punishment.

I am guided by the Collaborative & Proactive Solutions (CPS) model developed by Dr Ross Greene, which is collaborative, transparent, and relationship-focused. The principles shape how I work: understanding that people are experiencing lagging skills (not lagging motivation), and that behaviour is a form of communication signaling unmet needs, and then developing practical strategies alongside families.

My approach combines evidence-informed strategies with lived experience and an understanding of nervous system regulation.

Together, we focus on reducing stress, supporting emotional regulation, improving routines, and building skills for independence — all while keeping your child’s safety, dignity, and engagement at the centre.

The goal is not perfect behaviour; it’s understanding, connection, and sustainable strategies that reduce overwhelm and support your child and your family to thrive.

9. What are your fees and how do I book?

I offer an initial intake package as a starting point for most families and individuals.

From there, support is tailored depending on your needs and the type of support required.

Sessions may be accessed through:

• private payment

• NDIS self-managed

• NDIS plan-managed

I am not an NDIS registered provider.

If you would like current fee information or are unsure where to start, you are very welcome to get in touch.

You do not need to know exactly what kind of support you need before reaching out.

[View Fees & Support Options]
[Contact Mel]

You can email me at support@melneuronavigation.com

I look forward to hearing from you!

10. Do I need to know exactly what kind of support I need before reaching out?

No — not at all.
Many people reach out when they are overwhelmed, unsure where to start, or trying to make sense of a complicated situation.

You do not need to have everything organised or explained perfectly before contacting me.
A short message is absolutely enough.

11.Do I need a diagnosis to work with you?

No — you don’t need a formal diagnosis to reach out or receive support.

Many individuals and families come to me when they are still trying to make sense of what they are noticing, feeling, or struggling with.

You might be wondering if you or your child could be neurodivergent, feeling that something is not working, or simply needing support before you have clear answers.

That is completely okay.

Support can still be incredibly helpful when things feel confusing, overwhelming, or hard to explain.

Sometimes the first step is not having all the answers — it is having a space where things can start to make more sense.

Whether you are:

• early in the process

• waiting on assessments

• exploring possible neurodivergence

• or just feeling unsure

you are very welcome to reach out.

You do not need to have everything figured out before asking for support.