A calm, playful and evidence‑based approach to child anxiety
Craig’s therapeutic approach is grounded in cognitive behavioural therapy (CBT) and a strengths‑based lens.
Rather than jumping straight into strategies, he starts by slowing down and understanding the context for each child’s anxiety — what’s happening at home, at school and in their body.
Anxiety can show up as small worries, big fears or something in between. Craig’s first step is always to explore the possible underlying reasons for what a child is feeling. Sometimes these drivers are straightforward and situational, and sometimes they’re more complex, including neurodivergence or sensory processing differences. Taking time to understand what’s underneath helps make sure the support is actually a good fit for the child.
Once there’s a shared understanding of what anxiety feels like for that child, Craig uses CBT tools to gently link thoughts, feelings and behaviours. Sessions are designed to feel safe, engaging and age‑appropriate, with a strong focus on play, curiosity and even a bit of fun.
Play‑based sessions and “brain–body” education
For primary school‑aged kids and young teens, sessions might include games, creative activities and child‑friendly explanations about how the brain and body work together. Craig spends time helping kids notice what anxiety feels like in their body — maybe a tight tummy, wobbly legs, or a racing heart — so they can recognise the early signs rather than feeling blindsided.
Books are often part of the work too. Titles like Hey Warrior! and Ups and Downs by Karen Young are favourites in the therapy room, helping to normalise big feelings and show kids they’re not alone in their experience of anxiety.
When kids understand that anxiety is a normal body response — and that it can rise and fall — it becomes less scary. From there, Craig introduces practical coping tools such as mindfulness and breathing techniques. These are first practised together in session when the child is calm, with the long‑term goal of kids being able to use these skills on their own when tricky situations pop up.
Parents and carers are at the heart of the process
At Combined Minds Psychology, working with parents and carers is not an optional extra; it’s central to how Craig supports children and teens with anxiety.
The process usually begins with one or both parents or carers, without the child present. These initial conversations focus on understanding the child’s history, the current concerns and any potential drivers for the anxiety — including temperament, life events, school experiences or neurodivergence.
Craig also works with parents to unpack how language and avoidance can sometimes, without anyone meaning to, reinforce anxious patterns. For example, consistently helping a child avoid something that feels scary, or describing everyday challenges as “brave”, can accidentally send the message that the situation really is dangerous or unmanageable. Instead, Craig supports parents to shift towards gradual, supported exposure and skill‑building, helping kids learn that they can cope with normal life stressors.
Depending on the child’s needs, sessions with parents may initially be more frequent, focusing on:
- Coaching parents to model coping and emotional regulation skills
- Helping them practise new strategies with their child when everyone is calm
- Celebrating small wins and noticing progress over time
As skills build and anxiety becomes more manageable, sessions often space out, with an emphasis on maintaining gains and supporting children to carry their coping tools into their teen years and beyond.
For children whose anxiety is linked with neurodivergence or sensory processing differences, Craig takes a tailored, collaborative approach. This may include helping parents understand the world from their child’s perspective and supporting them to advocate for reasonable adjustments in school and community settings.
Situational anxiety versus neurodivergent anxiety
A key part of Craig’s work is teasing apart whether a child’s anxiety is primarily situational or whether there are underlying neurodevelopmental or sensory factors that deserve attention.
Take a fear of dogs as an example. For one child, this fear may come from a frightening past experience. For another, the same fear might exist without any obvious incident, linked instead to how that child’s brain processes uncertainty, noise or movement. In both cases, the feelings are valid — but the path forward may look different.
By looking carefully at the causes and contributing factors surrounding the anxiety, Craig works with families to identify which parts of the situation can be changed and which may be slower or harder to shift. This groundwork helps ensure that anxiety support is realistic, compassionate and effective.
For neurodivergent children, progress is often more nuanced and may take more time. Craig’s focus is on building understanding, safety and collaboration, rather than trying to “fix” or eliminate traits that are part of who the child is.
What progress can look like for anxious kids
Families often want to know how they’ll know if things are getting better. In Craig’s practice, progress is measured in tangible, everyday ways: can a child do things they previously couldn’t, or do they feel more able to have a go, even when something feels a bit uncomfortable?
Examples might include:
- Joining a play date they once refused
- Patting a dog they previously avoided
- Participating in school or community activities that used to feel too hard
Feedback from children and parents is central, and in some situations Craig may also use checklists or school input to track changes over time. These small steps add up, building a picture of increased confidence and resilience.
A strengths‑based lens: noticing the “can dos”
A strengths‑based approach sits at the heart of all the work at Combined Minds Psychology. Rather than focusing only on what’s going wrong, Craig is always looking for what’s going right — the “can dos” that are already present in a child’s life.
If a child comes home saying they had a “bad day” at school, Craig encourages families to gently explore the full story. Were there moments that were okay, or even good? Maybe a friend they enjoyed spending time with, a subject that felt interesting, or a favourite snack in their lunchbox. Shifting attention to these small positives doesn’t ignore the hard parts; it simply helps balance the picture and supports a more hopeful mindset.
Recognising and celebrating small wins — playing nicely with a sibling for a few minutes, putting shoes on the first time they’re asked, trying something new — can be incredibly powerful. Positive experiences and feedback help fill kids’ emotional cups, supporting more regulated emotions and growing confidence over time.
A practical tip for Perth families
Craig’s message to parents and carers is simple: you are probably already doing more than you realise to support your child’s wellbeing. Being mindful of the small, positive moments — and naming them out loud — can make a big difference.
While no parent gets it right every minute of every day, noticing and celebrating the “good bits” helps tip the balance in favour of positive experiences, which are vital for anxious kids finding their feet.
Practical details
If you’re in South Perth, Bicton or surrounding suburbs and you’re concerned about your child’s anxiety, you can contact Combined Minds Psychology to learn more about how Craig’s calm, collaborative and strengths‑based approach might support your family.
Business: Combined Minds Psychology
Clinician: Psychologist Craig Salisbury
Location: South Perth
Availability: Availability to see new clients by telehealth and in person at our rooms at 11 Hardy Street, South Perth
Contact for referrals and bookings:
