Counsellor | Child Therapist
Noushad Laila is a dedicated counsellor with a deep commitment to working with
children, parents, and families through compassionate and developmentally informed
therapeutic care. Her work is grounded in empathy, emotional attunement, and a
passion for enhancing the wellbeing, confidence, and resilience of children and
families.
Drawing from both professional training and personal lived experience, Noushad
understands the importance of emotional safety, connection, and secure
relationships in a child’s development. These experiences inspired her to pursue a
Master of Counselling from the University of Canberra, alongside specialised
training in play therapy, enabling her to provide child-centred, evidence-informed
therapeutic support tailored to each child’s unique developmental and emotional
needs.
Noushad has a particular interest in emotional regulation, attachment, sensory
processing, anxiety, trauma-informed practice, school readiness, and children with
diverse developmental, emotional, and social needs. She works collaboratively with
families to strengthen children’s social-emotional development, independence,
communication, confidence, and ability to engage meaningfully within everyday
environments. Her therapeutic approach focuses on creating safe, nurturing, and
collaborative spaces where children feel emotionally secure, understood, and
empowered to build lifelong skills.
In addition to individual therapy, Noushad leads the Therapeutic School Readiness
Program and Foundations Program at Tidda Counselling. Recognising the diverse
developmental, sensory, emotional, communication, and social needs of children,
she has contributed to researching and developing these therapeutic group
programs to provide evidence-informed, play-based, and capacity-building support
aligned with the Victorian Early Years Learning and Development Framework and
school expectations. These programs support children across different stages of
readiness — from building foundational group participation and emotional safety
within therapeutic group settings, to developing familiarity with school routines,
independence, flexibility, confidence, and social participation required for successful
transition into school environments.