About The Feelings Coach
Let me introduce myself...
I’m Louise Huggins, founder and Emotional Wellbeing Coach at The Feelings Coach, with over 22 years’ experience working with children and young people, including more than 10 years specialising in children’s mental health and emotional wellbeing.
My experience
My professional background includes working within CAMHS (Child and Adolescent Mental Health Services) as a Child Behavioural Worker in a Tier 4 crisis service, as well as working for the local authority as a School Wellbeing Worker.
Throughout these roles, I have worked closely with children, young people, parents, carers, schools and specialist provisions, providing consultation, guidance and direct emotional wellbeing support.
I have also developed and delivered training and practical resources for school staff and other professionals, helping them feel more confident in understanding and supporting children’s emotional and mental health needs.
Over the years, I have trained in a range of evidence-based approaches and have supported children and young people through whole-class programmes, small-group work and individual 1:1 interventions.
I also hold a BA (Hons) degree in Child and Family Studies from the University of Leeds, providing a strong academic foundation alongside my many years of practical experience working with children, young people and families.
My approach
Every child and young person is different, so I believe their support should be too.
My approach is warm, compassionate and individualised, creating a safe and supportive space where children and young people can explore their emotions, understand themselves better and develop practical strategies that work for them.
At The Feelings Coach, the aim is not to stop children from experiencing difficult emotions, but to help them understand their feelings, build confidence and develop skills they can carry with them through life.
Inclusive & Individualised Support
At The Feelings Coach, our support is centred around helping children and young people better understand and manage their emotions. Children with ADD or other neurodivergent needs may experience challenges such as low self-esteem, difficulties with emotional regulation, anxiety, overwhelm or managing unhelpful thoughts.
Sessions are tailored to the individual needs of each child or young person, using evidence-based approaches and practical, age-appropriate resources. The aim is to help them develop greater emotional awareness, build confidence and discover strategies that work for them.
While we do not assess or treat ADD itself, we can provide emotional wellbeing support for some of the challenges that may accompany neurodivergence.
Professional Connections
At The Feelings Coach, we recognise the importance of working within professional boundaries and ensuring children and young people can access the right level of support. We have established professional connections across a range of services, including Clinical Psychology, Educational Psychology, specialist CAMHS services, Local Authority and SEND services, and schools across York, enabling us to signpost families to appropriate specialist support when needed. Our practice is also supported by regular clinical supervision and ongoing Continuing Professional Development (CPD), helping us to maintain safe, reflective and informed practice.
Interest and Eligibility Process
Expression of Interest
Parents or carers can begin by completing our Expression of Interest form.
The form asks for some initial information about your child or young person and the support you are looking for. This helps us to understand their needs and consider whether The Feelings Coach may be an appropriate service for them.
Once submitted, we will review the information provided and aim to get back to you within 72 hours to discuss the next steps.
Consultation
A consultation with the child/young person and parent/carer to:
- Discuss background information
- Understand needs and clarify goals
- Explain how the sessions work
- Review permission forms
- Answer any questions.
Commitment to an Initial Block of Sessions
Families are asked to commit to an initial block of four sessions to allow time to build rapport, gain a clear understanding of needs, and introduce key strategies.
A minimum of eight sessions is recommended to complete a full intervention and support meaningful, lasting progress.
Additional individual sessions may be offered following the eight-week intervention if it is felt that the child would benefit from further support.
One-to-One Sessions
Individual sessions are delivered on a one-to-one basis to ensure personalised support. Sessions are tailored to the developmental level and individual needs of the child or young person.
Ongoing Review and Adaptation
Progress is continuously reviewed, and sessions are adapted in response to the child’s pace of learning and emerging needs. It is recognised that some children require additional time to process, practise, and embed new skills. Where appropriate, additional individual sessions may be recommended to consolidate learning.
Parent and Carer Involvement
For younger children, sessions include a parent or carer feedback component. This ensures that strategies are clearly understood and can be consistently reinforced at home. Parents and carers are supported to:
- Understand the tools and visual supports introduced in sessions
- Model and prompt the use of coping strategies
- Provide consistent language around emotions and regulation
- Offer structured opportunities for practice between sessions
This collaborative approach helps to strengthen continuity, build confidence, and maximise the impact of the intervention beyond the sessions.