Laura Doyle

Life doesn’t always go as planned and we often need help navigating turbulent waters or unexpected bumps in the road.

Laura (she/her) is a Licensed Clinical Social Worker (LCSW) who has been working with children, adolescents, and young adults since 1994. A graduate of Mount Holyoke College and New York University School of Social Work, she has spent 25 years as a school counselor in Connecticut. Laura works with all genders, sexualities, races, and beliefs.

As a therapist, Laura employs an eclectic approach, since every person and situation is unique; it is essential to tailor the approach to each person’s individual needs. Trained in psychodynamic therapy, Laura seeks to aid clients in understanding what motivates behavior by increasing the clients self-awareness in relation to their past experiences. Laura believes that the most important aspect of treatment is to create a relationship in which the client can feel understood in a non-judgemental, safe, compassionate, and supportive environment. Then, Laura and her client work collaboratively toward a resolution, potentially employing strategies such as supportive therapy, cognitive behavioral therapy, solution-focused therapy, and mindfulness. Laura believes that listening, hearing, and understanding each individual’s concerns and struggles is paramount, both in initial sessions and as the work together progresses.

Laura has a particular interest and ample expertise in working with students with ADHD and the often accompanying issues of executive functioning, anxiety, and depression. Laura also has significant experience working with many different presentations of anxiety and depression. As a parent of one college-age student and one post-college young adult, in addition to working with young adults, Laura has a multifaceted and extensive understanding of the issues students face in today’s world.

Laura is eager to see the people she works with improve, expand their comfort zone, feel more motivated and shed burdens so they can move forward positively.