Embrace the journey of continuous growth and development in your professional sector. With dedicated learning, training, and supervision, cultivate your expertise and flourish amidst the dynamic landscape of opportunity.
More than a workplace, an evolving community where ideas are challenged, people are empowered, and care is elevated.
Supervision with Justyna
Individual clinical supervision, whether you’re a trainee or established practitioner. Justyna offers deeply attuned psychosexual and relationship psychotherapy, along with expert clinical supervision and progressive training, integrating compassion, cultural insight, and trauma-informed care to support real transformation for clients and therapists.
Trainings for Professionals
Advanced Certificate In Neurodiversity-Informed Practice
May 10 11 12 2026
WHO THIS TRAINING IS FOR
This training is designed for experienced clinicians working with neurodivergent adults, including:
Psychotherapists and counsellors
Sex and relationship therapists
Clinical and counselling psychologists
Senior clinicians working in mental health or relational contexts
DO YOU HAVE ENOUGH EXPERIENCE OF NEURODIVERSITY TO JOIN?
Participants should already have some experience working with neurodivergent clients and be seeking an advanced, integrative training, rather than an introductory overview.
Here are some questions for you to self assesment your suitability to attend the Advanced Training: www.therapyandcounselling.co.uk/self-assessment-neurodiversity-knowledge
Clinicians who are unsure whether the Advanced Training is appropriate for their current level of experience are strongly encouraged to attend the Neurodivergence, Sex, and Relationships 1 Day Training, prior to joining. (NB there will be other dates available on this page)
Neurodivergence, Sex, and Relationships
February the 20th 2026
Content: This 1-day experiential training offers you the opportunity to further develop your competence and confidence when working with neurodivergent adults. This includes looking at different presentations you may work with, including Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder (OCD), Sensory Processing Disorder (SPD), Rejection Sensitivity Dysphoria (RSD), Pathological Demand Avoidance (PDA), Dyslexia, Alexithymia, Synaesthesia, and Tourette’s Syndrome.
By moving away from pathologising psychiatric terms such as “disorder” and taking a more developmental approach, we can explore and discuss some of the experiences of neurodivergent clients and their common presenting issues concerning sex and relationships. These include sensory processing issues in relation to sex, rejection sensitivity in dating, and alexithymia and OCD in relationships. We also investigate the intersectionality between neurodivergence and gender, asexuality, non-monogamy, and kink. Woven into the day are eight fun and reflective activities for you to try and potentially to use with neurodivergent clients. Lastly, there will be time to reflect on the appropriate adjustments you’re willing and able to make in your practice.
NAOS Institute
At JKL Therapy Centre, we are proud to highlight the outstanding contributions of Justyna Kulczyk-Lewinska, our lead psychotherapist.
Course philosophy
In line with specialist ScoPED and revised COSRT psychosexual and relationship therapy competences the training is run at postgraduate level 7, hence all NAOS trainees shall already be qualified generic practitioners.
The Advanced Diploma in Psychosexual and Relationship Psychotherapy is underpinned by a strong commitment to all communities and client populations our trainees serve with deepend sensitivity to a wide range of gender, sexuality and relationship expressions. We acknowledge the complexity and richness of human experience and the necessity of recognising and valuing the intersecting identities that clients bring to the therapeutic space. Our graduates are called to serve everyone, be they “mainstream” or “erotically marginalised”.
At the heart of our course is the intentional use of self and “beyond schoolism” (Clarkson 2010) – in that sense the programme is formational rather than “information” based.
We encourage a critical awareness of power dynamics, systemic inequalities, and the lived experiences of those who are privileged as well as those from marginalised communities.