Mimi Forrest

Mimi Forrest is a registered psychologist who works with clients across the lifespan, including children, adolescents, and adults.

Key areas of Mimi’s therapeutic work include anxiety, emotion regulation, learning and school engagement, parent and family support, and body image and eating concerns. She is passionate about supporting children and families, particularly in private clinical practice, where she can see the direct impact of her work in helping clients achieve their goals.

Mimi has trained in a range of psychotherapies which are underpinned by cognitive, behavioural, and attachment-based models of psychotherapy. She draws from a range of therapeutic modalities with a flexible, collaborative, client-centred approach, tailoring intervention to the needs of each individual client or family.

Mimi began her journey in allied health running resilience-building programs for children in group therapy settings while completing her Bachelor of Psychology and Honours year. She finds working with clients across the lifespan deeply rewarding, especially the opportunity to work closely with children and families and to see their growth and development firsthand. She completed her honours research project on evaluating alternative education programs designed to support student wellbeing, which has further influenced her passion for collaborating with schools to support the diverse needs of students in her clinical practice.

Mimi has limited availability for ongoing therapy. She has some availability for diagnostic assessments, including cognitive and learning assessments.

Limited availability for ongoing therapy
Some availability for neurodevelopmental diagnostic assessments and cognitive and learning assessments

Special interest areas include but are not limited to:

• Assessment of neurodevelopmental conditions for Children, Adolescents & Adults
• Cognitive and learning assessments for Children and Adolescents
• Psychotherapy for any co-occurring mental health condition for neurodivergent individuals
• Feeding and eating concerns
• Body image concerns
• Working with families and schools to provide neuro-affirming and inclusive support