Novena-Chanel Davies

An accredited Counsellor, Counsellor Supervisor, Counselling Lecturer, Author, Life Coach, Key Note Speaker, Yoga Teacher, Reiki Master & Media Consultant.

I am a fully qualified and registered integrative Counsellor/Psychotherapist, Counsellor Supervisor, Life Coach, Nutritional Advisor, Reiki Master and Body Therapist. I have worked within the NHS as a counsellor and volunteer; as well as numerous other well-established and respected charities such as Solace Women’s Aid, London Friend, and The Women and Girl’s Network. I also offer Clinical Supervi

sion to some of the staff of Charities such as Victim Support and RAPt. My Heritage and Approach

My name is Novena-Chanel (No-ve-na-Cha-nel, or N-Chanel for short) and I was born in the UK from a mixed parentage of African and Caribbean heritage. I am therefore able to utilise my own personal and professional experience of differing, and sometimes conflicting, cultural values and practices within my clinical and professional work; working effectively with difference and diversity. I have worked with an array of clients who have explored concerns about sexuality and identity, social/community isolation, family/cultural pressures and overcoming abuse. My individual approach to counselling and coaching is infused with sensitivity, openness and creativity; actively working to build a therapeutic relationship based upon mutual trust and partnership. As a registered member of the BACP (British Association of Counselling and Psychotherapy) and the UPCA (Universities Psychotherapy and Counselling Association) I work in a professional and confidential manner; adhering to the ethical guidelines of both organisations. The BACP Ethical framework can be found here – www.bacp.co.uk. My Philosophy

Through my life’s journey I have come to believe that as unique, complex, and creative individuals, our personal journeys can sometimes become hard to travel and understand. There are also times when our passion and sense of self becomes lost within the ever challenging cycle of life, and we grow tired of fighting to keep our heads above the turbulent waters of life. I believe that it is during these times that we need to find meaning and fulfillment in our lives, and a reason to keep on travelling or ‘swimming to the top’. This can be supported through the connection with Self and others, the strengthening of our self-belief, and the unlearning of negative thought patterns. I believe that this can be achieved by exploring the core of the presenting issues and/or concerns; many times leading back to parental relationships (or lack of) and earlier childhood experience. My hope is that this assists you in learning how to firstly identify and challenge these patterns, and then go on to change or relearn more beneficial approaches to living a life that fulfills you.

02/09/2026

New academic year, same reminder: access matters.

As students return to schools, colleges and universities, this feels like an important reminder.

A student struggling does not necessarily mean a student who is incapable, unmotivated, disengaged or “not trying hard enough”. Sometimes, the environment is creating or merely amplifying their struggle.

ADHD, autism, dyslexia, anxiety and other non-visible disabilities can affect executive functioning, processing, concentration, communication, sensory regulation, organisation and the ability to demonstrate knowledge in the ways education traditionally expects.

Reasonable adjustments are not about giving someone an unfair advantage; they work to remove the unnecessary barriers to learning that most have had to endure for too long. For some, completely destroying their association with education, learning, and academic success.

So, this academic year, here are a few things we can all do differently:

Lecturers & educators: Be explicit. Give clear written instructions alongside verbal ones. Break larger tasks into manageable stages. Avoid assuming that missed deadlines, lateness, silence or difficulty initiating work automatically mean a lack of commitment. Ask, “What might help you access this?” rather than, “Why haven’t you done this?”

Students: Learn what helps your brain learn. Ask what reasonable adjustments are available and use the adjustments that are available to you. Ask for clarification when instructions are ambiguous. Use assistive technology, reminders, visual planning, body doubling and academic support where helpful. You do not have to wait until you are drowning before asking for support.

Parents & carers: Look beyond behaviour. Procrastination, avoidance, emotional overwhelm, shutdown and apparent disorganisation can sometimes tell us that the demands being placed upon a young person exceed their current capacity or available support. Curiosity will often tell us more than criticism.

More below in the comments section 👇🏾

02/09/2026

New academic year, same reminder: access matters.

As students return to schools, colleges and universities, this feels like an important reminder.

A student struggling does not necessarily mean a student who is incapable, unmotivated, disengaged or “not trying hard enough”. Sometimes, the environment is creating or merely amplifying their struggle.

ADHD, autism, dyslexia, anxiety and other non-visible disabilities can affect executive functioning, processing, concentration, communication, sensory regulation, organisation and the ability to demonstrate knowledge in the ways education traditionally expects.

Reasonable adjustments are not about giving someone an unfair advantage; they work to remove the unnecessary barriers to learning that most have had to endure for too long. For some, completely destroying their association with education, learning, and academic success.

So, this academic year, here are a few things we can all do
differently:

Lecturers & educators: Be explicit. Give clear written instructions alongside verbal ones. Break larger tasks into manageable stages. Avoid assuming that missed deadlines, lateness, silence or difficulty initiating work automatically mean a lack of commitment. Ask, “What might help you access this?” rather than, “Why haven’t you done this?”

Students: Learn what helps your brain learn. Ask what reasonable adjustments are available and use adjustments available to you. Ask for clarification when instructions are ambiguous. Use assistive technology, reminders, visual planning, body doubling (working alongside someone else) and academic support where helpful. You do not have to wait until you are drowning before asking for support.

Parents & carers: Look beyond behaviour. Procrastination, avoidance, emotional overwhelm, shutdown and apparent disorganisation can sometimes tell us that the demands being placed upon a young person exceed their current capacity or available support. Curiosity will often tell us more than criticism.

More below 👇🏾

15/08/2026

The news of Professor Jason Arday’s death is devastating.

Whatever our individual opinions may be about the allegations surrounding him, I would urge you to think about what happens when unapologetic public scrutiny becomes a spectacle. There were relentless unverified accounts sourced, character assassination, punishment, and social media became a court room without the balance of actual evidence and defence.

Some matters did warrant proper investigation, as questions about academic integrity absolutely deserve to be examined. However, too many had decided guilt before even the completion of a proper investigation, overlooking previous investigations, and to be blunt, the power dynamics and possibly motivations of those who seemed to tear him down. It became a public pile-on.

So many who have never written a doctoral paper suddenly became academics who understood referencing and citations. Too many with little understanding of neurodivergence became specialists, or, for some, without knowledge of the impact of things such as dyslexia or autism, dismissive.

Neurodivergence does not remove responsibility or mean that someone cannot be held accountable. However, we should be capable of holding two thoughts at once: people can be accountable for their actions, while also being psychologically vulnerable to sustained public humiliation, harassment and social rejection.

He resigned. Still, for some people, that wasn’t enough. That is the part I believe we need to sit with.
What exactly are we asking for when somebody has lost their position, their reputation is being publicly dismantled, investigations are under way, and thousands of strangers continue demanding more?
At what point does accountability become punishment?

As a therapist, I think often about the psychological consequences of shame. Public shame is particularly powerful because there is seemingly nowhere to escape it. Your name becomes searchable, strangers discuss your character, and people who have never met you become convinced that they know who you are.

Whatever may have been established through appropriate investigation, Professor Arday was entitled to due process, dignity and humanit

15/08/2026

The news of Professor Jason Arday’s death is devastating, and becoming too familiar.

Whatever our individual opinions may be about the allegations surrounding him, we are asked to truly think about what happens when unapologetic public scrutiny becomes a spectacle, with relentless unverified accounts sourced, character assassination, and punishment, with social media becoming a court room without rules of evidence.

Over recent weeks, allegations, commentary, speculation and claims about Jason Arday travelled rapidly across traditional and social media. Some matters warranted proper investigation. Questions about academic integrity absolutely deserve to be examined. However, too many had decided guilt before even the completion of a proper investigation. An investigation and accountability are not the same thing as a public pile-on.

So many who have never written a doctoral paper suddenly became academics who understood referencing and citations. Too many with little understanding of neurodivergence became specialists, or, without knowledge, unkind and dismissive.

Neurodivergence does not remove responsibility or mean that someone cannot be held accountable. However, we should be capable of holding two thoughts at once: people can be accountable for their actions, while also being psychologically vulnerable to sustained public humiliation, harassment and social rejection.

He resigned. Still, for some people, that wasn’t enough. That is the part I believe we need to sit with.

What exactly are we asking for when somebody has lost their position, their reputation is being publicly dismantled, investigations are under way, and thousands of strangers continue demanding more?
At what point does accountability become punishment?

As a therapist, I think often about the psychological consequences of shame. Public shame is particularly powerful because there is seemingly nowhere to escape it. Your name becomes searchable, strangers discuss your character, and people who have never met you become convinced that they know who you are.

Whatever may have been discovered, Jason deserved humanity and respect.

10/08/2026

08/08/2026

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London

Telephone

+442032907538

Website

https://www.theequilibriumcoach.com/, http://www.ertacademy.org/

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