I’ve been thinking recently about the difference between having a passion and having a purpose. I’ve decided that my work with young children and their families, must be more than just a passion, because I have never veered off of this path.
You see, I have other passions, but my dedication to them seems to vary from week-to-week. Sometimes I knit and sew, at other times I play flute or mandolin, I even planted a garden one spring. My purpose, though, has not wavered once.
I know first hand how hard it is to be a parent, but I also know the rewards. I want all parents to have the pleasure of enjoying their children and being proud of their children for who they are. I want all parents to have the satisfaction of having done the best job possible, and I want all children to have the support they need in every arena of their life.
Some children are easier than others to raise, and some parents didn’t get a fair start. Some children hit roadblocks at every turn and some parents have to surmount unpredictable hurdles with not enough support. It seems to be my calling to try to even the playing field.
You can read on about my official credentials and experience, but I wanted you to know first why I do what I do.
Clinical Social Worker in the Infant, Child and Adolescent Division of the Psychiatry department at the University of California at San Francisco (UCSF) for 18 years
UCSF's Infant-Parent Program: clinical supervisor, Early childhood Mental Health training coordinator and seminar instructor for graduate students and community practitioners in the field of infant and early childhood mental health
24 years as a bilingual early childhood mental health consultant and infant-parent psychotherapist
Adjunct Assistant Professor in the Early Childhood Education/Child DevelopmentDepartment at Cañada College for 15 years
Teacher and teacher's assistant for 10 years for toddlers through 6th grade
Certified parent educator for Circle of Security® and How to Read Your Baby®
Parenting is one of the biggest transitions we go through in life. As the parent of a young child, I know personally the unique challenges and rewards which require parents to continuously adapt to their child’s needs and abilities. I want all parents and children to feel valued, heard, and supported.
I have been working with children and families for over ten years in diverse settings including private practice, hospitals, non-profit organizations, public schools, and recreational organizations.
During my work in these various settings, I have had the honor to work with children who had Autism Spectrum Disorder, developmental disorders, sensory processing challenges, dysregulated behavior, anxiety, depression, emotional struggles, and family concerns in both individual and group settings.
I genuinely love playing and working with families in a collaborative and strength-based way to improve relationships and help families feel more connected and at peace.
If you are looking for support working through natural growing pains that are a part of all children’s development, or have a child who is struggling socially, going through life transitions, aggressive behaviors, experiencing anxiety, or having difficulty regulating emotions, I am eager to work with you and your family.
My style is warm, authentic, and unique to each client. I use an integrative approach in working with children and families that fits the individual’s and family’s strengths and needs.
Please contact me with any questions or to set up an appointment.
About Cindy Hedlin, Registered Associate MFT 115596
Supervised by Leslie Baxter, LMFT 51997
Registered Associate Marriage and Family Therapist, with a master’s in counseling psychology
UCSF Infant Parent Program: Provided relationship-based assessment and child and parent therapy to children ages 2-5. Ran weekly group therapy sessions.
Autism Center of Northern California Intake Coordinator and Play Therapist for JumpStart Learning to Learn, a Parent Education Program.
Developmental Coach: Led social skills groups for children ages 4-10 with special needs, provided “shadowing” support in classroom and consultation with teachers, play therapy, parent education, and support.
Social Coach: Worked with child directly in the classroom to support positive interactions with peers, emotional and imaginative expression, behavioral success, and organizational skills.
Behavioralist and Floortime Interventionist: Planned and provided in-home and in classroom Floortime sessions for children age 2-8 with Autism Spectrum Disorder.
Camp Counselor: Developed and implemented a multimodal curriculum that engaged the diverse needs of children ages 6-10 diagnosed with Autism Spectrum Disorder.