Angelica Di Capua

Maybe you’re a parent who has started noticing that your child doesn’t quite seem like themselves. They may be more anxious, overwhelmed, irritable, withdrawn, having bigger emotional reactions, or struggling with confidence, friendships, school, or changes at home. You may know they need some extra support but aren’t quite sure what that support should look like.

Or maybe you’re the one looking for therapy. You might be trying to manage anxiety, questioning yourself more than you’d like, struggling with how you feel about your body, or trying to figure out who you are while dealing with the pressure of who you think you’re supposed to be. Sometimes you can know you’re struggling without really knowing how to explain why.

Hi, I’m Angelica. I’m a Registered Psychotherapist (Qualifying) completing my Master of Arts in Counselling Psychology at Yorkville University. I work with teens 9+, young adults, and adults, with a particular interest in supporting young people and neurodivergent clients.

My connection to this work started long before graduate school. I first experienced therapy myself when I was 13, and it had a meaningful impact on my life. I remember what it was like to be the young person sitting on the other side of that relationship, and that experience is part of what eventually led me toward becoming a therapist. I want young people to have somewhere they can feel heard without feeling judged, lectured, or expected to already have the right words for what they’re experiencing.

Before beginning my clinical training, I also spent years working directly with children and youth. My experience as an Early Childhood Educator, along with work in schools, classrooms, camps, and community settings, has allowed me to support young people with different personalities, developmental needs, and ways of experiencing the world. I’ve worked with children with ADHD, Autism, emotional and behavioural challenges, and additional support needs.

One of the things this work has taught me is that behaviour often communicates something. When a young person is angry, shutting down, struggling at school, having big emotional reactions, or finding it difficult to follow expectations, focusing only on changing the behaviour can mean missing what is happening underneath it. I want to understand the young person first.

I’m particularly interested in working with neurodivergent teens and young adults. ADHD or Autism can affect much more than concentration or school performance. It can influence friendships, confidence, emotional regulation, family relationships, and the way someone understands themselves. Therapy can be a place to explore both the challenges and strengths that come with experiencing the world differently, while developing strategies that actually fit the person rather than expecting the person to fit the strategy.

I also enjoy working with clients experiencing anxiety, self-esteem concerns, perfectionism, body image difficulties, identity questions, depression, stress, and major life changes. These concerns often overlap. Anxiety can affect confidence. Perfectionism can make it difficult to feel good enough. Body image can become connected to identity and self-worth. Rather than treating each concern as an isolated problem, we can look at the bigger picture together.

Another area I’m especially interested in is the emotional side of sports and physical activity. My own background and experience in the health and fitness world has made me particularly curious about what happens when injury, performance struggles, or changes in physical ability affect someone’s identity. If your sport has been your routine, community, outlet, or a huge part of how you see yourself, losing access to it can bring real grief, frustration, anxiety, and uncertainty. Physical recovery isn’t always the whole recovery.

My approach is warm, collaborative, trauma-informed, and strengths-based. Depending on what feels helpful for you, I may draw from CBT, Trauma-Focused CBT, Solution-Focused Brief Therapy, REBT, and experiential approaches. Practical tools can absolutely be part of therapy, but I don’t want our work to be only about controlling symptoms or correcting behaviours. I’m interested in understanding what you’re experiencing, what may be underneath it, and what you need moving forward.

You don’t have to know exactly what you want from therapy before you begin. And if you’re a parent looking for support for your teen, you don’t need to have figured out exactly what’s happening before reaching out either. We can start with what you’re noticing now and work from there.