Dr Theresa Kidd is a psychologist with clinical endorsement, a research fellow, and the Clinical Director of The Kidd Clinic. Theresa's work focuses on Autism, ADHD, Pathological Demand Avoidance (PDA), and mental health across the lifespan. She is passionate about creating systems that genuinely support neurodivergent and gender-diverse people, not just in therapy, but across education, employment, and community life.
Theresa's lived experience as a neurodivergent woman and member of a neurodivergent family deeply informs how she leads, teaches, and practices, bringing both personal insight and professional perspective. Theresa is committed to fostering psychological safety, authentic connection, and environments that support shared regulation and inclusion across clinical settings, classrooms, workplaces, and the community. Her career began in disability and employment services, and she has continued to advocate for accessible and affirming systems throughout.
Some of Theresa's work and research has included:
- Establishing parenting support groups that focused on attachment
- Honours research exploring the experiences of mothers’ home educating their Autistic children
- A PhD focused on adapting family-based CBT to better support Autistic teens with anxiety
- Co-development of the Curtin Autism Peer Mentoring Program, helping Autistic students navigate university life while ensuring their value and voice were central
- Leading a national trial aimed at reducing anxiety and bullying for primary-aged children during a postdoctoral fellowship at Macquarie University
- Leading a clinical team delivering affirming psychological services, clinical supervision, and innovative training through The Kidd Clinic
- Regular presentations both nationally and internationally on topics including Autism, ADHD, PDA, mental health, school and workplace inclusion, and transitions to adulthood.
A growing area of Theresa's work involves supporting neurodivergent psychology students and psychologists, and consulting with organisations to make schools and workplaces more inclusive of neurodivergent people, moving beyond tokenism and toward real, system-level change.
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