Emmanuelle Massad

Emmanuelle Massad is a Child Psychologist with a Master’s degree in Educational and Child Psychology from Saint-Joseph University of Beirut, Lebanon, and a Bachelor’s degree in Clinical Psychology from the Holy Spirit University of Kaslik, Lebanon. She has also completed specialized certifications in Trauma Healing using the Flash Technique and additional training in psychotherapy approaches.

Emmanuelle brings a multidisciplinary perspective to her work with children and adolescents, drawing on biological, cognitive, psychodynamic, behavioral, and humanistic psychology. She integrates these approaches with creativity, play, and tailored strategies to support each child’s intellectual, emotional, and social development. Her passion for psychology is deeply rooted in personal and professional experiences, and she is dedicated to offering children and their families hope, guidance, and growth.

Therapeutic Approach

Emmanuelle is known for creating a compassionate and supportive environment that helps children feel safe to express themselves. She uses journaling therapy, play therapy, and projective techniques to gain insight into a child’s inner world—understanding their fears, desires, and emotional challenges. She also incorporates mindfulness, reframing, shadow work, and positive psychology to encourage resilience and self-discovery.

Her philosophy aligns with the words of D.W. Winnicott: “Inside every child there is a story that needs to be told.” Emmanuelle believes every child has a unique voice, and her role is to create space for that voice to emerge, while supporting caregivers in understanding the dynamics that influence a child’s development.

Clinical Focus

Emmanuelle works with children and adolescents experiencing a range of challenges, including:

• Anxiety, fear, and somatic disorders linked to stress

• ADHD and behavioral concerns

• Learning difficulties and developmental challenges

• Trauma and self-esteem issues

• Emotional regulation and family relationship dynamics

She frequently uses creative methods such as game therapy—for example, using Jenga as a tool to observe attention and behavior in children with ADHD. Her focus is always on tailoring therapy to the individual, allowing children to progress at their own pace while building confidence and positive interactions.

Previous Experience

Her clinical journey includes working with diverse populations in both educational and therapeutic contexts. Notably, she supported a child with Prader-Willi Syndrome and learning difficulties, where her emphasis on self-confidence and positive engagement deeply shaped her therapeutic outlook.

Her Master’s research, “The Influence of the Self on Selfie Behavior among Lebanese Adolescents,” explored how self-perception impacts behavior and has enriched her understanding of identity