Natasha Vaswani is a psychologist-in-training at Psychology Blossom, with an interest in child psychology, family therapy and clinical educational assessments. She is passionate about empowering individuals (both adults and children) and families by addressing their emotional issues and guiding them with navigating difficult life situations in a positive way.

Natasha believes there is hope for every individual to overcome personal challenges and to recover, heal, and lead a fulfilling life. She adopts a personalised client-centric approach, collaborating and building trust with her clients in a non-judgemental and safe space to ensure they leave her sessions feeling listened to, cared for, and emotionally supported.

Natasha also brings an inclusive and multicultural perspective to her therapeutic practice, coming from a diverse background and having lived, studied, and worked in London, Hong Kong and now Singapore.

Natasha completed her Master of Science (MSc) degree in Child Development Psychology at University College London (UCL) with Distinction. She also holds a Graduate Certificate in Psychology from the Institute of Education (UCL) in the UK and a Bachelor of Arts from Royal Holloway, University of London. She is currently pursuing a Master of Counselling at Monash University while completing her placement at Psychology Blossom.

Natasha most recently held a psychology research position in the Psychological Medicine department at Kings College London (KCL) & Kings College Hospital NHS in the UK. While at Kings, she contributed to several research studies and projects, where she conducted health assessments with patients experiencing emotional issues such as depression and anxiety due to chronic physical health challenges. She has also volunteered and supported individuals with both physical and mental health issues within the NHS and other mental healthcare settings in the UK.

Prior to her psychology work, Natasha was an English and Drama teacher and educational coach where she taught early learners and primary school children with learning differences from both local and international school settings in Hong Kong.