My hope is that therapy leaves a lasting impact.
Meet Vanessa
Hi, I am Vanessa Fowlkes, a Licensed Master Social Worker (LMSW) with a Master of Social Work from Baylor University. I provide therapy in the state of Texas, under the clinical supervision of Brenda Zavala, LCSW-S. My work with youth began in 2017 in undergraduate-level roles. I have continued that work at the post-master’s level since 2024.
Part of what brought me to this work is wanting young people to have the kind of support I wish I would have had during my own childhood and teen years. Helping kids matters deeply to me. I care not only about what they are facing today, but also about how they will see themselves and navigate life as they grow into adulthood.
I do not want therapy to feel like another place where a child or teen is being told what they are doing wrong. I want to hear their side of things, including what they wish the adults around them understood. They do not need to know exactly how to explain what is happening, and I do not expect trust to happen immediately. We can take time to get to know each other.
My approach is collaborative. I bring my training, but I also recognize that each child or teen knows things about their own experience that I do not. Together, we can make sense of what feels difficult and practice different ways of responding. I want to help kids think through decisions with more awareness of what matters to them, rather than feeling stuck reacting in the moment.
I also have a particular heart for young people involved in the juvenile justice system. I believe they deserve to be understood beyond their involvement in that system. We can talk honestly about responsibility and consequences without treating past choices as the whole story of who they are, or who they can become.
My overarching goal is to help young people feel less alone while developing skills they can carry into adulthood. I want the support they receive now to have a lasting impact.
Relevant Post-Master Level Trainings
Teen Counseling Certification
Adolescent DBT Training
Adolescent Anger Management Training
Therapy for Tweens & Teens
(Ages 10-17)
Maybe your child has started pulling away, or everyday conversations seem to turn into arguments. You want to help, but you are not sure what they need, or how to get them to talk about it.
I work with tweens and teens experiencing anxiety, depression, anger, difficulty managing emotions, life transitions, and/or low self-esteem. Therapy can be a place where your child feels heard and understood while we work together on changes that can make everyday life feel a little easier. Their perspective matters just as much as the concerns that brought them to therapy.
Areas of Support
Anger Management
Maybe disagreements escalate quickly, or your child says things in the moment that they later regret. You may feel unsure how to respond without making the situation worse.
My goal is not to make your child agreeable all the time or teach them to hide their anger. We will work on understanding what happens before an outburst and recognizing when frustration is building. Sessions may include practicing how to take a break, communicate a need, or handle a disagreement without becoming hurtful. We can also explore how to take responsibility and repair a relationship after a difficult moment.
Anxiety
Maybe your child worries about getting things wrong, replays conversations, or avoids certain situations. Anxiety can also show up as irritability, trouble sleeping, or physical symptoms such as stomachaches, not just saying, “I’m worried.” CDC
In therapy, we can explore what their worry is telling them and how they respond when it shows up. We may work through uncomfortable feelings, and take manageable steps toward things they have been avoiding. The goal is not to expect your child to never feel anxious; it is to help them have more choices when anxiety is present.
Depression
You may notice your teen spending more time alone or losing interest in things they used to enjoy. Depression does not always look like crying or obvious sadness. In teenagers, it can also involve irritability, low energy, and changes in sleep or appetite. These signs deserve attention, but they do not establish a diagnosis on their own. National Institute of Mental Health
I make room for your teen to talk about what life has been feeling like without expecting them to “just be positive.” Our work may include understanding difficult thought patterns, finding manageable ways to reconnect with daily life, and identifying what makes certain days especially hard. We will also assess their needs and whether additional support should be part of their care.
Emotional Regulation
Does your child describe their feelings as “too much,” or struggle to explain what is happening once they become overwhelmed? This section is for concerns that extend beyond anger, such as becoming flooded by disappointment, embarrassment, sadness, or frustration.
In our work together, we may practice naming emotions and noticing the first signs that things are becoming overwhelming. We will explore coping strategies that fit your child, including ways to ask for support or space. My aim is to help them respond to their feelings with more understanding, not make them feel wrong for having those feelings.
Life Changes & Transitions
A child may be starting a new school, or struggling with expectations that feel different from before. A teen may be looking forward to more independence while feeling unsure about everything that comes with it.
I offer support as children and teens work through these adjustments. We can talk about what feels hardest and figure out what might make the next step more manageable. That may mean practicing how to ask for help, preparing for an unfamiliar situation, or making room for feelings about what has changed.
The goal isn’t to expect a child or teen to feel comfortable right away. It’s to help them find ways to move forward without feeling they have to figure everything out alone.
Self-Esteem
Perhaps your child compares themselves to others, dismisses their own strengths, or avoids trying something because they fear failure. You may hear comments like “I’m not good at anything” and feel that your reassurance is not getting through.
Rather than asking your child to simply think positively, we can explore how they have come to see themselves and how they respond to setbacks. Our work may include noticing harsh self-talk, recognizing strengths they tend to overlook, setting boundaries, and making choices that reflect what matters to them. I want to help them develop a sense of worth that leaves room for mistakes and does not depend entirely on other people’s approval.
What Working Together Looks Like
We begin by reviewing confidentiality and its limits, so both the child or teen and their caregiver understand how privacy and safety are handled. From there, we discuss what has been difficult and what the young person would like to be different. I require that the parent or guardian attend part of the first session.
I draw on Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT)-informed skills, and Acceptance and Commitment Therapy (ACT), adapting the work to each child or teen’s age and needs. We might explore how certain thoughts affect their feelings and choices, then practice a different way of responding. Other sessions may focus on handling a disagreement or taking a small step toward something that matters to them.
A child or teen does not need to arrive with the perfect words. I want to understand their experience, including what they hope therapy will (or won’t) be like. We will check in about what feels useful and adjust our work as needed.
Your Role as a Parent/Guardian
Your perspective matters, and so does your child’s need for space to speak openly. We will discuss how you can be involved in a way that supports their treatment, with clear expectations about privacy and its limits.
Depending on your child’s needs, our conversations may focus on responding during difficult moments or helping them practice skills outside of sessions. We will also discuss what progress could look like for your family, rather than assuming everyone has the same goals.
What if my child/teen is unsure about therapy?
We can begin by discussing their concerns about meeting with someone and what they would find helpful. I do not expect your child to immediately feel comfortable sharing everything. My approach is to make room for their questions and involve them in deciding what we work on, while addressing any immediate safety needs.
Not Sure Where to Start?
Feel free to reach out to discuss what has been happening, and see whether we might be a good fit. Click below to view scheduling options.