Her mother sensed what Michele herself couldn’t yet articulate: that amidst the new culture, new school, and new language, she was also facing an inner shift: one of identity and self-esteem.

Now, Michele was, by all means, a high achiever. Her grades were impeccable. Her dreams were crystal clear: Harvard Medical School. But beneath that confidence lived a quiet tension: the pressure to live up to her own expectations, and the fear that if she ever fell short, it would mean she wasn’t enough.

We began with something simple yet powerful—presence.

How she entered a room.

How she held her posture, used her voice, and met people’s eyes.

Bit by bit, these small external shifts began to shape her internal world too. People noticed her differently, and she began to notice herself differently.

Her love for piano, swimming, and reading became more than just hobbies. They became reminders that joy and achievement could coexist.
But the most transformative work happened when we explored her belief about being “socially awkward.” For years, Michele saw her introversion as a flaw. Together, we reframed it as her quiet strength: a part of her identity to be embraced, not fixed.

By the time Michele was ready to apply for university, a new challenge awaited: learning to accept her imperfections. She prepared meticulously for her exams, interviews, for the possibility of rejection. But somewhere along the way, she discovered something greater than Harvard: Her own definition of excellence—one rooted not in perfection, but in authenticity.

When it came time to choose, Michele made a decision that reflected this newfound sense of self. She chose the University of Toronto. Not because it was safer or easier, but because it felt right for her.

The child who once walked into my sessions uncertain and self-critical now stands as a young woman who lives independently, studies medicine, and defines success on her own terms.