Meet Rani

Nurturing awareness, compassion, and growth.

Walking alongside my own adolescent during this journey gave me a deep, real-world understanding of the emotional, physical, and mental complexities of long-term health conditions—not just for the unwell person, but for those who love and support them.

This combination of professional training, along with lived and learned experience, allows me to offer evidenced based support that is also compassionate, practical, and grounded in real life. It continues to shape the way I show up in my work, bringing greater sensitivity, respect, and care for the complexity each individual and family carries, and deepening my understanding of how essential safety, tapping into one’s own wisdom, listening to one’s body, and nervous system support are, for both healing and sustainable caregiving.

I am deeply committed to supporting people through meaningful growth and transformation. I am particularly passionate about working with young people, carers, and individuals living with complex health conditions that affect the nervous system, to support regulation, capacity building and sustainable wellbeing.

Please Note: As a health coach, I do not diagnose or prescribe.

A woman with shoulder-length brown hair, smiling, wearing a cream-colored sweater with red plaid pattern, sitting outdoors with greenery and trees in the background.

As a licensed psychologist in Australia, and a health and wellbeing coach in the U.S. and Australia, I have the privilege of working with clients across diverse health conditions, emotional and wellbeing needs, and neurodevelopmental differences. My approach has been shaped by both professional training and personal experience. Alongside years of clinical work, I bring lived experience of supporting my daughter through chronic illness (autoimmune illness & ME/CFS).

My background and training

Having a clinical and research background has given me a strong foundation in understanding and applying high-quality, evidence-based research. I integrate this knowledge thoughtfully into a human, flexible coaching approach.

Stack of eight smooth, rounded stones balanced on a weathered wooden log near a body of water during sunset, with blurred background of distant shoreline and sky.

Specialist training integrated within my coaching approach:

  • Licensed Psychologist in Australia

  • Certificate in Mindfulness-Integrated Cognitive Behaviour Therapy (MiCBT) – Foundation & Advanced training

  • Certificate in Health & Wellness Coaching (mindbodygreen)

  • Clinical Researcher

  • Certificate in Meditation for healing/health

  • Certificate in Functional Nutrition (mindbodygreen)

  • Certificate in Cognitive Behaviour Therapy (CBT)

  • Certificate in CBT for children and adolescents

  • Certificate in working with children with externalizing behaviors

  • Certificate in Play Therapy and CBT integrated play therapy

  • Certificate in Energy Psychology

Who I have supported

My work often focuses on the mental and emotional impact of ongoing health or life challenges—helping people feel more like themselves again, even when circumstances haven’t fully changed. Over the years, I have supported carers, children, adolescents, young adults and adults living with:

  • Anxiety

  • Trauma

  • Body image concerns, disordered eating

  • Neurodiversity (including autism, ADHD, learning differences, giftedness, and twice exceptionality)

  • Burnout

  • Chronic stress

  • Perfectionism

  • Dysautonomia

  • Chronic fatigue syndrome (ME/CFS)

  • Functional neurological disorder (FND)

  • Long term fatigue/exhaustion

  • Autoimmune Conditions

  • Chronic pain conditions
    (such as CRPS, fibromyalgia, neuropathic pain)

  • Acquired brain injury and concussion

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In Australia, I have also supported clients presenting with:

  • Depression

  • Self-harm

  • Obsessive compulsive disorder, phobias and fears

  • Eating disorder

  • Trauma

  • Personality Disorder

In their words:

Reflections from those I’ve worked with.

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“Rani is an incredible health coach. She helped me to clarify exactly what I needed to improve my overall wellbeing and how to keep myself motivated. She is warm, compassionate, supportive and knowledgeable. I highly recommend Rani!”

— Stephanie L

“I have worked with several psychologists over the years, and none of them compare to how exceptional Rani is. From the very beginning, Rani has been incredibly easy to talk to and has always created a safe, comfortable environment where I feel heard and understood. I trust Rani completely and feel confident bringing anything to our sessions, knowing she will guide me through whatever I am facing with care and insight. Her depth of knowledge is evident in the wide range of techniques and strategies she tailors to meet my needs. Working with Rani has truly helped me grow, both personally and emotionally. I am deeply grateful for her support and the positive impact she has had on my life”.

-Lily K.

My Publications

Edited Books:

Anderson, V., Jacobs, R., & Anderson, P. (Eds.) (2010). Executive functions and the frontal lobes: A life span approach. Psychology Press.

Book Chapters: 

Smidts, D. P., Jacobs, R. & Anderson, V. (2018) The Object Classification Task for Children (OCTC): A measure of concept generation and flexibility in early childhood. Approaches to Understand Executive Control in Young Children. Pp 385-441

Anderson, V., Deery, B., Jacobs, R. & Kornberg, A. (2010). Acute disseminated encephalomyelitis and childhood multiple sclerosis. In Yeates, K., Ris, M.D., Taylor, H.G & Pennington, B.F. (Eds.). Pediatric Neuropsychology. Research, theory and practice. pp. 147-166.

Anderson, V., Anderson, P., Jacobs, R & Spencer-Smith, M (2010). Development and assessment of executive function: From preschool to adolescence. In Anderson, V., Jacobs, R. & Anderson, P. (Eds), Executive functions and the frontal lobes, pp 157-188. 

Anderson, P., & Jacobs, R. (2008). Assessment of executive function in children and adolescents. In Anderson, V., Jacobs, R., & Anderson P. (Eds.), Executive functions and the frontal lobes: A life span approach. Psychology Press.

Anderson, V., Jacobs, R., & Anderson, P. (2008). Developmental processes: frontal lobes and executive function. In Anderson, V., Jacobs, R., & Anderson P. (Eds.), Executive functions and the frontal lobes: A life span approach. Psychology Press.

Anderson, V., Jacobs, R., & Harvey, A.S.(2008).  Focal frontal lesions in children: Outcome from developmental and acquired injuries. In Anderson, V., Jacobs, R., & Anderson P. (Eds.), Executive functions and the frontal lobes: A life span approach. Psychology Press.

Anderson, V., & Jacobs, R. (2004).  Frontal lobe damage in children: Interruptions to normal development.  In P. Nolin & J-P Laurent (Eds.),  Enfance and neuropsychologie: Interface entre la recherche at la clinique. Quebec: Press de l’Universite du Quebec.

Anderson, V., Levin, H., Jacobs, R. (2002). Executive functions following frontal lobe injury: A developmental perspective. In D. Stuss and R. Knight (Ed.). Principles of frontal lobe function. NY: Oxford University Press, pp. 504-527. 

Anderson, V., Levin, H. & Jacobs, R. (2002). Developmental and acquired lesions of the frontal lobes in children: Neuropsychological implications. In, Stuss, D. & Knight, R. (Ed). Principles of Frontal Lobe Function, NY. Oxford University Press. 

Book Review

Anderson, V., Jacobs, R. & Anderson, P. (2008). Phinneas Gage meets 21st century neuroscience-executive functions and the frontal lobes: A lifespan perspective. Journal of the International Neuropsychological Society, .15, #6, p 541. NY. Psychology Press. 

Journal articles

Anderson, V., Spencer-Smith, M., Coleman, L., Anderson, P.J., Greenham, M., Jacobs, R., Lee, K.J. & Leventer, R. (2014). Predicting neurocognitive and behavioural outcome after early brain insult. Developmental Medicine and Child Neurology, 56(4), 329-336.

Gomes, A.M., Spencer-Smith, M., Jacobs, R., Coleman, L. & Anderson, V.A. (2012). Attention and social functioning in children with malformations of cortical development and stroke. Child Neuropsychology, 18(4), 392-403.

Long, B., Spencer-Smith, M.M., Jacobs, R., Mackay, M., Leventer, R., Barnes, C. & Anderson, V. (2011). Executive function following child stroke: impact of lesion size. Developmental Neuropsychology, 36 (8), 971-987. 

Long, B.,Spencer-Smith, M.M. Jacobs, R., Mackay, M., Leventer, R., Barnes, C. & Anderson, V. (2011). Executive functioning following child stroke: the impact of lesion location. Journal of Child Neurology, 26(3), 279-287.

Spencer-Smith, M.M., Anderson, P., Jacobs, R., Coleman, L., Long, B. & Anderson, V. (2011). Does timing of brain insult have an impact on children’s attention? Developmental Neuropsychology, 36 (3), 353-366.

Jacobs, R., Harvey, A.S., & Anderson, V. (2011). Are executive skills primarily mediated by the prefrontal cortex in childhood? Examination of focal brain lesions in childhood. Cortex, 47(7), 808-824.

Gomes, A., Anderson, V., & Jacobs, R. (2011). Attention and social functioning in children with malformations of cortical development and stroke. Child Neuropsychology, 1(1) pp 1-12.

Anderson, V., Spencer-Smith, M, Coleman, L., Anderson, P., Williams, J., Greenham, M., Leventer, R.J.& Jacobs, R. (2010). Executive functions: Are they poorer after very early brain insult? Neuropsychologia, 48 (7), 2041-2050.

Anderson, V., Jacobs, R., Spencer-Smith, M., Coleman, L., Anderson, P., Williams, J., Greenham, M. & Leventer, R. (2010). Does early age at brain insult predict worse outcome? Neuropsychological implications. Journal of Pediatric Psychology35 (7), 716-727.

Deery, B., Anderson, V., Jacobs, R. Neale, J. & Kornberg, A.(2010). Childhood MS and ADEM: Investigation and comparison of neurocognitive features in children. Developmental Neuropsychology, 35(5), 506-521.

Long, B., Spencer-Smith, M.M., Jacobs, R., Mackay, M., Leventer, R. Barnes C.,  & Anderson, V. (2011). Executive Function Following Child Stroke: The Impact of Lesion Location. Journal of Child Neurology, 26 (3), 279-287.  

Anderson, V., Spencer-Smith, M., Leventer, R., Coleman, L., Anderson, P., Williams, J., Greenham, M., & Jacobs, R. (2009). Childhood brain insult: can age at insult help us predict outcome? Brain, 132(1), 45-56. 

Anderson, V., Spencer-Smith, M., Leventer, R., Coleman, L., Anderson, P., Williams, J., Greenham, M., & Jacobs, R. (2009). Reply. Early plasticity versus early vulnerability: the problem of heterogeneous lesion mechanism. Brain, online access. 

Anderson, V., Spencer-Smith, M.M., Leventer, R., Coleman, L., Anderson, P., Williams, J., Greenham, M. & Jacobs, R. (2009). Reply: Timing of brain damage and verbal-performance IQ tilts. Brain, 132:e132

Anderson, V., Jacobs, R., Spencer-Smith, M., Coleman, L., Anderson, P., Williams, J., Greenham, M., & Leventer, R. (2009). Does early age at brain insult predict worse outcome? Journal of Pediatric Psychology, 35 (7), 716-727.

Parry-Fielder, B., Collins, K., Fisher, J., Keir, E., Anderson, V., Jacobs, R., Scheffer, I.E., & Nolan, T. (1999). Electroencephalographic abnormalities during sleep in children with developmental speech-language disorders: a case-control study. Developmental Medicine and Child Neurology, 51(3), 228-234.

Spencer-Smith, M., Leventer, R., Jacobs, R., deLuca, C., & Anderson, V. (2009). Neuropsychological profile of children with subcortical band heterotopia. Developmental Medicine and Child Neurology, 51(11), 909-916.

Jacobs, R., Harvey, A.S. & Anderson, V. (2007). Executive function following focal frontal lobe lesions: impact of timing of lesion on outcome. Cortex, 43(6), 792-805.

Briellmann, R., Little, T., Harvey, A.S., Abbott, A.F., Jacobs, R., Waites, A.B., Jackson, G.D. (in press). Pathological and physiological function of the inner band of 'double cortex'. Neurology, 67, 1090-1093. 

Anderson, V., Jacobs, R., & Harvey, A.S. (2005). Prefrontal lesions and attentional skills in childhood.  Journal of the International Neuropsychological Society, 11, 817-831.

Jacobs, R., Neale, J., Anderson, V., Kornberg, A. & Shield, L. (2004). Neuropsychological outcome following ADEM in childhood: Impact of age at illness onset. Pediatric Neurology, 31(3), 191-197.

Smidts, D., Jacobs, R., & Anderson, V. (2004).  The Object Classification Task for Children (OCTC): A measure of concept generation and mental flexibility in early childhood.  Developmental Neuropsychology, 26(1), 385-401.

Jacobs, R., & Anderson, V. (2002). Planning and problem solving skills following focal frontal brain lesions in childhood: Analysis using the Tower of London. Child Neuropsychology, 8(2), 93-106.

Couper, E., Jacobs, R., & Anderson, V. (2002). Adaptive behaviour and moral reasoning in children with frontal lobe lesions. Brain Impairment, 3(2), 105-113.

Anderson, D., Harvey, A., Anderson, Kean, M., Jacobs, R., Abbott, D., Saling, M. & Jackson, G. (2002). Differential language activation demonstrated by functional magnetic resonance imaging in twins discordant for a left frontal tumour.  Journal of Child Neurology, 17, 766-769.

Anderson, V., Anderson P., Northam, E., Jacobs, R. & Mikiewicz, O. (2002). Relationships between cognitive and behavioural measures of executive function in children with brain disease. Child Neuropsychology, 8(4), 231-240. 

Jacobs, R., Anderson, V. & Harvey, A.S. (2001). Neuropsychological profile of a girl with subcortical band heterotopia “double cortex”. Developmental Medicine and Child Neurology, 43; 628-633.

Jacobs, R., Northam, E. & Anderson, V. (2001). Cognitive outcome in children with myelomeningocele and perinatal hydrocephalus: A longitudinal perspective. Journal of Physical and Developmental Disabilities, 13 (4), 389-404.

Jacobs, R., Anderson, V. & Harvey, S. (2001). Concept Generation Test as a measure of conceptual reasoning skills in children: Examination of developmental trends. Clinical Neuropsychological Assessment, 2, 101-117.

Jacobs, R., Anderson, V. & Harvey, A.S. (2001). Behavioral ratings in children with focal frontal brain lesions: Initial impressions using the BRIEF. Brain and Cognition,47 (1-2), 207-210. 

Northam, E., Anderson, P., Jacobs, R., Hughes, M., Werther, G., & Warne, G. (2001).  Neuropsychological profiles of children with Type 1 diabetes 6 years after disease onset. Diabetes Care, 24 (9), 1541-1546.

Anderson, P., Anderson, V., Northam, E., Jacobs, R. & Catroppa, C. (2001). Development of executive functions through late childhood and adolescence: An Australian sample. Developmental Neuropsychology, 20(1), 385-406.