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What we believe

 

The current climate of cuts to psychological services has led to a reduction in the availability of assessment, intervention and therapeutic support to children and young people. Effective treatments are available but only around 25% of those who need such treatment receive them (The Centre for Economic Performance’s Mental Health Policy Group, LSE: How Mental Illness Loses Out in the NHS (2012).

 

In some cases, by the time a child or young person’s emotional or psychological needs are recognised, he or she may already be in a state of significant mental anguish. There may also have already been a substantial impact on supporting professionals.

 

Teachers, care workers, residential support workers, youth workers and others can find themselves absorbing and responding to emotions and behaviours that are extremely challenging. They often have to do so without easy access to supervision or support. It is not unusual for organisations working with troubled children to be very stressful places with levels of staff sickness and absence to be common and turnover high.

 

Our Role

 

We work with professionals working with children and young people and not directly with the child.  We offer training, therapeutic training, child focussed supervision, behavioural and psychological assessments and intervention planning.

 

Training is  focussed on children’s development and the impact of loss, trauma and neglect on behaviour and a child’s capacity to learn and function socially.

 

Supervision is focussed on supporting individuals who are in sustained contact with troubled children and works by understanding the impact of the child’s distorted world view on professionals who work with them, and ultimately on the organisations that support them.

 

Assessments and Interventions are based on observations undertaken by us in the classroom or setting. We focus on the child and the impact his or her behaviour is having on the teacher and on the other children.  Intervention packages and behaviour and learning plans often focus on making changes to the environment and relational interactions.

 

I loved the informal, seminar-like reflective group style of delivery.

 

I found this style of training, although hard work, refreshing and enjoyable.

 

Having Emma and Anne-Marie delivering together was very beneficial to the course and learning; both very knowledgeable trainers experienced in different areas.