Clinical Supervision in EducationÂ
Discover how clinical supervision delivered by HCPC-Registered Arts Therapists can support school staff with their professional and personal development.Â
The Role of Play in Processing Trauma
We often hear about the benefits of play-based learning, but did you know that play is also a natural vehicle for healing in children and young people? Read ahead to learn about the role of play in processing trauma.
Supporting Students with EBSA
For some pupils, school can become a source of overwhelming anxiety, leading to Emotional Barriers to School Attendance (EBSA). Find out how creative psychotherapy can support pupils to overcome these challenges and thrive emotionally and academically.
Vicarious Trauma: When Teaching Takes Its Toll
Teachers are often the first point of contact and source of support for children who have experienced trauma, but caring for others can take a toll on our own mental health. Learn about the symptoms of vicarious trauma and the support available for school staff.
Case Study: Creative Arts Therapy
Learn about Parbold Douglas CE Academy’s experience with our Creative Psychotherapy in Education service. Discover how our Art Psychotherapist worked with staff, pupils and parents, bringing the school together as a trauma-informed community. Â
An Introduction to Creative Psychotherapy in Education
Join us as we delve into the world of creative psychotherapy, a unique approach that taps into our creative potential to facilitate healing and self-discovery.
Meet the Team: Jeni Goodfellow-Pemsel
Our success is built on developing strong relationships with schools, emphasising honesty, integrity, and always putting children first. We are proud to introduce you to members of our team and provide an opportunity for you to get to know them better.
Wellbeing: who safeguards the safeguarding leads?
“Designated safeguarding leads perform vital functions in schools, but have to bear huge burdens associated with them. It’s time to prioritise their wellbeing”
Reasonable adjustments to invisible challenges
The phrase ‘reasonable adjustment’ is often used in regards to altering the content or style of academic work in order to match the requirements of different pupils. However, it seems as if there is an oversight of the pupils with special education needs (SEN) stemming primarily from social, emotional and mental health (SEMH) difficulties.
