An Evaluation of Art Therapy Interventions in Primary Schools as part of The East Riding TaMHS Project

Size: px
Start display at page:

Download "An Evaluation of Art Therapy Interventions in Primary Schools as part of The East Riding TaMHS Project 2009 2011"

Transcription

1 An Evaluation of Art Therapy Interventions in Primary Schools as part of The East Riding TaMHS Project Compiled by Laura Stone; Assistant Psychologist, Art Therapist; Hannah West, PMHW Project Coordinator, Helen Blair, Specialist CAMHS Worker Introduction This report aims to evaluate the effectiveness of Art Therapy as an intervention in primary school settings for pupils with emotional difficulties. All of the Art Therapy mentioned in this report was conducted by a fully qualified Art Therapist as part of the Targeted Mental Health in Schools (TaMHS) initiative. The report evaluates both individual and group work conducted in four different primary schools, as well as a Therapeutic Art Group cofacilitated by a Teaching Assistant (TA) with the hope that the groups, based on Art Therapy principles, can be continued within the school following the closure of the TaMHS project. The Therapeutic Art Group follows a structured session plan designed to enable facilitation of the group by staff within the school. As part of the TaMHS project, the GL Emotional Literacy, pupil and teacher checklists were completed for a range of pupils including those who received an Art Therapy intervention. It is the results of these GL assessments which are being used to evaluate the effectiveness of the Art Therapy interventions. In addition, for one of the Art Therapy groups, the Strengths and Difficulties Questionnaire (SDQ) was used pre and post intervention. This will also be discussed. Group Art Therapy The teacher checklist was conducted pre and post intervention for a total of 28 pupils who had taken part in an Art Therapy group. Out of these 28 pupils, 18 showed an improvement in score (64%). A one tailed, repeated measures t test was conducted to investigate the statistical significance of the difference between pre and post emotional literacy scores. The p value gained, of 0.01, is significant at the 5% level. This indicates that it is unlikely (1% probability) that this difference is due to chance. This indicates that Art Therapy groups are effective in improving emotional wellbeing, according to teacher s answers to the GL teacher checklist. The graph below demonstrates the improvement in teacher checklist scores: A Bar Chart to Show Pre and Post GL Emotional Literacy Teacher Checklist Scores Teacher Checklist Scores Pre intervention Post intervention Pupils

2 Of the pupils who took part in the groups, pre and post intervention pupil checklist data was available for 18 pupils. Out of these 18 pupils, 15 showed an improvement in score (83%). A one tailed, repeated measures t test was conducted to see if the difference between pre and post intervention scores was significant. The p value gained, of 0.02 is significant at the 5% level. This suggests it is unlikely that this difference is due to chance and is more likely (98% likelihood) that this difference is due to the Art Therapy group. This indicates that Art Therapy groups are effective in improving emotional wellbeing according to pupil s self-reported answers to the GL pupil checklist. The graph below demonstrates the improvement in pupil checklist scores: A Bar Chart to Show Pre and Post Pupil Checklist Scores 120 Pupil Checklist Scores Pre intervention Post intervention Pupils Individual Art Therapy The teacher checklist was conducted pre and post intervention for three pupils who had received individual Art Therapy. This is a very small sample size and is therefore difficult to generalise the findings from. However, out of these three pupils, two showed an improvement in score and one pupil s score stayed the same. Although this is a very small sample of pupils, the results are positive and support the effectiveness of individual Art Therapy interventions. Due to the small number of pupils, it was felt that a test of statistical significance would not be useful. Group and Individual All teacher checklist data for pupils who had received an Art Therapy intervention, regardless of whether individual or group, was combined. There was pre and post assessment data available for 31 pupils, out of these 20 showed an improvement in score (65%). A one tailed, repeated measures t test was conducted to investigate the statistical significance of the difference between pre and post intervention scores. The p value gained, of is significant at the 1% level. This suggests it is extremely unlikely (less than 1% probability) that this difference is due to chance. This finding shows strong support for the effectiveness of Art Therapy as an intervention for improving emotional wellbeing, according to GL Emotional Literacy teacher checklist scores. Strengths and Difficulties Questionnaires SDQ assessments were completed by teachers before and after pupils took part in an Art Therapy group. Pre and post data was available for all six pupils who took part in this specific group. All six pupils scores were lower for the post assessments than for the pre assessments. Unlike the GL assessments, a decrease in score for the SDQ is positive and suggests improvement in emotional wellbeing. This indicates therefore that all six pupils (100%) involved in this group showed an improvement in their emotional wellbeing

3 according to teacher s answers for the SDQ. A one tailed, repeated measures t test was conducted to investigate the statistical significance of the difference between the pre and post scores. The p value of 0.01 is significant at the 5% level and therefore suggests that it is very unlikely (1%) that this difference is due to chance. This again supports the effectiveness of Art Therapy groups in improving the emotional wellbeing of pupils. The graph below demonstrates the improvement in pupils SDQ scores: A Bar Chart to Show Pre and Post Intervention SDQ Scores SDQ Score Pre intervention Post intervention Pupils Conclusions Overall, the results show support for the effectiveness of Art Therapy in improving pupil s emotional wellbeing. The results seem to be consistent regardless of whether the intervention was individual or group work, whether assessments were completed by teachers or pupils self-reports, between different schools in which the sessions were conducted and even across two different measures of emotional wellbeing, the GL Emotional Literacy Checklist and the SDQ. It can be suggested therefore that according to these results, Art Therapy is an intervention which is successful in improving children s emotional wellbeing.

4 CASE STUDIES By Hannah West Enabling Change through Art Therapy A nine year old disruptive child who had participated in an art therapy group was identified for further work on an individual basis for 12 sessions. The child had taken the Alpha male position in the group and spent his time acting out relationship difficulties with one girl in particular; he had been uninterested or unable to engage in the art making process. The child seemed emotionally and developmentally very young and his need to represent events in a concrete way and inability to symbolise implied that he had not progressed through all the necessary stages as a younger child. As he had relied so heavily on others in the group and had not been able to access his creativity, I wondered whether the work would be possible. In the individual sessions role play remained central to his working out and I was consistently placed in the role of the wife. The main theme and difficulty in the work was around endings and the end of every session was unsatisfactory and characterised by an escalating sense of anxiety. I offered situations which allowed him to play creatively with his hands in paint as a very young child might, and fear around making his mark was overcome without it being consciously confronted head on. His surprise at finding a tree! in his unintentional mark making, and having confirmation from me that he had made a tree, seemed to mark the beginning of his self belief. His confidence built and he produced a large collection of very primitive images of which he was very proud. In the last few weeks the sessions returned to being dominated by role play and issues around endings were magnified. The turning point came for this child when I reacted very differently to the anxiety at the end of the session, giving him an option for an alternative ending. Instead of reacting to his need to spoil the ending by feeling wound up and then attempting to appeal to his reason, I playfully embraced his need to run away and made it acceptable for him to do so. This seemed to facilitate his ability to accept endings and allow them to occur. This change coincided markedly with his role play in which his stories, instead of ending in relationship conflict, worked through difficulties and found resolutions. The penultimate session ended with a celebration meal created out of paper, plastercine and paint, with a toast for the first ending I haven t spoiled. A marked positive difference was noted in the child s behaviour and level of social and emotional awareness by his mother and teachers. His name disappeared from the book in which lunch time staff record those who are disruptive at dinner time, where previously he had an almost daily presence, and he began to receive positive behaviour comments and rewards and to value these as recognition of himself as a good person.

5 School Attitudes to, and Support for Therapeutic Group Work A comparison between two art therapy groups which were run concurrently and with the same approach, by the same therapist, in two primary schools in the same cluster School A was situated in an urban area with a predominantly disadvantaged demographic. The school already had a healthy whole school SEAL programme and ran Silver SEAL groups on an ongoing basis and a termly Family SEAL programme. School B was situated in a more affluent rural area and the approach to SEAL was whole school, with no small group or family aspect. Some small group work was carried out by a local authority Advisory Teacher. In school A, staff facilitated the children to look forward to the group, showing a very positive attitude towards the Art Therapy group this in turn perhaps transferred to parental support. Most parents attended at least one meeting and all parental consent forms and checklists were returned. The children looked forward to the work very much and a grounded and focussed group was formed. The mix of children were well considered, being in the same age group and from the same class may have helped them to form a group which functioned well, resulting in positive change in the way the children felt according to pupil self assessments. In school B, though the Head s attitude to TaMHS was positive and welcoming and the need for the work was felt, it was also believed that some parents would be reluctant to support TaMHS due to stigma issues. School chose to present the work in a low-key way as art sessions and chose not to refer to art therapy due to fear of refusal of consent. School did not ask parents to fill in emotional well-being checklists for their child and no parents attended the meetings offered. The children chosen for the group seemed confused and suspicious at the initial session, not knowing what they were doing there, they were uninformed and unprepared. Staff CPD relating to the intervention was not prioritised, one out of three sessions was undertaken and only one staff feedback form was returned. The culture of the group was uncontained and disruptive. The need for further work with an individual from the group was highlighted but was not followed up by the school as there was a reluctance to inform parents. Although there were undoubtedly other factors, the contrast between these two schools seems to highlight the difference a forthright and transparent attitude to SEAL and a commitment to the wider SEAL programme can make, providing prepared fertile ground for therapeutic work.

6 The Importance of the Physical Context for Targeted Emotional Well Being Work A comparison between two art therapy groups which ran concurrently and with the same approach, in two different rooms in a primary school The primary school was one with a very proactive and thorough attitude towards emotional well being work, with a dedicated Nurture Room and staff team. Twelve children were selected for two Therapeutic Art Groups which ran for eight weeks; one took place in the Nurture Room and one in a Food Technology class room. A TaMHS practitioner ran each group assisted by a member of the school Nurture Team. The children in the group which took place in the Nurture Room were aged between 5 and 8. The group suffered many unplanned inconsistencies. Despite a Do Not Disturb sign on the door, the group was invariably interrupted numerous times by school staff and children for various reasons and the HLTA assisting the group, who was also the Nurture Room manager, was often called upon in person and via walkie-talkie, to attend to urgent matters. The experience for the children in this group was less special, less safe in psychological terms. If you promise children privacy, time and attention but then some of these things are not forthcoming there is a breach of trust. It is not a massive breach in everyday terms but it is in terms of expecting EHWB to flourish, and the process was not as smooth as with the second group in this example. Their time in the group was more akin to the usual time in the nurture. They saw that sometimes adults were busy with more important things than them. The experience for the Nurture room manager was also less special and she actually said at one point that she saw little difference in the group time and ordinary Nurture room time. The children in the group which took place in the Food Technology room were aged 8 and 9. The group was not interrupted in any way. The TA assisting was able to switch off her walkie-talkie and remain attentive to the needs of the group. The group was quick to gel, and the children soon felt comfortable with each other. The children voiced their appreciation of the group and saw it as a special time. A comment made by one of them as they had a celebratory drink and biscuit having finished the sessions was We re just like a family sitting round a table together. Although the ages of the children in the groups must have been a contributing factor, the contrast between the two groups highlighted that a confidential uninterrupted space and constant adults are important factors facilitating a feeling of containment and a therapeutic context.

7 Staff Training and Sustainability Therapeutic art groups delivered as training and research development for a resource for use by TAs in school As a response to Teaching Assistants and Learning Mentors requesting guidance on using art therapeutically in small group work, the TaMHS team and school staff worked together to deliver groups based on different creative therapeutic models in a number of primary schools. A model of working and a resource for schools to enable TAs to deliver art based therapeutic groups has evolved out of this work. TaMHS practitioners co-working over time with TAs meant the model evolved to combine elements of the directive ways of working which TA s are familiar with and the containing space of the therapeutic relationship and context. In the development of this model, five Teaching Assistants have experienced delivery alongside an Art Therapist, of a therapeutic art group of between eight and twelve sessions long, with a total of 35 children. The weekly sessions were immediately followed by up to an hour of individual mentoring / CPD for the TA. It is hoped that TAs will continue to use the resource with an assistant, passing on their skills to others. A Case Study Highlighting a Gap in Service Provision One to one work with a child with attachment issues A child referred for the Art Therapy group for disruptive attention seeking behaviour was assessed by the TaMHS therapist as unsuitable for group work, but appropriate for one to one intervention. The child received weekly hour long sessions for ten weeks with a TaMHS Art Therapist. Attachment issues were identified and the child responded well to the intervention. Teaching staff reported improvements and the child identified an increased feeling of well being but also requested that the sessions continue. The therapist s post intervention report advised that after an assimilation period, if the child s needs increased, this would indicate that the child needed longer term attachment work. When the new school term was underway, school requested that the child receive further individual work through TaMHS, however due to stigma issues, parents were not informed of the therapist s recommendation which made further intervention from TaMHS impossible. However, had the parents been informed of the findings and wanted to refer the child for long term attachment work, there would have been no available service, other than temporarily TaMHS, offering this kind of work. The child s symptoms did not reach the criteria for a referral to core CAMHS and long term work is not available through the PMHW. This case highlights the need for TaMHS in schools, but also for that service, or the PMHW, to provide longer term work in cases which do not qualify for a tier three service.

8 An Art Therapy Group Used to Assess When the Bereavement Process is Working and When a Child Needs Extra Help Contrasting the experiences of two bereaved children in a group Six children aged eight and nine who had lost a parent either through death or family separation were selected to take part in an Art Therapy group in order to assess their position in the natural grieving process. The group was well attended, enjoyed and valued by the children. One child engaged in the art making process joyfully but usually found that he tackled large scale projects, finding them hard to finish. It became a recurring realisation for him that difficult things take a very long time and can be hard work. This child was able to use the group as support in tackling difficult projects and to feel okay about the ones which were unachievable in the timeframe. He worked with size and scale, many of his images contained a protecting, all seeing presence which was much bigger than him self and was watching over him. He put himself in the role of the super-hero as rescuer and as the magician, playing with the mystery of things disappearing and there being more to things than meets the eye, were also important themes. All this child s images contained strong symbolic meaning showing an engagement in a healthy process of thinking about, and coming to terms with loss. The child seemed well supported to think about his bereavement in helpful ways and showed a healthy willingness to talk to trusted peers and adults about it. In contrast, another child, who also enjoyed the sessions, did not engage strongly with the art materials or the therapeutic process. Some of his pictures contained symbolic meaning and were focused around destruction, conflict and fear, but did not embody expressed feeling. The child did talk to the TA in the sessions and conveyed angry concerning thoughts. Anger is a normal stage in the bereavement process, however this child seemed to be putting on a brave face and not accessing and expressing his feelings. The cut out heads he made which he then sealed into an envelope and said they were fighting inside, were perhaps symbolic of his thoughts (head) being cut off from his feelings (heart and body) and his anger being trapped inside. This child was referred for further work on an individual basis and a recommendation of a series of Drawing and Talking sessions was made, ideally with the TA he had built a relationship with in the group.

The role and responsibilities of the designated teacher for looked after children. Statutory guidance for school governing bodies

The role and responsibilities of the designated teacher for looked after children. Statutory guidance for school governing bodies The role and responsibilities of the designated teacher for looked after children Statutory guidance for school governing bodies The role and responsibilities of the designated teacher for looked after

More information

Wigan Educational Psychology Service

Wigan Educational Psychology Service Wigan Educational Psychology Service Therapeutic and Direct Intervention Approaches Assessment Staff and Whole School Support Training Service Overview Wigan Educational Psychology Service (EPS) offers

More information

Damers First School Teaching & Learning Policy

Damers First School Teaching & Learning Policy Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL

More information

A client s experience

A client s experience 40 Rapid Action Project (RAP), Rainer, Essex Scheme of special merit award 2006 A client s experience Louis 1 was aged 11 years when police gave him a reprimand following a violent incident at school and

More information

Minsthorpe Community College Local Offer

Minsthorpe Community College Local Offer Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

January 2015 Special Educational Needs Report/ Local Offer

January 2015 Special Educational Needs Report/ Local Offer January 2015 Special Educational Needs Report/ Local Offer How will school / college staff support my child? Peacehaven Community School (PCS) is an inclusive school with a strong commitment to meeting

More information

St Nicholas Catholic Primary School

St Nicholas Catholic Primary School SEND Information report St Nicholas Catholic Primary School 1. Provision for children with special educational needs St Nicholas Catholic Primary School is a fully inclusive mainstream setting. It currently

More information

Support for young carers looking after someone with a palliative care diagnosis

Support for young carers looking after someone with a palliative care diagnosis Practice example Support for young carers looking after someone with a palliative care diagnosis What is the initiative? FRESH Friendship, Respect, Emotions, Support, Health Who runs it? St Michael s Hospice

More information

Looked after children good practice in schools

Looked after children good practice in schools Looked after children good practice in schools This is a short report based on a small-scale survey of good practice in schools in relation to looked after children. It does not cover all aspects of looked

More information

UKCP Standards of Education and Training

UKCP Standards of Education and Training UKCP Standards of Education and Training Guidelines for Section and Institutional Members for the Development of Standards of Supervision for Child Psychotherapists UKCP May 2008 This document is copyright

More information

AEDC User Guide: Schools

AEDC User Guide: Schools Our Children Our Communities Our Future AEDC User Guide: Schools This AEDC user guide leads schools through the steps they might take when thinking about how to respond to AEDC data for their community.

More information

Performing Arts College. sandra.underwood@lythamhigh.lancs.sch.uk. Year 6-7 Transition via Pyramid Club

Performing Arts College. sandra.underwood@lythamhigh.lancs.sch.uk. Year 6-7 Transition via Pyramid Club Case Study Establishment name: Lancashire no. 04/114 Contact name: Email: Lytham St Annes (LSA) Technology and Performing Arts College Sandra Underwood Telephone no. 01253 733192 Award granted: Project

More information

Learning Support Assistant Oasis Academy John Williams

Learning Support Assistant Oasis Academy John Williams Learning Support Assistant Oasis Academy John Williams Welcome to Oasis Academy John Williams! It is an exciting time to be part of Oasis Academy John Williams; we moved into our brand new state of the

More information

How to Develop a Sporting Habit for Life

How to Develop a Sporting Habit for Life How to Develop a Sporting Habit for Life Final report December 2012 Context Sport England s 2012-17 strategy aims to help people and communities across the country transform our sporting culture, so that

More information

Our Vision Optimising sustainable psychological health and emotional wellbeing for young people.

Our Vision Optimising sustainable psychological health and emotional wellbeing for young people. Our Mission To provide free psychological services to young people and their families. Our Vision Optimising sustainable psychological health and emotional wellbeing for young people. 1 Helping Students,

More information

Let s Stop Bullying. Confident Happy Children: a leaflet for parents of pre-school and primary school children

Let s Stop Bullying. Confident Happy Children: a leaflet for parents of pre-school and primary school children Let s Stop Bullying Confident Happy Children: a leaflet for parents of pre-school and primary school children by the Scottish Government 2014 in conjunction with Strathesk Primary School 1 Bullying in

More information

Creative Scotland, Youth Music Initiative. Case Study Young Music Makers in Edinburgh. Helping young people believe in themselves.

Creative Scotland, Youth Music Initiative. Case Study Young Music Makers in Edinburgh. Helping young people believe in themselves. Creative Scotland, Youth Music Initiative Case Study Young Music Makers in Edinburgh Helping young people believe in themselves. About this case study This case study was developed as part of Creative

More information

Schools Advisory Service. Report: Addressing stress; ensuring wellbeing

Schools Advisory Service. Report: Addressing stress; ensuring wellbeing Schools Advisory Service Report: Addressing stress; ensuring wellbeing November 2015 Contents Section Introduction 3 Page Article: How to promote staff wellbeing in our schools? Eight ways leaders can

More information

The Education Psychology Service will as part of the Service:

The Education Psychology Service will as part of the Service: Education Pyschology 1. Service Summary We offer a specialist advice and support service from our Education Psychologists that will support your school and your staff to promote positive outcomes for pupils

More information

Northamptonshire County Council. Northamptonshire Educational Psychology Service. Local Offer. April 2014-March 2015

Northamptonshire County Council. Northamptonshire Educational Psychology Service. Local Offer. April 2014-March 2015 Northamptonshire County Council Northamptonshire Local Offer April 2014-March 2015 help observe consult assess focus advise encourage appreciate develop Page - 1 - s Local Offer, April 2014-March 2015

More information

Improving schools. A guide to recent Ofsted reports to support school improvement

Improving schools. A guide to recent Ofsted reports to support school improvement A guide to recent Ofsted reports to support school improvement Foreword by Her Majesty s Chief Inspector Contents Foreword 3 Introduction 5 Getting to good 6 Moving English forward 8 Mathematics: made

More information

Quality Development of Out of School Services

Quality Development of Out of School Services Quality Development of Out of School Services An Agenda for Development December 2006 Compiled by Paul Downes on behalf of QDOSS A N A G E N D A F O R D E V E L O P M E N T D E C 0 6 Welcome to QDOSS!

More information

SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES

SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES Psychological therapies are increasingly viewed as an important part of both mental and physical healthcare, and there is a growing demand for

More information

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT Introduction Music Therapy has been established at St Nicholas School for a number of years. A qualified Music Therapist is currently working three days

More information

Idsall School Idsall is a co-education 11-18 comprehensive school. It is a larger than average secondary school with 1300 students.

Idsall School Idsall is a co-education 11-18 comprehensive school. It is a larger than average secondary school with 1300 students. IDSALL SEND INFORMATION REPORT 2015 The Idsall SEN Information Report should be read alongside the Idsall Local Offer and other school policies including SEN, Behaviour, Bullying and Single Equalities

More information

Children in Need. Practice Guidance

Children in Need. Practice Guidance Children in Need Practice Guidance Document last updated: January 2014 Document review due: January 2017 Children in Need Practice Guidance Children s Social Care About this document Title Children in

More information

The Art of the Four-Way Meeting. by Lynda J. Robbins. In Massachusetts, we have a standard role play demonstration we use in

The Art of the Four-Way Meeting. by Lynda J. Robbins. In Massachusetts, we have a standard role play demonstration we use in The Art of the Four-Way Meeting by Lynda J. Robbins In Massachusetts, we have a standard role play demonstration we use in our trainings. In the first part, the lawyers bustle in; one announces forcefully

More information

UNISON [BRANCH NAME] speaking up for TAs. Teaching assistants survey 2013 summary of results. UNISON speaking up for TAs INTRODUCTION

UNISON [BRANCH NAME] speaking up for TAs. Teaching assistants survey 2013 summary of results. UNISON speaking up for TAs INTRODUCTION UNISON [BRANCH NAME] speaking up for TAs UNISON speaking up for TAs Teaching assistants survey 2013 summary of results INTRODUCTION UNISON is the largest union in education in the UK, representing 350,000

More information

November 2014 March 2015

November 2014 March 2015 November 2014 March 2015 April 2015 1 Executive Summary & Acknowledgements Background Aims Objectives National context Local context - Trafford School Nurse Service Methodology Project Outline Firs Primary

More information

STATES OF JERSEY SCHOOL SUSPENSIONS (S.R.7/2010) RESPONSE OF THE MINISTER FOR EDUCATION, SPORT AND CULTURE STATES GREFFE

STATES OF JERSEY SCHOOL SUSPENSIONS (S.R.7/2010) RESPONSE OF THE MINISTER FOR EDUCATION, SPORT AND CULTURE STATES GREFFE STATES OF JERSEY r SCHOOL SUSPENSIONS (S.R.7/2010) RESPONSE OF THE MINISTER FOR EDUCATION, SPORT AND CULTURE Presented to the States on 28th July 2010 by the Minister for Education, Sport and Culture STATES

More information

St George Catholic College. SEN Information Report 2015-2016

St George Catholic College. SEN Information Report 2015-2016 St George Catholic College SEN Information Report 2015-2016 The SEN Information Report complies with section 69(2) of the Children and Family Act 2014, regulations 51 and schedule 1 of the Special Needs

More information

Assessing Social Work practice against the PCF. Principles for gathering and using feedback from people who use services and those who care for them

Assessing Social Work practice against the PCF. Principles for gathering and using feedback from people who use services and those who care for them Assessing Social Work practice against the PCF Principles for gathering and using feedback from people who use services and those who care for them A primary purpose of social work is for professionals

More information

TRUMPS GREEN INFANT SCHOOL SEN Information report

TRUMPS GREEN INFANT SCHOOL SEN Information report Questions Which kinds of special educational needs are provided for and what are the school s admission arrangements for pupils with SEN or disabilities? TRUMPS GREEN INFANT SCHOOL SEN Information report

More information

Inquiry into teenage pregnancy. Lanarkshire Sexual Health Strategy Group

Inquiry into teenage pregnancy. Lanarkshire Sexual Health Strategy Group Inquiry into teenage pregnancy Lanarkshire Sexual Health Strategy Group A. Do you have any views on the current policy direction being taken at the national level in Scotland to reduce rates of teenage

More information

Research to Practice Series

Research to Practice Series Institute of Child Protection Studies 3 Younger Mothers: Stigma and Support The Institute of Child Protection Studies links the findings of research undertaken by the Institute of Child Protection Studies,

More information

Children Massaging Children

Children Massaging Children Children Massaging Children A Research Project. By Jill Morgan Dip PE, Dip Tch, ND, RMT Jill Morgan asks the question:"does massage have a positive effect on a child's self-perception?" Following on from

More information

Mental Health and Schools

Mental Health and Schools HEALTH.MIND.MATTERS Mental Health and Schools Comprehensive, accessible, world class learning for primary and secondary schools in the UK 2015 brochure Mental health and school life We believe the impact

More information

Family Focused Therapy for Bipolar Disorder (Clinical Case Series) Participant Information Sheet

Family Focused Therapy for Bipolar Disorder (Clinical Case Series) Participant Information Sheet Family Focused Therapy for Bipolar Disorder (Clinical Case Series) Participant Information Sheet Study Title: Family Focused Therapy for Bipolar Disorder: A Clinical Case Series) We would like to invite

More information

It is interesting to know that as soon as the Internet was invented, its creators perceived its potential for the therapeutic communication.

It is interesting to know that as soon as the Internet was invented, its creators perceived its potential for the therapeutic communication. Online Counselling With the beginning of the twenty first century, the Internet has quickly become part of our everyday life. The impact which it has produced, has been much bigger than one created by

More information

Teaching Pre-Service Mainstream Teachers about TESOL. Laurie France. 1.0 Volunteering to Teach Linda Lord s LIT311 Class About TESOL

Teaching Pre-Service Mainstream Teachers about TESOL. Laurie France. 1.0 Volunteering to Teach Linda Lord s LIT311 Class About TESOL This assignment was one that I gave to my EDU 360 class. By the time students get to this point in the TESOL (Teaching English to speakers of other languages) major, they have learned a lot about writing,

More information

QUEEN S COLLEGE, LONDON. Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT

QUEEN S COLLEGE, LONDON. Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT QUEEN S COLLEGE, LONDON Special Educational Needs (SEN) and Learning Difficulties and Disabilities (LDD) POLICY DOCUMENT Policy for Special Educational Needs (SEN) and Learning Difficulties and Disabilities

More information

CPD sample profile. 1.1 Full name: Counselling Psychologist early career 1.2 Profession: Counselling Psychologist 1.3 Registration number: PYLxxxxx

CPD sample profile. 1.1 Full name: Counselling Psychologist early career 1.2 Profession: Counselling Psychologist 1.3 Registration number: PYLxxxxx CPD sample profile 1.1 Full name: Counselling Psychologist early career 1.2 Profession: Counselling Psychologist 1.3 Registration number: PYLxxxxx 2. Summary of recent work experience/practice. I have

More information

Rainford High Technology College. Special Educational Needs and Disabilities School Offer

Rainford High Technology College. Special Educational Needs and Disabilities School Offer Rainford High Technology College Special Educational Needs and Disabilities School Offer School Name and Address Rainford High Technology College Web Address www.rainford.org.uk Telephone Number 01744

More information

Critical Incidents. Information for schools from Derbyshire Educational Psychology Service

Critical Incidents. Information for schools from Derbyshire Educational Psychology Service Critical Incidents Information for schools from Derbyshire Educational Psychology Service Introduction to Critical Incidents A critical incident (CI) is any event that is unexpected, acute, stressful and

More information

THE MARLBOROUGH PROJECT: MULTIPLE FAMILY THERAPY GROUPS IN HARROW SCHOOLS

THE MARLBOROUGH PROJECT: MULTIPLE FAMILY THERAPY GROUPS IN HARROW SCHOOLS THE MARLBOROUGH PROJECT: MULTIPLE FAMILY THERAPY GROUPS IN HARROW SCHOOLS Vicky Illingworth (Clinical Psychologist) Amanda Pegrum (Art Therapist) Nidhi Dholokia (Clinical Psychologist) Marlborough Model

More information

THE ROLE OF THE PSYCHOLOGIST WORKING WITH SCHOOL AGE CHILDREN WITH AN INTELLECTUAL DISABILITY

THE ROLE OF THE PSYCHOLOGIST WORKING WITH SCHOOL AGE CHILDREN WITH AN INTELLECTUAL DISABILITY THE ROLE OF THE PSYCHOLOGIST WORKING WITH SCHOOL AGE CHILDREN WITH AN INTELLECTUAL DISABILITY A Brothers of Charity Guidelines document for psychologists working in Special Schools in the Southern Services

More information

(Arrangements made to support children and young people with Special Educational Needs or Disabilities)

(Arrangements made to support children and young people with Special Educational Needs or Disabilities) West Sussex Alternative Provision College and The (Arrangements made to support children and young people with Special Educational Needs or Disabilities) FROM THE PARENT CARER S POINT OF VIEW: 1. How does

More information

Diversity Network Accreditation Distinction Case Study

Diversity Network Accreditation Distinction Case Study Diversity Network Accreditation Distinction Case Study Distinction - Liverpool Mutual Homes strategy Community Initiative Fund Organisation Liverpool Mutual Homes Project/Initiative - Community Initiative

More information

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY September 2015 Person responsible: SENCO Date approved: Review date: July 2016 Approved by: Buile Hill Visual Arts College Special Educational Needs and

More information

Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report 2014-2015. Context of School

Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report 2014-2015. Context of School Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report 2014-2015 Context of School Elms Bank Specialist Arts College is a special, co-educational day school for students aged 11 to 19

More information

Legally Overweight? Optimising a law firm s filing environment. By Geoff Hogg Senior Consultant, NewField IT

Legally Overweight? Optimising a law firm s filing environment. By Geoff Hogg Senior Consultant, NewField IT Legally Overweight? Optimising a law firm s filing environment By Geoff Hogg Senior Consultant, NewField IT Law firms & paper: a life of excess For the human body to work at its full potential, it needs

More information

Retirement Research Foundation

Retirement Research Foundation Nursing Home Social Work Network Welcome! http://clas.uiowa.edu/socialwork/nursing-home-social-work-network This webinar series is made possible through the generosity of the Retirement Research Foundation

More information

Inspection dates 20/05/2014 to 22/05/2014

Inspection dates 20/05/2014 to 22/05/2014 Residential report Starhurst School Starhurst School, Chart Lane South, DORKING, Surrey, RH5 4DB Inspection dates 20/05/2014 to 22/05/2014 Overall effectiveness Good 2 Outcomes for residential pupils Good

More information

Logic Model for Day Treatment Program

Logic Model for Day Treatment Program Logic Model for Day Treatment Program The day treatment programs provide an academic/treatment program for designated youth focusing on academic preparation and treatment interventions to overcome their

More information

Occupational Therapy Services

Occupational Therapy Services Occupational Therapy Services The JSP occupational therapy service provides high quality intervention to children and adults whose lives have been affected by an acquired disability. Our occupational therapists

More information

The Mental Health Supports Gap for CPS Students

The Mental Health Supports Gap for CPS Students A COMMUNITIES IN SCHOOLS OF CHICAGO REPORT Spring 2012 The Mental Health Supports Gap for CPS Students Overview There is a significant gap between the need for mental health support at Chicago s public

More information

Student Support Teams in Post-Primary Schools. A Guide to Establishing a Team or Reviewing an Existing Team

Student Support Teams in Post-Primary Schools. A Guide to Establishing a Team or Reviewing an Existing Team Student Support Teams in Post-Primary Schools A Guide to Establishing a Team or Reviewing an Existing Team These guidelines have been prepared by the National Educational Psychological Service. They are

More information

The value of social care professionals working in extended schools

The value of social care professionals working in extended schools research summary The value of social care professionals working in extended schools Anne Wilkin, Jenny Murfield, Emily Lamont, Kay Kinder and Paul Dyson The Every Child Matters (ECM) agenda has called

More information

Tier 3/4 Social Work Services

Tier 3/4 Social Work Services Children s Services key guidelines 2010 Information from Southampton City Council The threshold criteria for accessing Tier 3/4 Social Work Services Introduction Information sharing is as important as

More information

An individual leadership review completed by a learning support assistant in a mixed nursery/primary school

An individual leadership review completed by a learning support assistant in a mixed nursery/primary school An individual leadership review completed by a learning support assistant in a mixed nursery/primary school Digital ISBN 978 1 4734 4517 8 Crown copyright August 2015 WG25976 Leadership Standards individual

More information

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Nurtured Safe Active 2015-2016 Healthy Successful Learner Achieving Confident Individual Included Respected Responsibl e Responsibl e Citizen

More information

Health and wellbeing Principles and practice

Health and wellbeing Principles and practice Health and wellbeing Principles and practice Curriculum for Excellence has an important role to play in promoting the health and wellbeing of children and young people and of all of those in the educational

More information

Section 1 Becoming a Dyslexia Friendly School

Section 1 Becoming a Dyslexia Friendly School Section 1 Becoming a Dyslexia Friendly School Equalities Statement SBC welcomes and values the diversity of Swindon communities, and commits itself to ensuring that no one will receive less favourable

More information

Disruptive innovation in education

Disruptive innovation in education Disruptive innovation in education Funded by Delivered by 01 02 01 Imagine if every child could live their dreams... If every child and young person was supported to develop the social skills, resilience,

More information

To help improve the educational experience and general wellbeing of those students who are unable to profit from the existing school program.

To help improve the educational experience and general wellbeing of those students who are unable to profit from the existing school program. LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate

More information

Information About the Educational Psychology Service 2011-2012

Information About the Educational Psychology Service 2011-2012 working together for health & well-being CHILDREN S SERVICE EDUCATION INCLUSION SERVICE Information About the Educational Psychology Service 2011-2012 For all Children to do better in life than they thought

More information

Mental Health and Wellbeing Statement

Mental Health and Wellbeing Statement Mental Health and Wellbeing Statement The promotion of good mental health is a University-wide concern. In a learning environment there are many opportunities for developing positive wellbeing, and there

More information

Services for Children and Young People with Mental Health Needs. Lancashire s Local Offer. Lancashire s Health Services

Services for Children and Young People with Mental Health Needs. Lancashire s Local Offer. Lancashire s Health Services Services for Children and Young People with Mental Health Needs Lancashire s Local Offer Lancashire s Health Services 1. Name of the service and what the service provides Lancashire Care NHS Foundation

More information

Shropshire Educational Psychology Services and Training Brochure September 2015 - August 2016

Shropshire Educational Psychology Services and Training Brochure September 2015 - August 2016 Services and Training Brochure September 2015 - August 2016 Improving Participation in Learning Managing Challenging Behaviour Supporting Emotional Health and Wellbeing Improving Outcomes by Applying Psychology

More information

Forensic Ethical Guidelines for Therapists. Ron Silikovitz, Ph.D. New Jersey Psychologist. Winter, 2012

Forensic Ethical Guidelines for Therapists. Ron Silikovitz, Ph.D. New Jersey Psychologist. Winter, 2012 Forensic Ethical Guidelines for Therapists Ron Silikovitz, Ph.D. New Jersey Psychologist Winter, 2012 As you know, the primary mission of the reconstituted NJPA Ethics Education and Resource Committee

More information

Early Years Foundation Stage Policy and Guidelines

Early Years Foundation Stage Policy and Guidelines St. James Primary School Church of England Academy Early Years Foundation Stage Policy and Guidelines Revised by: Head, Staff & Governors Date: September 2013 Next Review: July 2015 or sooner if regulations/circumstances

More information

Keynote Session 1 Navigating Teenage Depression Prof. Gordon Parker

Keynote Session 1 Navigating Teenage Depression Prof. Gordon Parker Keynote Session 1 Navigating Teenage Depression Prof. Gordon Parker Professor Gordon Parker is a leading international expert on depression and mood disorders. He is Scientia Professor of Psychiatry at

More information

Hallie Sheade, Hannah Yterdal, Cynthia Chandler, Ed.D, LPC-S, LMFT-S University of North Texas. B.A. Wings of Hope Equitherapy

Hallie Sheade, Hannah Yterdal, Cynthia Chandler, Ed.D, LPC-S, LMFT-S University of North Texas. B.A. Wings of Hope Equitherapy Hallie Sheade, M.S., LPC, RPT, NCC - Equine Connection Counseling Doctoral Candidate University of North Texas Hannah Yterdal, B.A. Wings of Hope Equitherapy Masters Counseling Student University of North

More information

Schools for Health in Ireland

Schools for Health in Ireland Schools for Health in Ireland Framework for Developing a Health Promoting School Post-Primary Contents Section 1: Introduction 4 Section 2: The Health Promoting School 6 Background to Health Promoting

More information

PROFESSIONAL BACKGROUND

PROFESSIONAL BACKGROUND Statement of Benjamin S. Fernandez, MSEd, Lead School Psychologist Loudon County Public Schools, Virginia NASP Briefing: Effective Discipline Policies and Practices Thursday, April 18, 2013 My name is

More information

'Swampy Territory' The role of the palliative care social worker in safeguarding children of adults who are receiving specialist palliative care

'Swampy Territory' The role of the palliative care social worker in safeguarding children of adults who are receiving specialist palliative care 'Swampy Territory' The role of the palliative care social worker in safeguarding children of adults who are receiving specialist palliative care This qualitative study explores the role of the palliative

More information

Mind the gap improving the transition from child to adult care

Mind the gap improving the transition from child to adult care Mind the gap improving the transition from child to adult care Learning from good practice: Essex case study Dr Caroline Dollery Mid Essex CCG Board member; Clinical Director, East of England SCN Dr Kevin

More information

SEN Information Report

SEN Information Report SEN Information Report 2014-15 SENCO: Mrs Mary Hull SEN Governor: Mrs Sally Dyson Contact: mhull@tgs.kent.sch.uk (01732 365125 EXT230) Dedicated SEN time: Full Time SENCO Local Offer Contribution: http://www.kent.gov.uk/education-and-children/special-educational-needs

More information

LD-CAMHS in Norfolk Community Health and Care. Philosophy of Care THE STAR FISH TEAMS. Dr Pippa Humphreys. Lead Clinical Psychologist.

LD-CAMHS in Norfolk Community Health and Care. Philosophy of Care THE STAR FISH TEAMS. Dr Pippa Humphreys. Lead Clinical Psychologist. LD-CAMHS in Norfolk Community Health and Care Dr Pippa Humphreys Clinical Psychologist Gill Jinkerson Clinical Lead/Systemic Psychotherapist Philosophy of Care Quality of life, and our ability to manage

More information

St Margaret s C of E (VA) Junior School School Behaviour Policy

St Margaret s C of E (VA) Junior School School Behaviour Policy STATUS: APPROVED APPROVED BY: GOVERNING BODY DATE: St Margaret s C of E (VA) Junior School School Behaviour Policy Introduction This policy details the approach to behaviour management in our School. It

More information

Adult Learning Disabilities in Kent

Adult Learning Disabilities in Kent Adult Learning Disabilities in Kent Kent and Medway NHS and Social Care Partnership Trust Kent Community Health NHS Trust We provide an integrated service to people with a learning disability in Kent.

More information

Philosophy of Counseling 1. Philosophy of Counseling CSD 5530. October 17, 2005

Philosophy of Counseling 1. Philosophy of Counseling CSD 5530. October 17, 2005 Philosophy of Counseling 1 Philosophy of Counseling CSD 5530 October 17, 2005 Philosophy of Counseling 2 There are several aspects of an effective counselor. Three of those aspects are thorough knowledge

More information

Protecting children and supporting families. A guide to reporting child protection concerns and referring families to support services

Protecting children and supporting families. A guide to reporting child protection concerns and referring families to support services Protecting children and supporting families A guide to reporting child protection concerns and referring families to support services About this guide This guide has been developed for professionals working

More information

Strengthening Integrated Education Programs for Blind and Visually Impaired Children in Bangladesh

Strengthening Integrated Education Programs for Blind and Visually Impaired Children in Bangladesh WA 092 Strengthening Integrated Education Programs for Blind and Visually Impaired Children in Bangladesh Manju Samaddar Principal Baptist Sangha School for Blind Girls 77, Senpara Parbata, Mirpur 10 Dhaka

More information

INVESTORS IN PEOPLE REVIEW REPORT

INVESTORS IN PEOPLE REVIEW REPORT INVESTORS IN PEOPLE REVIEW REPORT Lower Farm Primary School Page: 1 of 13 CONTENTS Key Information 3 Assessor Decision 3 Milestone Dates 3 Introduction 4 Assessment Objectives 4 Feedback Against the Assessment

More information

Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated

Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012. April 2010 updated Whinney Banks Primary School Disability Equality Scheme And Accessibility Plan 2010 2012 April 2010 updated Contents Page Section 1 Introduction 3 Disability Discrimination Act Disability Equality Duty

More information

Gay Men s Support Work

Gay Men s Support Work Gay Men s Support Work Evaluation Report to Big Lottery Fund December 2014 Page 1 of 7 Context Of an estimated 107,800 people living with HIV in the UK, 40% live in the greater London area and the majority

More information

early childhood mental health program

early childhood mental health program early childhood mental health program San Francisco, CA Overview The Early Childhood Mental Health Program provides highly trained, well-supported mental health consultants to 46 childcare sites for eight

More information

Child and adolescent psychotherapy in schools

Child and adolescent psychotherapy in schools BRIEFING PAPER SERIES Association of Child Psychotherapists Association of Child Psychotherapists BANNER LOGO BRIEFING PAPER SERIES www.childpsychotherapy.org.uk Child and adolescent psychotherapy in schools

More information

síolta Research Digest Standard 3 Parents and Families

síolta Research Digest Standard 3 Parents and Families síolta The National Quality Framework for Early Childhood Education Research Digest Standard 3 Parents and Families Valuing and involving parents and families requires a proactive partnership approach

More information

Section 2 Parent or Carer s views This form should be sent out by the Social Worker to all carers and to parents as appropriate.

Section 2 Parent or Carer s views This form should be sent out by the Social Worker to all carers and to parents as appropriate. Personal Education Plans Guidance for Social Workers What are Personal Educational Plans (PEPs)? All looked after children have a care plan, which is drawn up and reviewed by the Local Authority that looks

More information

Global engagement. An International Baccalaureate education for all

Global engagement. An International Baccalaureate education for all Learning stories Language and learning Inclusive education Global engagement Multiple programme schools Learning stories from the IB continuum share examples of good practice from IB World Schools in order

More information

A Study of the Therapeutic Journey of Children who have been Bereaved. Executive Summary

A Study of the Therapeutic Journey of Children who have been Bereaved. Executive Summary A Study of the Therapeutic Journey of Children who have been Bereaved Executive Summary Research Team Ms. Mairéad Dowling, School of Nursing, Dublin City University Dr. Gemma Kiernan, School of Nursing,

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Post-Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information

Job Description. BRANCH Integrated Services GRADE JM2

Job Description. BRANCH Integrated Services GRADE JM2 DIRECTORATE People and Communities JOB TITLE Consultant Social Work Practitioner Job Description BRANCH Integrated Services GRADE JM2 SECTION Community Family Service Main Purpose of the Job To operate

More information

COLLABORATIVE CARE PLANNING

COLLABORATIVE CARE PLANNING COLLABORATIVE CARE PLANNING Nothing about me without me Judy Dean Head of Professional Nursing Rachel Wakefield Trust AHP Lead November 2011 1. Introduction Collaborative care planning is at the heart

More information

Guidance for Hertfordshire Early Years Settings on Drugs and Alcohol

Guidance for Hertfordshire Early Years Settings on Drugs and Alcohol Guidance for Hertfordshire Early Years Settings on Drugs and Alcohol This is a framework to help staff in early years settings to identify families who may have issues with drugs and alcohol, and signpost

More information

www.fawgforest.com Riding for Success Fawg Forest Therapeutic Farm and Counselling Services

www.fawgforest.com Riding for Success Fawg Forest Therapeutic Farm and Counselling Services Riding for Success Fawg Forest Therapeutic Farm and Counselling Services Happiness and Health Fawg Forest Therapeutic Farm Foreward Fawg Forest Therapeutic Farm is a Mental Health and Wellness service.

More information

Comment: Participation in School activities:

Comment: Participation in School activities: School Psychologist Essential Requirements: Must be fully registered by the Psychology Board of Australia under the Health Practitioner Regulation National Law, or have provisional registration based upon

More information