Why have a play therapist in your school? 

Many schools are experiencing an increase in mental health difficulties amongst their pupils and, along with the constant demands made on staff from the curriculum and data requirements, supporting these children can feel overwhelming.  As a play therapist, I can offer support through specific interventions and general advice.  I can complement existing support, such as ELSA, and help bridge the gap between school interventions and CAHMS.

Having a play therapist who is accredited by an organisation on the Professional Standards Authority can help the school feel confident that the extra advice and support they are receiving comes from a highly trained and qualified professional who maintains standards and follows an ethical code to keep the work safe.

Play therapy allows children a safe psychological space where they can express themselves free from judgement and receive emotional support that will help them gain insights into their own behaviours, feelings and relationships.  The toys create the emotional distance which make it possible for children to explore their pain and bring about emotional healing. 

Benefits to children can be increased self-confidence, better self-esteem, reduction in fear and anxiety, increase in sustained and positive peer relationships, improved behaviours, greater access to learning, reduced aggression, a calmer and happier sense of wellbeing, improved relationships and better harmony at home.

I can work with schools to promote positive mental health in a variety of ways:

• 1-1 play therapy sessions for children and young people

• Group play therapy

• Training for staff

• Supervision for staff

1-1 THERAPY

I provide play therapy and creative counselling to children and adolescents who are experiencing emotional challenges and need a safe place to explore their thoughts and feelings.  I believe in helping children find a path to a happier self, to help them develop an inner strength and resilience, so that they can achieve their full potential.

The sessions for each child run weekly at 40 minutes per week, for a minimum of 12 weeks dependent on the level of need.

The contents of the sessions are confidential, but I can discuss with teachers and parents strategies which will be helpful if required. I follow the schools’ safeguarding procedures.

My recent school data indicated that teachers saw an 83% overall positive change in children attending play therapy.

GROUP PLAY THERAPY

Group play therapy is an intervention for 3-5 children who are experiencing similar low risk difficulties, such as friendship issues, low self-esteem, worrying.  Working as a group allows them to learn together and can help increase their emotional wellbeing.

The sessions are structured but allow for self-direction too. Like play therapy, the therapist provides a safe space for children to explore and express themselves and offers sensitive and positive support that contains the group dynamics.

The group work together on their therapeutic objectives in a variety of games and creative activities. The therapist helps guide the activities but takes on board individual and group ideas, gently guiding them through their experiences and interactions in a way that helps them understand themselves and each other better.

The sessions run for 50 minutes a week, for 6-8 weeks and each group is offered a tailored package of support that includes teacher and parent consultations at the beginning and end of the work.

WHAT WOULD A PLAY THERAPY SERVICE INCLUDE?

Play therapy needs regular weekly sessions.

I can work for a half day (2- 3 children) or a whole day (4-5 children)

• I provide all play therapy materials and equipment myself, though will require some storage space.

• Referrals and assessments

• Pre-session planning and post session analysis

• Review meetings, every 6-8 weeks

• Telephone support and consultation for parents and carers

• Liaison with teachers and SENCo

• Written report at end of therapy and if required to support EHCP reviews and applications

• Advice and strategies on how to support the child at home and at school

Please contact me to discuss costs or any queries. I am very flexible and aim to provide a service which best fits the school while maintaining good ethical practice for the children.

WORKING WITH STAFF

When working with children in a school I value the importance of the relationship with the staff too.  I like to offer support and share knowledge when I can.  I can do this informally, catching up with teachers and SENCos as required or with staff training. I can support staff wellbeing by offering weekly mindfulness sessions, creative and solution focused support sessions.

I have provided training to schools on a range of topics from attachment and neurobiology of early development to practical strategies for a relationship-based approach to classroom behaviour. 

I have developed specific training, sharing useful behaviour management strategies for teaching assistants and 1-1 learning support staff.  One school asked for training on playful approaches to supporting engagement in learning. Another on helping 1-1 support assistants to build trusting relationships with their pupils.

I have also written a bespoke SEMH curriculum for a specialist school from reception through to years 7&8.