Learning difficulties (e.g. Dyslexia, Dyscalculia, general learning difficulties, processing difficulties, memory difficulties)
How We Can Help You
We take referrals from schools and organisations, such as charities, local authority teams, multi-academy trusts, further education establishments and businesses.
We ensure that all work undertaken is as calm and pleasant an experience as it can be, for all involved.
We are warm, approachable, empathic practitioners who build up a good rapport with services users, ensuring that they feel comfortable with us and that we are able to make the most of our time together. We aim to forge positive working relationships so that we can work together with colleagues and families in genuine partnership.
Having been teachers ourselves, and also having spent a lot of time in schools working in partnership with teaching colleagues, we are very sensitive to the pressures that school staff are under.
Consultation and problem-solving with teachers, parents and other professionals
We find that an effective way of working is to hold problem-solving sessions with individual teachers, teams of staff or whole staff groups. We will spend time with the adults who share concerns about a child/ group of children/ situation, listening to their concerns and asking questions to develop a thorough understanding of the issues. We have a sound understanding of psychological theory and research, and how this applies to individuals, families and educational settings.
Using a solution-focused approach, we would support the group to reflect on the various perspectives of a situation to help create a clear picture of what is happening that means something to all involved. Together, we can then begin to develop ideas and mutually-agreeable strategies.
Sessions may be held on a ‘one-off’ basis, or more frequently (to revisit the issue, identify progress (or ongoing concerns) and then continue with the problem-solving process) depending on the complexity of the issue.
Therapeutic or supportive work with children, teachers and parents
Sometimes the natural response to a referral is to work in partnership with a child and their parents, for example to provide psychoeducation and support to manage concerns such as anxiety, social interaction difficulties or an identified reading difficulty.
This type of work might involve sharing knowledge and ideas with the child and their teacher or parent.
Alternatively, it might involve working closely with the child (and sometimes a supportive adult), using, for example, narrative approaches or techniques taken from therapeutic life story work.
Training for schools, local authority teams, academy trusts and other organisations
Over the years we (individually and as part of a team) have developed training packages, based on current knowledge and research, on a range of topics relevant to the children and young people in our schools, including attachment, Autism Spectrum Disorder, emotional wellbeing, Emotion Coaching, anxiety, literacy difficulties, understanding behaviour that feels difficult to manage, using play therapeutically, working with asylum seekers and refugees, use of narrative approaches.
We have delivered training to teams of teachers in schools, to local authority support staff, to other Educational Psychologists, and to university students.
Training sessions and packages can be developed according to the needs of a group or team.
Project work
We enjoy working alongside colleagues to set up, support and evaluate projects. Project work tends to build on knowledge of and research into other, similar, successful interventions.
Sometimes we help to coordinate and evaluate the work. Sometimes we are directly involved.
Past projects have focused on the needs of a group of children (e.g., training teams to become buddy readers, setting up and evaluating group work, such as a social skills group), the needs of a group of parents (e.g., therapeutic play, reading with children, understanding behaviours associated with autism), or on the wishes of teams of school staff (e.g., a project analysing the effectiveness of a spelling intervention).
Workshops for teaching assistants, teachers or parents
Sometimes, challenges are shared by various members of staff in a school and/ or by different families. In these situations, we may decide that the most effective response will be to run a series of workshops to a group or team to further develop their skills in and understanding of the area in question.
Sometimes workshops relate to a broad theme (e.g., ‘Using Visual Supports Effectively’). Others may be topic-based, such as ‘Lego Therapy’, ‘Understanding Situational Mutism’, ‘Emotion Coaching’, ‘Writing Social Stories’.
Individual assessment
We have in-depth knowledge of child development from 0 – 25 and are experienced at working with children and young people across this age-range in a variety of settings (early years, primary and secondary schools, mainstream and special schools). We are familiar with school curricula and with what constitutes age expected rates of progress.
Through years of experience and learning, we have developed a thorough understanding of common obstacles to educational success, including learning and language difficulties, sensory needs, physical disabilities, neurodevelopmental differences (autism, ADHD, etc), social, emotional, mental health and behavioural difficulties (for example, issues with social skills, friendships, play skills, bullying, anxiety, low mood, stress, self-esteem, and difficulties relating to disrupted attachments/ trauma/ challenging personal circumstances/ bereavement and loss). We have vast experience of providing psychological support in relation to children and young people who are in the care system, are classed as Children in Need, or whose families have multi-professional support and intervention.
We are well-practiced at using a variety of approaches and will adapt our practice to what best fits a situation, and in light of changing circumstances or information.
We strive to look holistically at a situation and to use the tools and resources at our disposal, our understanding of psychology, our range of experiences, and our skills in reflection and research, to identify barriers to progress and success and to provide appropriate evidence- or experienced-based advice about the most appropriate next steps for an individual, ensuring that their emotional wellbeing, safety and educational progress remains the focus of decision making.
