Our community of creative arts therapists find solutions and pathways through the most difficult situations
Creative Therapeutic Interventions
When it comes to behaviour, we need to understand what is behind the behaviour. What is the cause?
We identify and meet the needs of children in school with social emotional and behavioural difficulties, as well as diagnosed and undiagnosed mental health needs.
We have over 15 years' experience designing and implementing bespoke therapeutic programmes to meet children's needs. We provide tried and tested support packages and tailor them to your school's specific requirements.
We work with you to solve problems and alleviate the pressure and responsibility of dealing with these sensitive issues; taking the lead to deliver effective creative interventions.
We work with children whose behaviour is causing concern in schools - for instance they may be disruptive or destructive, truanting or struggling in other ways to engage with learning.
Our team of therapists hold one-to-one and group interventions which can help children and young people with these challenging emotional needs.
We also offer programmes that include raising self-esteem, building confidence, learning to make friendships, attending better and building resilience. In parallel with delivering these programmes we support staff in understanding the inner world of the child.
Mental Health Needs
Early trauma can manifest later as behaviour in school, and there is often a blurred line between behavioural and mental health needs. We offer support across the entire continuum - for children with lower level needs through to highly complex cases involving emotional trauma. Our work spans across the sectors of education, social care and health.
We work with non-attenders, and those children struggling with any of the main mental health disorders, including: conduct disorder, anxiety, depression, attachment disorders, eating disorders, ADHD, self-harm and post-traumatic stress.
What makes us different?
- We provide therapy situated in the home, or school - wherever needed.
- We send our HCPC qualified therapists directly into school to work with your staff.
- You can expect a fast response - in most cases a school visit within a week of first contact.
- We plan WITH YOU and co-create a bespoke intervention according to the child's emotional needs.
How do we do it?
Alongside you, we identify the most effective, efficient, creative way to meet the child's needs. This may involve liaison with professionals in CAHMS, social care and other agencies. Our rigorous approach to evidencing change will reassure you in your decision to purchase our services. Investing in this kind of support can help to prevent further costs associated with the deterioration in mental health and emotional well-being in pupils and staff.
How and where are Therapeutic Interventions required?
Therapeutic interventions are useful for a number of different children in a variety of different situations. Within educational settings, children may be identified as requiring emotional and trauma support if they are struggling to settle or thrive in the classroom and there is knowledge of challenging circumstances around the individual.
These difficult conditions could be due to a wide range of things like being at risk of exclusion, having a disability or illness, suffering a bereavement or exile, being under the care of social services, experiencing neglect, abuse, domestic violence or any other exposure to traumatic life events.
Therapeutic interventions seek to address underlying emotional and psychological difficulties which are problematic for the individual. In some cases, this could manifest as a pervasive withdrawal and inability to engage with activities, whereas in others, the problematic behaviours could be uncontrolled outbursts of anger. Whichever way these responses appear, if they are problematic, persistent and reducing the individual’s ability to function or flourish in their environment, then they could be considered for therapy.
Types of Therapeutic Intervention
- Art Therapy
- Counselling as a Therapeutic Medium
- Dance Movement Psychotherapy
- Family Work
- Horticulture Therapy
- Music Therapy
- Pharos Programme
- Play Therapy
Sarah Starkey, Headteacher Charlestown Community Primary School
The Therapy sessions have been excellent and have enabled us, through the therapist, to identify the children’s emotional barriers to learning. The sessions are highly valued by the children and their teachers. The impact on the children’s emotional wellbeing and learning has been wonderful to see.
Wellbeing By Design
We are passionate about unlocking the creativity within your school. It can lead to exciting developments that help transform the physical environment, impacting emotional health and wellbeing, as shown in this video. Wellbeing by Design incorporating horticulture, addresses not only individual pupil mental health and wellbeing but also the school environment and community.
Art therapy is the creative use of art materials for self-expression and reflection, in the presence of a trained Art Therapist. Difficult feelings and experiences including traumatic ones can be expressed in a safe and facilitating environment, as the child discovers their own unique visual metaphors. Children are enabled to move forwards at their own pace.
It can be really important to have someone to talk to when things feel like they are challenging, and life gets on top of us. Counselling offers the opportunity to confide in someone who is not immediately connected to the rest of our lives, offering a non-judgmental space which people can use to explore their feelings.
Dancing is one of the oldest forms of expression and it has a long and rich history throughout almost all human cultures. Dance Movement Psychotherapy (DMP) can assist in realigning the body and mind through the use of physical movement and conscious reflection, rooting us back into our physicality and supporting and fostering a sense of calmness in the individual.
Dramatherapy has as its main forms, the intentional use of the healing aspects of drama and theatre, such as movement, voice, storytelling and dramatisation, within the therapeutic process. It is a method of working and playing that uses action to facilitate creativity, imagination, learning, insight and growth.
Family interventions work in parallel with parent and child, using a combination of counselling and the creative therapies. This type of support is well suited to individuals who have struggled to engage with services or who find attending school particularly difficult. By offering ETS interventions to child and caregiver, we are able to provide a unique support service which wraps around the child and addresses individual, familial and systemic issues.
Contact with plants can foster a fascination which is mentally recuperative. The processes of growing plants provides parallels and metaphors for personal experiences and growth. Purposeful, practical Horticulture Therapy sessions with specific goals assist processes and outcomes, resulting in satisfaction and enjoyment for the participant.
Music Therapy is based on the understanding that all human beings are able to respond to music regardless of musical ability. A relationship is built up with the child through musical improvisation. This allows them to communicate without needing to use words.
As the only UK provider of the internationally accredited Pharos programme, we will support your newly arrived international pupils, offering a structured and secure setting which assists them in settling into their new environment.
Non-directive play therapy is built on the belief that children have an innate drive within themselves towards health and wellbeing. Within this non-directive framework, materials and equipment which facilitate the exploration of emotions and re-enactment of situations are utilised, allowing children to retrieve, absorb and apply knowledge.
Lizzie Wray, Headteacher Crowcroft Primary School
Teachers have felt supported and have a better understanding of how to work with the emotional and mental health needs of pupils