CaRE Education services can be accessed by organisations, companies and government agencies for their clients, employees and service users.
Education Training and Support Services:
In Service Training on the following:
- Child Development
- The Importance of Play
- Effective Communication
- The link between emotional well-being and learning
Therapy and Therapeutic Interventions in Schools
CaRE-Northwest provides therapy sessions for groups and individuals in schools. Providing play therapy and therapeutic play in schools is a growing practice which not only benefits individual children, but also benefits staff and the whole school.
We train school staff in therapeutic play skills and co-facilitate group and class play sessions.
Better Play Times training - theory and practice in an EBD primary school
Author: Alison Woolf
Emotional and Behavioural Difficulties Vol. 13, No. 1, March 2008, 49-62
Providing child-centred play opportunities and re-creating early attachment experiences facilitates a child’s social and emotional development, as well as giving time and space for self-expression and relaxation. Play therapists provide these conditions after lengthy and intensive training. Para-professionals are now being trained and supported in offering therapeutic play sessions in schools. This article describes the training and implementation of one programme in a primary school for children with social, emotional and behavioural difficulties. Qualitative and quantitative assessments are used to monitor the intervention and a summary of the results is given. The question of safeguarding pupils and staff in this new way of working is raised. The article considers the areas of school life that a programme of therapeutic play sessions might be valuable for. The piece finishes by looking at formalising the training and the how the trainees may continue with the work.
Keywords: play; therapeutic; relationship; communication; attachment; skills
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Find the full article here
Everyone Playing in Class-EPIC
Epic sessions for groups or whole class are non-directive therapeutic play sessions in schools jointly facilitated by a play therapist and trained school staff.
The Everyone Playing in Class model draws on two evidence based interventions
- Filial Therapy (Guerney, VanFleet, Landreth & Bratton)
- Positive Attachments and Learning to Succeed (PALS)
Consultancy for school staff
Consultancy in schools offers teaching and non-teaching staff a service that equates to clinical supervision in other services. Supervision, or clinical supervision, is an ongoing requirement for counsellors and therapists. It is an accepted practice for health service and social services employees. Education services are an anomaly within Children and Young Peoples Services in not offering or requiring supervision for those working with a population which includes children with challenging behaviours, young people with mental health issues and hard to engage families.
As we are learning more about attachment, about interpersonal relationships and the transference and projection of negative emotions such as anger, fear and despair, we are becoming more aware of the effects of working with stressed and stressful clients, and of the effects our expectations and ways of relating and reacting have on others. Insight about the contamination of our personal internal working model on all our relationships and interactions helps us gain a clearer picture of the strengths and difficulties of others.
The managerial and administrative function of consultancy helps the school system to operate. Controlling the procedures and the practices maintains the ethos and aims of the workplace and the professional adherence of staff to government and school policy and guidance.
The educative function of consultancy is in giving a space for learning opportunities where professional issues and technical difficulties can be discussed and new areas of the job considered and rehearsed.
The supportive function of consultancy also offers learning opportunities; opportunities which have a profound effect on the ability of the supervisee to carry out their role. The time and space to make discoveries which lead to enhanced performance at work and to increased resilience to stress. This learning is about the needs of the employee, about the employee learning about his/herself, about others and the relationships between the two.