I am in the process of updating my schools offering to meet with the evolving mental health needs of children following the start of the covid pandemic. This service will likely be based around increasing children’s self-esteem through meditation, self-reflection, art, dance and music. At present it will be aimed at years 5 and 6. If you are a London school interested please contact me: firstname.lastname@example.org. In the meantime here’s some information about my work and experience in schools.
I have 8 years of experience in supporting children’s wellbeing in an education setting. This includes 5 years in a full time position, managing a child therapy service at a primary school in London. As well as managing a large team of trainee therapists, assessing child referrals and supporting parents and carers, I offered weekly one to one mentoring sessions for children using meditation and the arts. My experience includes supporting children affected by trauma, poverty, family illness, family drug addiction, terrorism, death, neglect and domestic violence. I also have experience of working with children with ADHD and autism.
I use creative and relational approaches to support the overall wellbeing of children and young people. This approach is informed by therapeutic counselling skills, attachment theory and child development. It develops emotional literacy, self-awareness, self-esteem, self-confidence, communication skills, resilience and recovery. I also take into account diversity, adversity and children’s family support systems in this approach.
- TTR Level One: Mindfulness-based stress reduction at the Centre for Mindfulness, Research and Practice at Bangor University, UK – an international centre for excellence in mindfulness training.
- Certificate in Psychodynamic Counselling Skills from the BACP approved Manor House Centre for Counselling and Psychotherapy
- Intermediate Diploma in Therapeutic Communications with Children from the London Metropolitan University
- Certificate in child counselling using the arts from the Institute for Arts in Therapy and Education – a leading provider for UKCP and BACP validated courses in arts psychotherapy child counselling and child psychotherapy in the UK.
- ‘Mindfulness in Schools’ primary school teaching programme.
Professional Practice Checklist
- an up to date DBS (enhanced)
- completed advanced training in child protection and safeguarding
- regular supervision from a qualified integrative art psychotherapist
- public liability insurance
- monthly CPD and reflective practice sessions with a qualified psychotherapist
The Need for Wellbeing Support in Schools
“Emotional wellbeing is a clear indicator of academic achievement, success and satisfaction in later life. Evidence shows that mental health and wellbeing programmes in schools can lead to significant improvements in children’s mental health, and social and emotional skills”. (Young minds – PrioritisingWellbeing in Schools report)
- 1 in 10 children have a diagnosable mental health disorder – that’s roughly 3 children in every classroom.
- London has the highest proportion of children reporting low life satisfaction in the UK.
- Almost 1 in 4 children and young people show some evidence of mental ill health (including anxiety and depression).
- In 2015, suicide was the most common cause of death for both boys and girls aged between 5 and 19 (17% and 11% of all deaths respectively).
- 39,500 children in the UK have clinically significant levels of anxiety.
- In a UN study in 2013, the UK ranked 24th out of the 29 countries for educational wellbeing, which considered participation rates and achievement levels. Children in England were also ranked 14th out of 15 countries for overall happiness with life in the Children’s World Study (2014).
- The number of young people calling Childline about mental health problems has risen by 36% in the last four years.
- nearly four in ten (38%) said that it caused them difficulty with going to sleep
- more than a quarter (27%) said they got into fights or arguments
- more than one in four (26%) said that it caused them to struggle to do their homework
- more than one in four (27%) didn’t want to be around others.