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Services we offer

INDIVIDUAL CASEWORK
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INDIVIDUAL CASEWORK

Our Individual casework is based on a referral and consultation system.

  • Behaviour Assessments

  • CAMHS referrals                                                                                          

  • 1:1 Parent support/parent work shops

  • Follow up reviews when appropriate/requested

  • General classroom observations

  • General advice to teachers/SENCos

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The Emotionally Regulated Classroom Programme

Developing the capacity for emotional regulation and conflict resolution in the classroom

 

The programme is practical and reflective and aims to develop the capacity for emotional regulation and conflict resolution within the school system.

It is implemented over eight weeks in small groups of five. It aimed to support staff through a relational experience to meet the unique emotional needs of each child in their care. They are provided with knowledge and practical skills through 3 training sessions. They are then given the opportunity to further integrate this knowledge and practical skills through two modelling sessions, two 1:1 reflective practice sessions and a final group reflection. 

 

Training:  Through 3 group training sessions staff members will gain knowledge and practical skills in the following areas:

 

  •      Developing skills for emotional regulation of children

  •      Understanding behaviours as communication

  •      How to support children’s mental health and emotional wellbeing 

  •      Understanding of child development and neuroscience 

  •      Understanding the role of emotional regulation in promoting mental health and emotional wellbeing 

  •      How to manage and support their own mental health and emotional wellbeing

  •      Understanding of trauma and the impact on mental health 

  •      Developing emotionally literate communication skills

  •      Resolving conflict through relational dialogue

 

Reflective Practice: Staff members receive two 1:1 reflective practice sessions and a final group reflection. The aims of Reflective Practice: 

 

  •      Development and integration of knowledge and practical skills around mental health and emotional wellbeing 

  •      Stress regulation 

  •      A space to think about challenges and difficulties and find a clear way forward

  •      Developing personal emotional regulation skills so they can support children with theirs 

  •      Being curious about how our own lived experience impacts the way we meet the needs of children 

  •      Understanding and being curious about behaviour and learning effective strategies 

  •      Exploration of COVID-19’s impact through a trauma, attachment and adversity informed perspectives 

 

This programme aims to promote resilience in the whole school system by focusing on the emotional and relational experience. We offer a free consultation to help identify your specific training needs. We will then provide a proposal including suggested content and a cost for delivering the training programme. CONTACT US TO BOOK

TRAINING AND CPD
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REFLECTIVE PRACTICE

REFLECTIVE PRACTICE

To promote Mental Health and Emotional Wellbeing 

 

‘Teachers are essential frontline workers who need more mental health support.’ 

The Duchess of Cambridge, 27th Feb 2019 

What is Reflective Practice?
This is a practice that is highly valued as it provides members of staff with an opportunity to share and explore issues relevant to their relationships with students, families, colleagues and management. It encourages self-reflection, consideration of others, empathy, responsibility within team building and respect for all in their environment. Everyone from Early Years Staff, Lunchtime Supervisors, Teaching Assistants, Trainee Teachers, Teachers and Senior Leaders are included.

What does a Wellbeing Practitioner do?
The role of the Wellbeing Practitioner is to support staff in naming any relational issues they may be grappling with. These topics of discussion may range from thoughts and feelings evoked about children, families, members of staff and organizational aspects. It is an opportunity to encourage thinking about and imagining into the experiences of the other. The Wellbeing Practitioner encourages empathy and understanding for another’s experience and perspective.  They will encourage the staff to find a productive and sensitive voice, to support an opportunity to be heard and to experience facilitation towards a productive end result.  When there is a sense of agency and empowerment there is less resentment towards authority.

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WHOLE SCHOOL CONSULTATION

 

On Mental Health and Wellbeing 

The aims of a whole school wellbeing consultation are: 

 

  • To raise awareness of the impact of wellbeing on children’s social emotional development and their learning capacity.​

  • To gain the participatory voice of the entire school community around wellbeing needs.

  • To enquire about and identify the wellbeing needs of students, teachers and staff across the school.

  • To support the articulation of a philosophy and beliefs informing wellbeing across the school.

  • To support the development of a conceptual framework for an integrated approach to wellbeing across the school.

 

Phases of development

 

  1. Whole school consultation and dialogue.

  2. Developing roles and responsibilities within a wellbeing team.

  3. Articulating the philosophy, values, policies and aims.

  4. Developing and evolving the vision in practice.

  5. Ongoing monitoring and evaluation.

  6. Evidence informed and evidence-based practice. 

WHOLE SCHOOL CONSULTATION
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