“We have found all aspects of communication with Harmeny to be absolutely seamless – from the initial home visit before our foster son started at the school, to the regular phone, text and email updates, and the home visits.”
Our most recent outstanding education and inspections have highlighted Harmeny as ‘sector leading’ and a significant element of this success has undoubtedly been the development of a therapeutic practice base which is underpinned by a theoretical foundation.
The core elements of our therapeutic framework include:
- A resilience model of assessing and working with children, using the Wassell and Daniel framework, together with a range of educational assessments which build a comprehensive knowledge of each child’s needs and abilities
- A deep understanding of attachment and neuro-science, and the implications of trauma and loss on child development
- The application of lifespace intervention and solution focused communication as therapeutic opportunities to help children understand and express their feelings, regulate their behaviour, and build life skills
- An experiential learning model, which allows children to ‘learn by doing’ using all their senses, and to reflect and make meaning of the activities they are participating in
- Expressive arts and outdoor learning activities, providing opportunities for children to discover and express their individuality, try new experiences and build self esteem
- Life story work to help children make sense of their backgrounds and explore their identity
- Specialist therapies, such as art, music or play therapy, deployed around the individual needs of the child, as appropriate
- Family and group work, which is informed by a systemic understanding of group dynamics and processes
- Reflective supervision for staff across the whole school, on an individual and group basis, supported by skilled managers and two Child & Adolescent Consultants.
Education staff work closely with care staff, using ‘key team’ meetings to ensure assessments are fully developed and interventions consistently applied – thus enabling a holistic and integrated approach to working with children.
These approaches are fully embedded into our day-to-day practice, with lead workers and supervisors facilitating their use and reflection of their application within supervision, case discussions and team meetings.