“The effectiveness of the school’s approaches to supporting children’s development and learning is excellent.”Education Scotland & Care Inspectorate Report, May 2013
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.