“This case was completely stuck until Grow’s involvement. Without the support the outcome would have been a pupil stuck at home. He has gained an EHCP and a new provision – invaluable support.”
After identifying the needs of the student in conjunction with the school lead we will complete an initial assessment with the young person; this will then guide the aims of the therapeutic intervention. We do not have a one-size-fits-all methodology and our therapeutic approach utilises an extensive skill set, enabling maximum engagement and impact. Therapeutic coaching combines, but is not restricted to; Neuro Linguistic Programming, Positive Psychology, Cognitive Hypnotherapy, coaching and mindfulness techniques, ensuring that we are able to adapt to the needs of every student. We embrace the individual and mould our model to fit them, not them to fit the model.
Reviewing and reporting:
Our ethos in Grow is to ensure that we are reflective and accountable for all therapeutic interventions we deliver. To ensure that we are consistent in our standards of delivery all contracts include:
- Session reports
- Bi-termly review meetings with school leads
- Termly intervention reports detailing numbers of sessions and key themes. Key themes are explored to ensure that we are remaining effective in our approach and suggestions given on how to best support these (this can include group work, newsletter updates and assemblies).
- Outcome measure charts are provided at the completion of the therapeutic process for each student. These consolidate scores that measure emotional wellbeing and resilience from commencement to completion of the therapeutic intervention. All reports are anonymised and so are suitable for statistical reporting purposes to governing bodies.
- Each student’s progress will be monitored via a six weekly cycle of Assess, Plan, Do and Review, ensuring that therapy remains relevant and focused.
Our experience has led us to develop a unique and effective approach to confidentiality, which understands the significance of the student’s informed consent. While we respect and support the need for confidentiality within the process and guidelines of safeguarding, we introduce the sharing of themes, support needs and goals within a safe and appropriate environment.This approach empowers the student to access support, share goals and link into relevant resources, not just in a therapeutic capacity. This will support the growth and empowerment of the young person, enabling them to develop effective strategies in managing their own wellbeing, in turn influencing their positive engagement in learning.
Our observational research and experience with young people has highlighted that traditional therapeutic approaches serve to isolate the student’s issues, difficulties and support, leading to a problematic mind state called ‘secondary gain’ (the mind believing there is a reason to hold onto the problem/trauma), which can in fact become counter-productive to the therapeutic process.
All coaches have an enhanced DBS check, are level 1 trained in safe guarding and work within the guidelines of the school’s safe guarding procedures.
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Our knowledge and experience will enable us to put together the best package to suit your needs