Behaviour Management

Counselling

The counselling that is offered to student incorporates ‘Stress and Anger Management’ which in time is intended to lead to a level of emotional well-being. This evolves by allowing the student to be free and confident to express their feelings in a safe environment that is non-judgemental, confidential and built on trust between counsellor and student.

Very often the student has had some negative life experiences, for many reasons, and the counselling offers them a chance to move on to a more positive place both emotionally and psychologically.

The length and timing of the sessions will depend on the progress of the student, and also as to whether or not they wish to engage. The student has to be comfortable in counselling and this decision has to be theirs.

It isn’t unusual for a student to start to engage and then ‘pull back’ as it can sometimes be scary to face their anxieties and fears, but as the trust and confidence between the counsellor and student builds they usually find the capacity to positively engage.

Inclusion

Our Inclusion Room provides an additional level of support for a few students who may be struggling, despite the high level of support, to access the curriculum in the main body of the school. The emphasis is on offering these students a nurturing and holistic environment and the dedicated staff provide the space to develop trusting relationships and a flexible and individual timetable.

The aim, at the outset, is to identify individual needs and to work with the student to retain close contact with their tutor group and to develop sufficient independence to rejoin their lessons .

CBT

The Cognitive behaviour Therapist works with those children in emotional distress and with those displaying unhelpful or unhealthy behaviours. Using interventions designed to alter the child’s maladaptive attitudes, thoughts, feelings and actions, the therapist’s goal is to help make pupils individually and socially more effective. This is achieved by helping pupils build their coping skills, by teaching them to engage in practical problem solving and by adopting personal resposibility for their thoughts and actions when faced with difficult personal, social and environmental problems.

The therapist often takes an informal approach to his work, sometimes ‘walking and talking’ whilst discussing the young person’s problems or kicking a ball around whilst ‘problem solving’. Skills-coaching, mentoring and modelling appropriate behaviour are also used to help the pupil adopt more rational and healthy attitudes, build tolerance levels to frustration and to find some healthier alternatives to poor behaviours.

When appropriate, the therapist also collaborates with parents to establish effective child management strategies that benefit both the child and family.