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Services offered to Schools

Children and Young People:

Rotherham MAST offer therapeutic interventions based on core conditions of unconditional positive regard, empathy and congruence. We believe that trusting relationships built on a compassionate and caring approach which are client led are crucial to facilitating change.

Our Schools Mental Health Specialists are trained Counsellors and adhere to BACP ethical guidelines, including engagement in monthly supervision. They work onsite in school settings, arranging sessions flexibly to fit with the individual school day, to provide:

· One-to-one therapeutic sessions drawing upon integrative counselling and trauma informed practices. These include the use of creative mediums to engage children and young people in a self-directed process which addresses mental health concerns of a moderate nature and medium level duration.

· Group based interventions to raise awareness of mental health, promote self-esteem and address anxiety

· Staff support and consultation to complement a graduated response to children and young people with SEMH and/or attachment needs

Staff:

Counselling

Rotherham MAST offer counselling to staff members which is based on the core conditions of person centred counselling but draws integratively on other therapy models based on client presentation. Schools Mental Health Specialists are trained Counsellors and adhere to BACP ethical guidelines, including engagement in monthly supervision.

Counselling sessions are based in the Rotherham MAST offices sited at Maltby Academy.

Supervision

Clinical supervision is important for all practitioners and professionals who are working one-to-one with children, young people or adults and/or have direct responsibility for the welfare of staff within an organisation. As awareness increases about the impact of adverse childhood experiences (ACE’s),

including the potentially lifelong impact, it is more important than ever that staff who engage with children who have experienced trauma, are protected themselves from the experience of vicarious trauma.

Supervision offers a safe, non-judgemental and reflective space within which professionals can give an account of their work, develop their skills and practice, safeguard good standards of work-related activity and have their own emotions recognised. Clinical supervision also links to good governance; it reflects organisational culture and ethos, promotes emotional wellbeing, reduces workplace stress and is conducive to staff retention.

· Supervision is not counselling – it is different to personal therapy and not about resolving personal issues

· Supervision is not line management – it is not performance management and not concerned with expectations in terms of daily workload or the setting and achievement of KPI’s

Proctor’s 3 Function Interactive Model provides a framework for supervision which takes account of organisational needs, ‘client’ needs and supervisee needs:

· Formative (Learning): Developing skills and abilities

· Restorative (Support): Emotional coping skills in response to stresses of job (not counselling!)

· Normative (Accountability): Maintaining safety and effectiveness of work