Play & Creative Arts Therapy


1. For children 1 to 1 in person therapy:

1 to 1 play and creative art therapy sessions, duration 50 mins, in school settings and other organisations. Bookings available for half day (3 clients) and full day (5 clients).

To view referral examples click here

My aim is to work closely with the child’s immediate support network, of School Staff and Parents, offering advice and strategies where appropriate.

Documents required include referral, pre and post strengths and difficulties questionnaires for Teacher, Parent and Child, plus Parent / Carer consent forms.

A suitable safe private room with consistent furnishings content needs to be provided.
Please contact me via email to briefly introduce your requirements.

2. Holistic therapeutic group work:

Small groups 3 to 4 children. Session duration 50 mins / With similar mild to moderate issues. Using a mix of free play and planned activities. Can be booked as part of a half day or full day with 1 to 1 work.

Group work aims to help children with shared difficulties. For example: social skills difficulties, anxiety, low self esteem or bereavement. Children in the group can be of the same age or a mix of one year up or down, with mixed abilities, to help them learn new skills from one another. For social skills groups children need to be chosen tactically with a mix of strengths and weaknesses.

Documents required include referral info, pre and post strengths and difficulties questionnaires for Teacher, Parent and Child, plus Parent / Carer consultations and consent forms before group work can begin. A consistent safe private room needs to be provided.

3. For parents, therapeutic telephone support services:

Therapeutic holistic parental support telephone services:
Is for any parent in need of confidential emotional support regarding mild to moderate worries about their child. This service is not on condition of the child being in therapy.

This consultation service can be used for general advise on behaviours and is an opportunity to reflect on experiences together and if applicable, look at exploring possible strategies or interventions to support the emotional well-being of both parent and child.

This can come in the form of a one off session or more, what ever is required.

4. Classroom based support service:

This therapeutic mentoring service can be facilitated for Key stage 1 classes. Where there is free style play activities, both outdoor and indoor break times, with the aiming of supporting the mental wellbeing of teaching staff and a classroom of pupils as a collective. Starting with classroom observations, fitting in with school time tables and working discreetly alongside school staff, where extra support may be needed.

Therapeutic aims are to address any concerns staff might have regarding individuals or groups of children. Aiming to facilitate emotional regulation skills in dysregulated children, by using more able children to help propel the development of less able children, using class pupil group dynamics.

This will also work towards facilitate healthy attachment bonds between peers, supporting emotional literacy and general resilience growth within the classroom.

Like 1 to 1 and small group work, this service is best implemented weekly, covering a regular time tabled, class room lesson event, followed by free play time.

Recommendations for bespoke interventions for small groups of creative therapeutic games and arts can be suggested where difficult life experience disclosures arise.
For example: Disclosure of historic medical trauma or bullying.

5. After school club based support:

I am also able to work within after school club settings, working along side after school staff, through snack times, plus using familiar equipment with in the setting, with the addition of my own bespoke tool kit items. Again, my aim is to faciltiate the development of emotional literacy, target dysregulated children using after school club group dynamics.

play therapy reptile

Attachment Matters 100%:

The Social Neuroscience of Education, for Optimizing Attachment in the Classroom, written by Louis Cozolino, who is a teacher, a veteran therapist and professor of psychology.

"He shows readers how an understanding of social neuroscience - the ways in which our brains are hardwired to connect to others, can inform, impact, and radically change out approach to education. Indeed, the neurochemistry and primitive instincts that drive these basic social connections also stimulate the neural growth required for learning..."