James Smith
07956 360 661
jsmith@r-u-n.co.uk
Nathaniel Stevens
07956 44 55 33 nstevens@r-u-n.co.uk
Sepia
MORE INFORMATION
Our Research
Establishing counselling services within schools
The primary aim of our research was to explore the experiences encountered when setting up and establishing a counselling provision within a school.
We discovered it was essential to provide a presence within the school community and build effective working relationships within the school, especially with key members of staff.
The presence of a therapist appeared to offer containment to the school community and provided a space for people to think.
The research concluded that to integrate a counselling provision within the school; RUN were adaptable in their approach and utilised effective interpersonal skills, whilst adhering to the principles that underpin a therapeutic approach.
RESILIENCE UNDERSTANDING NURTURE
Case Study
Working with confusion
Background
Kane, a 5 year old boy in reception, was referred to RUN by his school. We met with the school and mum to gain an understanding of Kane and his circumstances. Kane had witnessed domestic violence within the family home, he became electively mute, was very clingy to mum and often worried about her well-being. Kane found it difficult to interact with his peers and his academic progress was below average. Both the school and mum commented that they often felt confused about his behaviour and how they should support him.
Overview of themes that emerged during play therapy
Kane attended weekly play therapy sessions on 21 occasions. An important element of the therapeutic relationship was to provide boundaries and offer containment so that Kane could explore his internal and external worlds in a safe and consistent space.
Kane was internally feeling uncontained and expressed this by exploring the boundaries. It was essential to hold the paradoxical position of providing the space for him to communicate his internal state by exploring the boundaries and at the same time holding the boundaries to keep him safe and avoid acting out his experiences of feeling uncontained.
Kane used the play to act out his omnipotent phantasies; this communicated his feelings of impotence, powerlessness and hopelessness. It was important for the play therapist during these moments to receive, hold and communicate these feelings to Kane. Often the play therapist would find it difficult to think; her thoughts were fragmented and confused, perhaps providing insight into Kane’s internal world.
Impact
Over time, Kane was able to talk about his confusion and through the play explore his feelings. Kane seemed to be less fragmented and was able to think about his feelings with the support of his therapist. The school reported that he was making progress both academically and socially. He was talking within his friendship groups and during whole class discussions. When Kane finished play therapy, he appeared more contained and present.
