incorporating FSK Counselling

Schools and Agencies

I am available for consultation as a qualified child practitioner for clinical assessments that look at educational, social and emotional development and signpost what intervention the child / adult needs. Additionally I can provide therapeutic intervention and strategies for those supporting the individual/s.

I am available to co run with my colleague Nancy Gilbert 6 week therapeutic parenting groups relating to both primary and secondary age, that upskill parents in the knowledge, use and understanding of therapeutic parenting skills, encompassing child development and useful practical strategies to deal with challenging behaviours.

We can offer inset training on attachment , trauma and dissociation for any staff who work with children and young people in order to raise staff awareness and to aid in the ” noticing”/ seeing the warning signs of these issues and give some understanding through the young persons presenting behaviour whilst offering practical solutions to support the members of staff and carers. Additionally we can support with signposting to other agencies.

Other services offered to school and agencies are ;

Assessing neuromotor readiness for learning

– which is the INPP Developmental screening test and implementation of the Movement / intervention Programme for use in Schools.

This has been designed specifically to be used in schools with groups of children over the course of one academic year.

As a practitioner I will be able to identify and advise on:

- Signs and symptoms of movement disorders in the classroom
- Movement in sensory perception and coordination
- Links between specific learning difficulties and sensory-motor dysfunction.

Research has shown that there is a direct correlation between immature motor skills and educational achievement. Physical intervention programmes are introduced which prove hugely successful for raising childrens educational achievements.

Following on from the movement intervention programme, a bilateral integration programme can additionally be implemented to build on these achievements.

The requirements for implementation of the INPP Programme in Schools are as follows:

- Access to 15 minutes’ assessment per child at the beginning and the end of the programme by myself
- Supervision by class teacher or T/A of exercises for 10 minutes per day, 5 days a week for a minimum of 1 academic year
- The programme has been designed to be used either with an entire class of children or selected groups of children.

Baby Watching


Babywatching is most often a classroom-based programme which increases children’s empathy and sensitivity towards each other and reduces anxiety and aggression. It can also be effective in smaller group settings.

Babywatching is an evidence-based programme, designed to enable children to access their empathy through observing a mother and baby and experiencing how a secure attachment relationship develops.

Research is showing that watching a mother (or father) and baby consistently helps children to experience empathy internally themselves and externally as they observe empathic exchanges between the parent and the baby. Children watch closely as parents and babies signal to each other and attune. This awareness of their growing relationship has been found to reduce the children’s hostility and anxiety and increase their sensitivity and alertness.

If you are an agency / Headteacher wanting to bring Babywatching into your setting. I would then invite a mother and her young baby to visit the setting for the first year of the baby’s life. Visits are weekly for 20-30 minutes. The children observe how the mother and baby interact and get to know each other. Myself and the teacher / group leader would help the children watch and wonder about what the mother and baby might be thinking and feeling as they interact. They also start to be curious about how they themselves feel as they watch mother and baby together.

Evidence shows that children are fascinated watching the mother and baby; mothers consistently say how much they enjoy the experience; babies seem to revel in the calm time with their mother’s or father’s undivided attention. Babies also respond with delight at the children’s beaming smiles of admiration when they achieve some new skill. Even the adults present find the experience interesting and deeply rewarding, full of unexpected, light-hearted and creative moments. Babywatching is deceptively simple and provides powerful opportunities for learning.