Caldecott offers a wide range of therapeutic interventions, central to the care and individual needs of our young people. These include:
Therapists and Psychologists consult with care and education staff and the local authority to ensure a co-ordinated approach in the best interests of each young person. The department works alongside care staff to promote an informed understanding of childcare practice through training and reflective work.
Through creating a therapeutic relationship that offers acceptance, predictability, congruence and empathy, it is hoped that the young people can bear to relate and begin to reformulate their internal working model of themselves and others. The confidentiality of the therapy space offers the children and young people the opportunity to risk expressing thoughts and feelings that they might have felt were overwhelming or would have dramatic repercussions if shared further afield.
All new referrals to The Caldecott Foundation will be assessed by our Clinical Psychologist. The assessment will aim to identify the support needs of the young person within the residential context and in school. It will include assessment of the young person’s cognitive abilities as well as their social, emotional and behavioural needs.
Once a young person is established within The Caldecott Foundation a referral for individual therapy can be made if appropriate. For many young people with complex needs a talking based therapy may not be accessible and therefore we have a range of therapeutic approaches including those based in play, music and art.
There will be some cases where disrupted attachments and the trauma of being separated from their birth family means the young person’s primary and dominant need is for the establishment of a secure base to develop the ability to trust where they live. In these cases one to one therapy feels too risky or exposing for the child. For these young people the therapy team will aim to work with the care staff to help them understand what may be confusing or troubling behaviour through group meetings and mentalisation supervision groups.
The Therapy team are also central to training delivered to staff covering topics such as Self Harm, Mentalisation, Attachment, Child Development and Developmental Disorders.
Dr Rebecca Rowley is a Specialist Child Clinical Psychologist and member of the Division of Clinical Psychology (British Psychological Society). She has over 14 years of experience working with children, adolescents and their families within both NHS and private healthcare settings. She gained a First Class BSc in psychology at Bristol University and went on to complete her Doctoral training at University College London.
Rebecca’s experience has incorporated working as a Senior Psychologist at a Specialist Tier 4 Children’s inpatient Unit in London, work within a multi-agency team for looked after children and work within a specialist adolescent inpatient unit. Her role involves providing specialist assessment and treatment for young people with complex neurodevelopmental difficulties, mental health difficulties (e.g. anxiety, depression, eating disorders, self-harm etc.), emotional and challenging behaviour problems. This has included providing specialised neuropsychological assessments, individual therapy to children and families, developing programmes to promote a young person’s independence and social skills, providing advice on communication (using Makaton and PECS symbolic communication systems), advice on management of challenging behaviour and guidance to teaching staff and carers on supporting young people within classroom and residential settings.
Rebecca has extensive experience of liaising with and providing reports to Local Educational Authorities for Statements of Special Educational Needs as well as assisting children to integrate within mainstream and specialist school settings. She also provides training, consultation and supervision to colleagues within education, healthcare, social services settings, as well as lecturing to junior doctors and clinical psychology trainees.
Since 2008, Rebecca has also worked on behalf of the Court of Protection, carrying out assessments of adults, young people and children who lack mental capacity. She also undertakes parenting assessment and Expert Witness work for Family Court Proceedings.
An Integrative Child Psychotherapist incorporates psychoanalysis, transactional analysis, Gestalt, infant mother research, psychiatry, neuroscience and affective education to support the understanding of the young person within a therapeutic relationship. A range of techniques are used to support the young person’s communication including therapeutic storytelling and metaphor in addition to practical equipment such as art materials, music, puppets and a sand tray.
Peter Hopgood has a Masters degree in Integrative Child Psychotherapy from the Institute of Art in Therapy and Education as well as diplomas in the Therapeutic and Educational Application of the Arts and Group Analytical skills. Peter has worked in residential care within Caldecott for 20 years with 10 years experience as a Registered Manager within our Residential Houses.
Emily is a qualified Play Therapist and Therapeutic Trainer with 15 years’ experience of working with children and families, particularly Looked After Children. Emily has provided therapeutic training to a range of fostering providers and residential care providers in the South East of England as well as contributing to the delivery of training for Play Therapists at Roehampton University.
Emily achieved a Professional Graduate Certificate in Education for the lifelong learning sector from Canterbury ChristChurch University in 2013 and an MA in Non-Directive Play Therapy from York University (2009).
Emily is employed for one day a week as a Therapeutic Trainer to deliver aspects of the Induction Course to new employees and to develop and deliver Mentalisation Training across the organisation. Mentalisation, or helping young people and staff gain a greater understanding of their own thoughts and feelings and the thoughts and feelings of others and how these impact on interactions, is a central feature of the Caldecott Foundation’s Model of Care.
Emily has undertaken continued professional development in Attachment, Supervision, Restorative Justice, Adolescence and Life Story Work through training led by Professor David Howe, David Taransaud, Dr Dan Hughes, Richard Rose and others as well as Play Therapy by Garry Landreth and Mentalisation Training from The Anna Freud Centre.
Shirley Mearing, PTUK Creative Arts and Non Directive Play Therapist,
PTUK Clinical Supervision Cert, Child and Adolescent Mental Health. Diploma Kent University.
Shirley Mearing is a qualified, registered, Creative Arts and Play Therapist, and Clinical Supervisor, having gained both qualifications with Play Therapy UK (PTUK). She is a member of the register of Play and Creative Arts Therapists which is managed by PTUK and accredited by the Professional Standards Authority. Shirley specializes in Sand Tray Therapy and holds a Diploma in Child and Adolescent Mental Health Studies gained from Kent University. Shirley brings with her many years’ experience of working with children, young people and their families from within the health, education, social care and voluntary sectors.
Creative Arts and Non Directive Play Therapy is person centred with play and metaphor being the primary medium. The dynamic process that takes place between child and Play Therapist from within a trusting, safe, relationship enables the child to explore issues past and present, conscious and unconscious and uses the child’s inner resources to bring about growth and change. A variety of mediums is on offer to the child to choose from including puppets, imaginative play, creative visualization, therapeutic story, music, Mandala’s, clay, sand, paint, and other creative arts materials.