We support schools and organisations to create environments that promote good mental health for all.

Beyond Psychology pride themselves on supporting school at every level. We believe that schools are fundamental to supporting young people’s mental health, in particular the most vulnerable groups. We feel passionately about mental health support in schools being offered at a systemic level which informs the ethos and culture of the school, to support staff and young people in the most clinically informed way.

From staff consultation to staff support, including whole staff training, family consultation and groups for young people.

We offer a range of training sessions for schools, in particular our Whole School Approach to Attachment, Trauma and Emotional Well-being, which we can offer a free visit or consultation to the school to discuss.

Developmental trauma includes a significant disruption or loss in an attachment to a child’s primary caregiver, maltreatment and family violence. These experiences impair a person’s ability to feel safe, function cognitively and emotionally, and therefore impact on their capacity to learn and relate to others. The educational attainment of young people with early life trauma is amongst the lowest of all vulnerable groups, whilst their risk of future mental health difficulties in amongst the highest. Beyond-Psychology strives to change these statistics, using “A Whole Setting Approach”.

A whole setting approach aims to support staff in a journey from awareness to informed practice to fully embedding this throughout both ethos and policy by:

  • Creating an environment that is well signposted, therapeutic, and accessible (as recommended by Ofsted’s framework for mental health provisions)
  • Promoting a shared understanding among staff about the impact of trauma and adversity on young people
  • Understanding the behaviour as the symptom o the problem, not the problem
  • Building strong, positive, supportive relationships
  • Ensuring young people maintain the capacity to learn, despite difficult events that may occur

This type of training package is supported by NICE Guidelines 2015, is recommended in Initial Teaching Training, and is designed to impact positively in the areas of motivation and self-regulation, which are identified in the EEF Teaching & Learning Toolkit (Standard 5, 2016).

There is no more effective neurobiological intervention than a safe relationship. The relationship works to bring the brain back into regulation.

Bruce Perry

The Training Package

Schools, colleges and other settings have told us that to fully embed learning, training needs to be delivered and then supported over time. Therefore, initial consultation with the setting takes place, so the training can be tailored in line with the individual setting contexts and needs of the staff and young people.

We provide a training package for all staff.

This includes 3/4 training sessions and consultations with a Specialist Clinical Psychologists and the identified lead emotional well-being team within the setting. Consultation sessions are used to embed the knowledge from the training, into policy and practice, such as non-shaming, non-blaming consequences, and consequences that serve an emotional function to prevent future difficulties long term.

Depending on the unique needs of the setting we can tailor our extra services to meet those needs, including ongoing staff supervision and support, adding additional training sessions for new staff or when staff teams are large and access to the Beyond Psychology Academy.

Consultation Session Aims

  • Support the development of a clear understanding the Neuroscience of Attachment and the Impact
    of Developmental Trauma
  • Help develop understanding of the role of toxic Stress and Shame on Learning and Functioning, explain
    why young people can struggle to learn and regulate emotions.
  • Consider some of the young people with whom a setting work with and help staff learn how to interpret
    the meaning of behaviour as an attachment strategy or as an attempt to regulate experiences
  • Develop ways to implement Emotional Coaching, Regulation and a therapeutic parenting approach,
    using a theoretical framework of PACE (Dan Hughes), to help staff develop ways of supporting the
    emotional regulation of young people, and develop helpful theoretically driven ‘scripts’ to respond to
    young people during periods of high stress.
  • Support setting to revise and rethink behaviour policies and practice where necessary.
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Yesterday’s training was fantastic and the verbal feedback from a wide range of staff has been overwhelmingly positive. You were AMAZING. They are all really hooked in.
Headteacher
Kingsway Park High School
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Thanks so much for the training today. It was excellent throughout and pitched perfectly for the range of staff awareness. I had lots of positive comments throughout the day and I felt staff were definitely receptive to the messages. I would highly recommend to any school.
Headteacher
Meanwood Primary
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Members of staff are now advocates for children living with attachment issues. They have a completely different mindset. Staff react more calmly and with understanding. You have changed the way we support children with challenging behaviour.
Headteacher
St Mary’s Hawkshaw

Next Steps…

If you would like more information or would like to talk to us about booking the Trauma and Attachment Training for your team, get in touch,