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How Our Service Works

All of our therapists are highly-qualified counsellors or psychotherapists who specialise in child and adolescent emotional well-being. In primary schools, Your Space Therapies uses creative arts such as sand trays, clay, paints and puppets in order to engage and help children to explore and talk about their feelings.

Your Space Therapies is a tailor-made service and is totally flexible to the needs of individual schools. We provide therapists to work in schools for anything from one hour per week on a time-limited basis or from two hours per week to full-time for a whole academic year, meaning that you have a specialist consultant and child mental health expert in your school’s professional team all year round contributing to your school community. Each child’s improvement in emotional well-being, mental health and educational attainment (including attendance) is constantly tracked. Your Space Therapies uses the Strength and Difficulties Questionnaire available at www.sdqinfo.org as an evaluation tool.

Our evaluation data shows that children who access our service are happier, less anxious and feel more confident. They concentrate better in class which enhances their ability to learn, improving their attendance and educational attainment. Your Space Therapies produces an annual evaluation report for each school which can be given to OFSTED as evidence based data.

What makes Your Space Therapies unique is that we work with the team around the child to best support and understand each child’s individual needs. Our expert therapists will suggest strategies to try and think with school staff, parents/carers and other professionals working with the child to support the child in building strong attachments, enhance their ability to learn, communicate and feel happier. This holistic way of working is the core of Your Space Therapies practice and we play an active role in the team around each child to improve their mental health and the understanding of children’s mental health in our community.

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