Therapeutic Services

Therapeutic Services

At Homewood College, we are proud of our therapeutic offer.

Since 2010,  Homewood College has offered lots of therapy for any pupil who wants it!  We offer individual therapy, group and family interventions.  At Homewood College, we have developed Attachment-Aware interventions and philosophy as we understand that most of our pupils present with attachment problems and will benefit from a consistent, reparative approach to their learning and their emotional needs.  As our therapists work really closely with staff, we try to help support families and staff to work together to help support each pupil and their individual needs.

This year, we are lucky to have more therapists on board than ever!  We have Frederique Lambrakis-Haddad who has been our Child and Adolescent Therapist for over ten years and tries to look at each child and their specific social and emotional needs and tailors what she can offer to the young person and family. Frederique also liaises with outside agencies, including CAMHS, and can help families better engage with outside support and medication assessments and needs.  We also have Alexis McGlone, who works as an integrative therapist and even does eco therapy in the woods for those pupils who respond better to outdoor spaces. He is very experienced and his skills complement those of Frederique as they discuss their work together once a fortnight.  In addition, this year, we have Nikki Scott who is an Art Counsellor trainee and who does art counselling with pupils including a girls art counselling group which she run with Frederique.

At Homewood College, we really try and offer each young person a tailored therapeutic approach.

Specifically, the range of therapeutic supports and interventions  include:

Individual or group therapy: 

Weekly therapy, during term time, is offered to any pupil who wishes to engage.  These sessions are confidential and offer play, talk, art, eco or another creative therapy to any young person who wishes.

Family Support:

Frederique will also offer families support both on and off site premises.  This support includes help for foster parents, carers and families who seek a more personalised intervention which is linked in with school.  Also, there are several teaching assistants who will provide off-site family support on a regular or spontaneous basis.  These teaching assistants are picked as they are adept at promoting family links and are supervised by our therapist.

Pupil Reviews (Whole Staff Supervision):
Once every half term, the full staff team participates in an in depth, therapeutic review of 2-3 individual Homewood College pupils.  The discussion lasts for an hour and a half and encourages all members of teaching staff to think creatively about how to best address individual issues and to increase their therapeutic understanding of the pupil and his/her circumstances.

Multi Agency Approach

We work closely with our multi agency partners to help with the holistic learning and life of a child who comes to Homewood.  We recently took part in a pilot project to extend these links and are continuing to develop this. We are in the process of trying to develop a more consistent and regular liaison with educational psychologists, YOS, BHISS, ITF, CAMHS and other agencies.

The Therapeutic Interventions Group (TIG)

This year, Homewood College has joined up with Brighton and Hove PRUs and The Connected Hub in the creation of the TIG.  Practically, what this means is that all the therapists working across the different school sites communicate and work as a team.  We have a Coordinator (Frederique)  who makes sure we all use similar ways of measuring therapeutic progress across all sites and also for each school to have their specific therapy needs met.  This is the first year of this TIG but it is exciting as we have built a team of 5 therapists and 2 trainees across all the school sites who  share a vision of how to meet as many pupils’ therapeutic needs as possible.

As a team, we really try and create as much therapeutic input for all our pupils as possible and this may happen in the classroom or in the privacy of a therapeutic space!