EPIC (Educational Psychotherapy in the Community)


EPIC (Educational Psychotherapy in the Community) is a 3 year Big Lottery Fund project which aims to improve young people’s well-being, capacity to learn, engagement with school and relationships with others by providing both group and 1:1 support.

EPIC ended in December 2018 but if you are interested in the Evidence Base we have now created for this work and in securing Group work in your school please get in touch with Anna  and check out our upcoming conference.

We work with both primary and secondary schools. Our Therapeutic Story Group programme is intended for Key stage 2 and our secondary programme, The Journey, is intended for groups in Key stages 3 and 4.  Individual therapy is also available for pupils who could benefit from a more personalised approach. We offer a safe space for young people to express their feelings and difficulties so these are better understood.  

The project aims to support young people, their parents and school staff to achieve the following:

 For young people

• Increased emotional wellbeing, confidence and improved peer relationships

• Improved focus and engagement in learning

• Increased attainment and better future prospects

• Decreased risk of exclusion

For school staff

• Improved skills and increased confidence and understanding to support  vulnerable young people to promote emotional wellbeing, relationships,  resilience and learning

Download the project brochure here


The project aims to unlock the learning potential of children and young people by:

  • Providing a safe space for children and young people to explore painful emotions, anxieties and fears
  • Supporting children and young people to reflect on their own and others’ feelings and behaviour
  • Enabling children and young people to explore dilemmas and choices and to develop resilience
  • Supporting the development of self-confidence and self-esteem
  • Developing greater capacity for positive social interaction and communication skills
  • Supporting staff to develop therapeutic thinking skills that will enable them to better understand and respond to challenging behaviour

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