Transitions project
Leaving primary school can be a difficult time for children, as they say goodbye to school staff and friends to whom they have grown attached over a number of years. For some, the process can be particularly hard, especially when combined with the challenges of secondary school. The expectations placed on children to work more independently, move around school, the unfamiliar people and the increase in homework can come as quite a shock to the system.
Our "Transitions" project helps children who, through outreach work with schools, have been identified as at risk of failing to learn and develop as a consequence of the transition to secondary school.
Transitions provides individual therapeutic support sessions for children. Trained and experienced therapists use educational psychotherapy, an approach which combines therapeutic support with familiar educational tasks, such as story-telling, drawing or using models to enact a scene. Through the use of educational tasks, creative activities and a reflective talking space, children are enabled to work through emotional difficulties which may be interfering with their learning and social relationships in school.
Individual sessions are held at our specially equipped premises in LB Hackney. After an initial consultation session, followed by a trial/assessment period, the children receive support on a weekly basis during term times. Sessions usually last for 50 minutes and focus on exploring the child’s concerns through activities designed to raise their confidence and self-esteem. Where appropriate we offer support to parent/carers who need help in thinking about their child’s needs. Support usually covers the last two terms at primary school and the first term at secondary school.
We work closely with key school staff whose work brings them into contact with the children (Special Educational Needs Coordinators, Learning Mentors, Teaching Assistants and others) to help them best understand how to support the children and young people outside of the groups.
If you’d like to find out about how our Transitions project can help your school please get in touch
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Angelica was referred to Caspari because she had fallen behind with her learning and was socially on the edge. She had a number of medical complications and a troubled family life. Over the course of a year, she showed an improved capacity to think and take risks with creative activities. She developed a much stronger presentation of self, thinking more quickly and decisively and taking greater initiative in sessions. At the same time, in the outer world, she grew in confidence and became better at expressing herself.