Educational Psychotherapy in the Community (EPIC)
The Caspari Foundation's EPIC project, in partnership with several London schools, has established an evidence-based and sustainable method of therapeutic group work.
In the last five years we have worked with over 430 children and young people, in a total of 16 schools; 10 primary, five secondary and a pupil referral unit (PRU). The children and young people involved in the project had a mixture of behavioural and other challenges contributing to low attainment levels in school.
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We have measured the positive benefits and effectiveness of these groups:
• 97% student retention rate
• 74% increase in pupils' confidence
• 73% increase in pupils' emotional well-being
• 61% increase in the interest shown in school and/or learning by pupils
If you are interested in running an EPIC story group in your school, please click here:
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What the participants said:
"Her confidence has grown, she is making more eye contact, is happier with lots of new friends. She has even made friends with her 'enemies'. She is just much happier all around."
"She’s more confident with her homework and seems to feel more positive about school in general. She's interested in stories and creating narratives. She is noticeably calmer about homework and getting things done."
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Parents/carers of EPIC participants
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“…a chance to get your voice heard.”
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“I have learnt to consider people's feelings.”
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“It has helped us to listen to each other.”
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“It helped me think how to make a real story.”
Pupils in an EPIC project
What facilitators (school staff) said:
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• 75% felt more patient when faced with difficult behaviour
• 94% felt more confident in trying to understand and notice young people’s behaviour
• 81% were more able to tune into the non-verbal aspects of young people’s communication
• 91% felt they had improved their skills to work with pupils similar to those in the group
• 82% felt more confident in supporting young people
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"It has almost completely changed my overall practice – I feel much more rounded as a professional.”
"It has enabled me to support students who find it difficult to have a voice and end up as 'ghost students' in all areas of their school life.”
"I am using therapeutic language in other group work.“
"I’ve learnt strategies to enable children as opposed to managing their behaviour."
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“She is more willing to share ideas in class and to talk in larger groups. She is developing listening skills and is more engaged.”
“She is out of her shell, becoming more aware of her own strengths and it's wonderful to see her try even if she makes a mistake.”
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