Consultation to agencies including Early Years settings, Schools, Social Care, CAMHS and independent and voluntary sectors
Face-to-face and online
Why Reflective Practice?
Thinking about our work is essential to good practice. Reflective practice encourages detailed observation, reflection and analysis, thereby integrating theory and practice.
Given a safe space to reflect on our contact with families, our interactions and our own responses, we can increase our understanding of relationships, and become more effective in our work.
Reflective practice supports us in responding therapeutically in the best interests of the child, young person and family, reducing the danger of the practitioner acting/reacting with consequent risk to families.
Rachel brings years of expertise and skill to thinking “on the fly” with each case discussed, to help practitioners to find new ways of working therapeutically with children and families.
Child and Adolescent Psychotherapy in Schools
“School staff can be given opportunities to think about the powerful feelings that certain students evoke in them …
“School staff can also benefit from a deeper understanding of the special attachment that students can have to their teachers and their school, so they can manage this in a helpful way.
“Consultations to the senior management group can support their unique and often isolated role and look at organisational issues and the wider functioning of the school.”
Group Reflective Practice available in Bristol, the South West, Midlands, South Wales and online. Details below.
What happens in a Reflective Practice group?
- We apply theoretical concepts and research findings (e.g. Attachment, neuroscience and the impact of trauma) to work with children and families.
- We focus in depth on particular children/families, with the aim of increasing our understanding and applying this learning to other families we are working with.
- We further develop the essential skills of detailed observation, and building robust therapeutic relationships.
- We increase understanding of underlying thoughts, feelings and anxieties in both children and carers, through active listening, observation, and sensitive exploration.
- We increase understanding of intergenerational transmission of attachment difficulties and trauma, and increase practitioners’ confidence to explore, where appropriate, the carers’ own childhood history.
- We learn on a professional and personal level through reflecting on our interactions with families, identifying behaviours and factors (both in the family and ourselves) that may positively or negatively impact on the therapeutic relationship.
- We identify ways forward with a particular child or family, working in collaboration with agencies.
Rachel Pardoe: Consultation experience
I have extensive experience of establishing and facilitating Reflective Practice groups for staff in Education, Health and Social Care. I bring years of clinical expertise and skill to thinking about work with complex families and those who are ‘hard to reach’. This work may be carried out in a variety of contexts, by staff with a range of skills and background training.
Reflective Practice groups have been attended by as many as 30 staff in a Primary school, or alternatively a small group within a team, discussing in-depth a particular child or family, and working together to solve problems.
I can also provide consultation to senior staff to think about staff support, training and development in the area of children’s well-being.
Group Reflective Practice available in Bristol, the South West, Midlands, South Wales and online.