
Time is always of the essence when working as a school counsellor, you always want to do more but there are only limited hours in a school day.
Most school counsellors receive their referral requests from the Pastoral department and the counsellor will have a list of students that they see each week for an allotted amount of time, this is often 6, 8 weeks or indefinite if warranted.
I have found over the years that this can be quite limiting because the reach you have as a therapist is limited to a small group of students . There are so many more school children that would benefit from seeing someone that is able to have a therapeutic conversation with them.
This is why I prefer the method that was coined by Dr. Bruce Perry.
Dr. Bruce Perry, a renowned expert in child trauma, beautifully captures this idea when he says, “The more healthy relationships a child has, the more likely he will be to recover from trauma and thrive. Relationships are the agents of change, and the most powerful therapy is human love.”
I have discovered that bitesize therapeutic moments are impactful and meet the needs of so many more students that need to connect to someone who has their experience and concerns at the heart of the conversation even if that means they don't get a sit down 50 min session.
Of course, this needs to be assessed because some students naturally need more, and it is right and appropriate to give them the full session while other students need a safe adult to check in with that can still offer confidential advice and support. The bitesize therapeutic moments work and there is evidence to prove that this should be part of the offer in schools.
It can be difficult to explain this theory, for those not working therapeutically to question its validity is completely understandable.
Dr. Bruce Perry uses this method as part of his trauma work and if it's good enough for his clients then, it is good enough evidence for me.
I like to offer 20 min to every student that comes to see me, if the conversation we are having warrants more, then there is a smooth transition into a longer session without any disruption to the students. However if they have me there to hold their thoughts for the week and they seem in a good space, I close the session, reminding them how amazing they are and I see how hard they are working and remind them that I am here for them and I send them back to lesson.
Their nervous system registers safety, they see I am completely committed to them for that time, and I am genuinely interested in how there day/ week has gone.
This in my opinion is invaluable as these moments, born from genuine human connections, can make all the difference in a child’s journey to healing and thriving. I get to engage with more students and have a wider reach as a therapist working in a multi-faceted environment.
Therapy vs. Therapeutic Moments
Therapy, undoubtedly, plays a crucial role in helping children cope with their traumas and challenges. It provides a structured and professional environment where they can address their issues. Nevertheless, the real magic happens in connection with someone that can hold you in a safe and reliable place.
1. Dose and Frequency:
Therapy typically occurs during scheduled sessions, which may be limited in frequency. In contrast, therapeutic moments are ongoing.
2. Neurological Impact:
While therapy can bring about positive change, therapeutic moments offer a unique neurological impact. Human love and connection release oxytocin, a hormone that fosters bonding and trust. The brain craves these moments and their consistent presence can reshape neural pathways, promoting resilience and healing.
In conclusion, therapy is valuable, but the true power of healing resides in the consistent therapeutic moments.
The nurturing relationships formed in a safe, loving environment can be the catalyst for transformation and resilience in the lives of the children.
I have used this method for over 6 years and have found it not only impactful but cost effective for schools as I am able to work with more students without compromising their therapeutic experience or goals for entering therapy.
What you don't heal you pass on.
Be well,