Uzma Akser

Many factors affect the outcome of therapy. The therapist you choose, is of course, key. Being able to build trust, feel understood and heard is a great beginning. Thinking about the issues you want to look at, or work on, is a helpful first step. This can then help direct your search to a therapist with skills and experience that fit your need. Lots of therapists now offer on-line therapy, but not all, so again think about what feels right for you. Traditional, in the same room therapy may be what feels most connecting and emotionally safe. Your availability and that of the therapist must align, as must session fees. Private therapy can be a financial commitment as any commitment to health and wellbeing. Look at websites as well as directories such as National Counselling and Psychotherapy Society. Look at the therapist’s photograph and check how you feel by what you see. The final step might be to speak to, or meet your chosen therapist and see how you feel interacting with them. This moment is probably one of the most important of all. Don’t be afraid to ‘interview’ more than one therapist to find the person you have confidence in and connect to, for the work you wish to do. Lastly, try not to be discouraged if the person you choose to work with doesn’t work out for you. Sometimes it can take a number of ‘goes’ to find the therapist that is ‘the one’. #NCPS #Therapy #Healing #SelfCare #counselling #EMDR #TraumaTherapy #AttachmentTrauma

1

Why Counselling Training Dedicates a Full Year to Skills Development 👉 Professional foundation: https://lnkd.in/dUmkb3rX Ken Kelly and Rory Lees-Oakes examine why counselling training in the UK focuses an entire year on skills development, and why this investment matters far beyond the therapy room. The Real Learning: The certificate in counselling skills could be better described as advanced relational dynamics. Whilst the curriculum covers skills, personal development, theory, quality, and diversity, the core learning is developing wholesome communication - a skillset that's never taught elsewhere. The Communication Problem: Most of us communicate to respond, not to understand. We're already planning our response whilst the other person is still speaking. Counselling skills training teaches you to listen to understand someone's frame of reference. This shift creates better quality relationships in any professional context. Evidence-Based Foundation: Lambert's research shows the therapeutic relationship accounts for the largest proportion of positive outcomes in therapy. The basis is the relationship. Developing strong relationships requires enhanced communication skills. Transferable Applications: Rory has trained radiologists, police officers, paramedics, doctors, and CEOs. Not all became therapists. They took these enhanced skills and applied them in their existing professional roles. Core Skills Developed: → Active listening without planning your response → Use of silence to allow people to say more → Reflection and paraphrasing to demonstrate understanding These skills become natural with practice, transitioning from conscious technique to fluid communication. In therapeutic contexts, combined with empathy, congruence, and unconditional positive regard, they create powerful experiences for clients. A full year of focused skills development isn't excessive, it's the foundation for relationship-based professional work. Whether you continue into therapeutic practice or apply these skills elsewhere, this training enhances your professional effectiveness permanently. #CounsellingEducation #ProfessionalSkills #TherapeuticRelationship #ProfessionalDevelopment #ActiveListening

Support better transitions from children’s to adult services for autistic young people. This practical guide helps practitioners plan for inclusive, supported transitions that empower young people to thrive. Read our guide: https://orlo.uk/Ewf7f #Autism #YoungPeople #Transitions #Inclusion #PCH #LGA

6

Some panel event questions we answered 👇🏽 thank you National Association of Special Schools (NASS) for bringing us together 🤩 Q: How do we get Ofsted to understand the trauma informed approach? A: Use the evidence base to show the impact on behaviour, attendance, academic achievements Q: Recruitment is problem, what can we do? A: Embed trauma informed practice into your recruitment process #traumainformed #specialschools #send #socialreform

12

2 Comments

We’re really honoured to have been invited to speak at the House of Lords next month. On 12 June, Lisa Carroll will be speaking alongside Dr Tristan Middleton, sharing learning from our Lifespace Trust supervision pilot at the Institute of Recovery from Childhood Trauma Best Practice Forum. This is work that feels properly important to us. We spend a lot of time alongside safeguarding and pastoral staff in schools – and we see the weight they carry. Supervision came from that. A simple idea really… creating space to think, reflect and not have to hold it all on your own. During the pilot, one practitioner said: “something had happened with one of my high profile pupils… I just cried for the entire hour. But actually it was then really productive… I would have been stressed about that for two weeks … Then I went back to a member of staff and thought, right, how do I do this rationally? And then we got it sorted.” That’s what this is about. We’ll be joining a brilliant mix of voices across the sector, including: 👉🏽 Cheryl Edwards FIFIP and Julia B. (Inclusion Education) 👉🏽 Laura Dennis and Mike Staines (Mulberry Bush) 👉🏽 Dr. Rachel Briggs and Jenny Bowers (Supervision in Education Community of Practice) 👉🏽 Lisa Lea-Weston and Penny Sturt (Talking Heads Supervision) 👉🏽 Immaculada Matthews and Richard Kettley (Place2Be / Supervision in Education Network) The event will be a real mix of school leaders, practitioners and researchers – all thinking about how supervision can better support staff and, in turn, young people. We’re looking forward to sharing what we’ve learnt – and learning from others as this work grows across the sector. Huge thanks to Dr Jon Reid and the IRCT team for the invitation to participate.

7

5 Comments

Understanding Series Launched! Last year we launched the Pearl Institute of Perinatal Psychology and ran a number of very well received courses for therapists. We’ve had lots of requests for training for a wider range of healthcare professionals so this year we are launching a series of webinars for all professionals working with perinatal clients, covering: ✨ Hyperemesis ✨ Infertility ✨ Perinatal OCD ✨ Perinatal loss ✨ Autism in the perinatal period Plus, we still have a range of specialist therapist courses running. You can read more and book online here: https://lnkd.in/enabFp46

24

📘PDA Resources Now Available from Hopewell School We've created a range of easy-to-use resources to help parents and professionals better understand and support young people with Pathological Demand Avoidance (PDA). These tools offer practical strategies to reduce anxiety, build trust, and support children both at home and in school. Perfect for families, teachers, and practitioners looking for clear, compassionate guidance. 🔗 Access them now via the Hopewell website. #PDA #SEND #HopewellSchool #ParentSupport #SEMH #Inclusion #ChildCentredSupport

6

Placement Plan Toolkit Achieving Good & Outstanding Outcomes Canva-Editable | Trauma-Informed | Inspection-Ready Placement plans shouldn’t just exist — they should work. This Canva-editable Placement Plan Toolkit helps children’s homes and fostering services create meaningful, child-centred placement plans that support emotional safety, stability, and Good or Outstanding inspection outcomes. Designed for real practice — not just paperwork. 💛 WHO THIS IS FOR ✔ Children’s homes ✔ Foster carers ✔ Registered Managers ✔ Supervising social workers ✔ Independent providers ✔ Training organisations If you’re tired of generic placement plans, inspection stress, or staff not understanding why strategies matter — this toolkit is for you. 🧠 WHAT MAKES THIS DIFFERENT ✨ Trauma-informed, relational language ✨ Child’s voice embedded throughout ✨ Focuses on emotional wellbeing, not punishment ✨ Inspection-ready wording without being policy-heavy ✨ Supports staff reflection and confidence ✨ Turns placement plans into living documents This isn’t a tick-box template — it’s a practice-changing toolkit. 🏛️ INSPECTION CONFIDENCE This toolkit supports services to evidence: • Individualised care • Emotional safety • Placement stability • Reflective practice • Meaningful child participation Outstanding placement plans are lived, understood, and reviewed — not just filed. ⭐ BENEFITS (SCAN-FRIENDLY) ✔ Reduces generic plans ✔ Supports consistent care ✔ Helps staff understand the why ✔ Strengthens inspection evidence ✔ Saves time ✔ Improves outcomes for children 🎨 DESIGN DETAILS • Soft neutral colour palette • Rounded shapes and gentle icons • Professional, calm layout • Plenty of space for writing • No photos of children Designed to look credible, not “worksheet-like”. 💷 PRICING COPY (YOU CAN ADAPT) 💛 One-off Digital Download Use within one service or home 📥 Instant access ✏️ Editable in Canva 📄 Printable & digital use If you wish to purchase this Tool Kit please contact me directly or visit the link below https://lnkd.in/eur9M237

4

This is a vital read for anyone involved in education and school evaluation - not just for those who work in or are familiar with the English system, but also where the same patterns may arise via performativity and high-stakes evaluative models in other contexts besides. An excellent piece of research, though simultaneously a deeply challenging and emotive subject about which to read.

9

📢 CALL-OUT: Croydon Trauma Informed School Standard – Fully Funded Training Opportunity 🤝 Croydon Education Partnership, in collaboration with Trauma Informed Schools and Communities UK (TISUK), is launching a borough-wide Trauma Informed School Standard Programme to support schools in developing cohesive, high-quality, and evidence-informed practice. 💡 Why this matters This programme offers a shared framework for professionals and families across Croydon, ensuring consistent understanding, language, and practice around trauma, mental health, and wellbeing 🧠💛 The Standard provides quality assurance, certification, and a recognised Trauma Informed logo for participating schools ✔️ 🎓 What is on offer Selected schools will receive a fully funded training package, including pathways through progressive levels of trauma-informed practice 🌱 Schools will access a structured TISUK pathway, including: 👥 2-day Senior Leadership Team (SLT) training 🏫 Whole-school training 🎓 Diploma-level practitioner training in Trauma and Mental Health Informed Schools and Communities 🔍 Find out more & apply 👉 Express your interest here: https://lnkd.in/eJzA7GzT 💻 Webinars with providers: 🗓 Wednesday 11 February, 10:00–11:00 🗓 Tuesday 10 March, 13:00–14:00 ⏰ Application deadline: 20 March 2025 (May close earlier if fully subscribed.)

9

3 Comments

🎙️✨ GrandPod Episode 3 is LIVE! "Understanding the New Ofsted Inspection Framework." This episode dives into one of the biggest topics in Early Years right now, the introduction of Ofsted’s renewed inspection framework, and what it really means for nurseries, teams, children and families across the UK. Join Sara Coffey, our Director of Early Years Regulation & Compliance, and Heather Young, our Chief Operating Officer, as they explore: 🔍 How Ofsted’s new framework is shaping the Early Years sector 🤝 How Grandir UK’s partnership with Ofsted, including involvement in two pilot inspections, is informing best practice 🌟 The strengthened focus on leadership and the central role of Nursery Managers 💛 What inclusion, safeguarding and children’s wellbeing look like in the new evaluation lens 📊 The move from single-word judgements to detailed report cards, creating a more rounded and constructive picture of quality 📚 How we’re supporting our teams with training, toolkits and ongoing reflection to feel confident and ready for inspection This episode is full of insight, clarity and optimism, showing how this new framework isn’t just about compliance, but about growth, collaboration and ensuring every child receives the highest standard of Early Years education. 🎧 Watch or listen now on: 👉 YouTube: https://lnkd.in/eg7Z35-k 👉 Spotify: https://lnkd.in/e438A8Aw (Link in bio) With clear guidance, practical examples and reassuring reflections from Sara and Heather, this is a must-listen for Early Years professionals, managers and curious parents alike. Read our blog to learn more about this episode: https://lnkd.in/eBccT8Fr Tune in to discover how Grandir UK is moving forward with confidence, care and an unwavering commitment to quality. 💛 #GrandPod #GrandirUK #Ofsted #EarlyYears #Childcare #InspectionFramework #EarlyYearsEducation #LeadershipInEarlyYears #Podcast #EarlyYearsProfessionals #QualityInEarlyYears

7

Teaching in Scotland is emotionally demanding. And for many teachers, the pressure has never been greater. Workload, staffing shortages, accountability, and the emotional labour of supporting young people can leave teachers feeling exhausted, overwhelmed, and questioning themselves — even when they are deeply committed and capable. Psychodynamic counselling and psychotherapy offer a different kind of support. Rather than focusing only on “coping strategies”, psychodynamic therapy creates a confidential, reflective space to explore the emotional impact of teaching. This can include feelings of guilt about not doing enough, anger that feels hard to express, or a loss of confidence and professional identity. In-person therapy can be particularly powerful. Being in the same room allows for depth, emotional attunement, and a sense of being fully seen and held in mind — something many teachers rarely experience while caring for others every day. With over 20 years’ experience in Scottish secondary education, I bring a lived understanding of the realities teachers face: the classroom, the staffroom, inspections, and the emotional weight of the role. This insight allows me to meet teachers with empathy, clarity, and respect for the complexity of their work. Supporting the mental health of teachers is not a luxury. It is essential — for teachers themselves and for the future of Scottish education. You don’t have to carry it alone. Find out more at https://lnkd.in/e99Nsbna #ScottishTeachers #TeacherWellbeing #PsychodynamicTherapy #MentalHealthSupport #InPersonTherapy

9