Therapeutic Approach


As each child is an individual, one of our guiding principles is to tailor to their individual strengths. As such we look to see the ability in people through their talents and increase expectations of what is possible. We ensure students of all ages develop an understanding of what it takes to ‘be the best they can be’ and what makes them tick.

We support our students to develop the skills, courage and confidence to make positive choices through individual coaching, therapeutic support and group work to help them to improve their life chances.

We promote a blend of individual study and supported socialised working to ensure that the students are hooked in to the enjoyment of learning as soon as possible and want to engage with enquiry based approaches that have meaning for them. Our knowledge of neuroscience, attachment theory and child development moves our students through the ‘Cycle of Life’ and the 6 developmental stages of being, doing, thinking, power and identity, to skills and structures into separation and sexuality. This therapeutic outlook will ensure that as students’ progress through the stages they become increasingly more able to take learning risks.

To support the therapeutic community at SfIT we uses a variety of therapeutic techniques and assessment tools including, a Multi Systemic Therapy approach, Solution Focused Brief Therapy, plus Conners and Boxall assessments. Theses therapeutic approaches and assessments help our staff to support our student to addresses their specific developmental needs. This in turn supports our students to achieve and experience success, often for the first time.
All of these approaches share a common theme in that they are designed to improve and enhance the physical, mental and emotional well-being of students of all ages. They also consider and address emotional and cognitive development that allows us to meet the individual needs of our students. We also support our students to find ways to express themselves through creative activities and play. The creative process involved in self-expression helps students to resolve conflicts and problems, develop interpersonal skills, manage behaviour, reduce stress. This helps to build self-esteem and raise awareness which helps show our students that it’s safe for them to take risks when learning and that it’s normal to make mistakes. This in turn will support students in finding more positive ways to communicate their emotional needs, to become more emotionally resilient and to prove to themselves that they can learn and get enjoyment from learning.