Assessment & Consultancy
Assessment & Consultancy
Juliette has 15 years of experience working as an Educational Psychologist and takes school referrals for assessment and consultancy work in relation to a wide range of additional or special educational needs, including learning difficulties, social-emotional needs, autism, and complex neuro-developmental difficulties.
A school-based consultation usually consists of an observation of the student in their school setting, along with discussion with parents and key school staff, if appropriate. Juliette may also work individually with the student. In this time, Juliette will talk or play with the student to elicit their views. Sometimes more formal assessments may be used.
Social, Emotional & Mental Health
Sparkle in the Light specialises in assessment and consultancy work relating to trauma and / or social, emotional and mental health needs.
Juliette takes referrals for developmental trauma assessments within education with a view to strengthening nurturing relationships between children and key adults from home and school through a consultative approach.
Juliette endeavours to use a strengths-based approach with schools, families and settings to enable each young person to fulfil their full potential. She is relational in her approach and integrates attachment theory, childhood trauma theory and resilience research to support her thinking.
Pupils who have a low self-esteem and a poor sense of personal well being tend to be less engaged in their learning objectives. They spend more time and energy focused on the source of their inner distress and utilise energy to protect themselves from hurt, insecurely seeking or avoiding people or tasks, rather than using their energy to interact with their environment in a more meaningful way. This represents a significant barrier to their success in school, as well as their lifelong potential.
Juliette also offers a consultancy service to local authorities or strategic groups on issues relating to the social, emotional and mental health needs of children and young people.
To make a referral, or to request educational psychology involvement from Juliette, please contact us.
Senior Lead Testimonial
“Juliette has been a great asset to our school and has supported a number of our children…She has also provided excellent training and supervision to our Learning Partners…so that we are better equipped to support their needs. Juliette is knowledgeable and experienced in SEMH. She is inspirational; providing us with advice, solutions and interventions when needed.”
“Can’t thank you enough for this morning, I knew I could see it but seemed like nobody else was listening! You don’t know how happy this has made me today and now finally I can make my child happy by getting him…the support that he needs! Once again thank you from the bottom of my heart to the top of my heart .”
Juliette also offers reflective supervision for practitioners working with vulnerable children and young people in schools.
Reflective Supervision is a time for practitioners to come together in a small group to support and hold space for each other emotionally.
Juliette offers Reflective Supervision in small groups of around 6 – 8 in schools or via video conferencing.
Circles of Empathy is a supervision model that adopts an ‘Emotion Coaching’ approach. For more information, please take a look at the Circles of Empathy Leaflet and get in touch.
Parent & Carer Consultations
Juliette also offers consultations to parents or carers to support them with effective parenting techniques. In general, Juliette takes an approach that aims to:
1. Support parents and their children to validate & normalise difficult emotions experienced using ‘Emotion Coaching’ approaches.
2. Support parents and their children to notice the thoughts experienced about difficult events and to develop greater resiliency using cognitive behavioural therapy (CBT) approaches and mindfulness techniques.
3. Support parents and their children to develop stronger bonds with each other through the use of daily interactive play, based on attachment theory and the principles of attunement e.g. VIG (see below).
Interactive Play for Parents & Carers
As a ‘VIG practitioner’, Juliette is really pleased to be able to offer Video Interaction Guidance (VIG) to parents or carers to support them to use play therapeutically with their own child.
“Video Interaction Guidance” (TM) is an intervention through which a practitioner aims to enhance communication and interaction within relationships.
What happens in VIG sessions?
When you first meet with your VIG worker (called a practitioner) you will set some goals for change. This is often the first step in moving towards a better future with your child. The VIG practitioner will then arrange to meet with you and your child to take a short video. This is often in your own home but maybe wherever you both feel most relaxed.
VIG looks at building on strengths so we want films that show when you are getting along. Your VIG practitioner will then look at the films and pick out successful moments to show to you the next time you meet. You will get a very good idea of how it works from the animation above.
Most families find that three of these films and discussions (called shared reviews) are enough to make progress towards their goals but this will be thought about with your VIG practitioner. (From the AVIGuk website)
Useful Books and Programmes for Parents / Carers
- Raising an Emotionally Intelligent Child by John Gottman & Joan DeClaire – A key parenting book for all parents
- Creating Loving Attachments: Parenting with PACE to Nurture Confidence and Security in the Troubled Child by Dan Hughes & Kim Golding – A parenting book that offers advice around ‘therapeutic parenting’ and the use of PACE
- Love Bombing: Reset Your Child’s Emotional Thermostat by Oliver James – Advice & techniques for parents to help them to reconnect with their children, thereby improving wellbeing and behaviour
- “What to Do When” series… by Dawn Huebner – A CBT-based series of books on different topics such as worry or anger