Therapeutic Care
Therapeutic Care
At Timeout Homes, we focus on providing our children with individualised Therapeutic Care throughout our care and education sectors. We achieve this by following our Model of Care, that was created for specific requirements in line with the children in our care.
Our Model of Care is embedded into our all of our employees, to ensure a Therapeutic Approach is at the core of our care and education.
At Brearley Hall School, we focus on providing our children with individualised Therapeutic Care throughout our care and education sectors. We achieve this by following our Model of Care, that was created for specific requirements in line with the children in our care.
Our Model of Care is embedded into our all of our employees, to ensure a Therapeutic Approach is at the core of our care and education.
Therapeutic Care
At Brearley Hall School, we focus on providing our children with individualised Therapeutic Care throughout our care and education sectors. We achieve this by following our Model of Care, that was created for specific requirements in line with the children in our care.
Our Model of Care is embedded into our all of our employees, to ensure a Therapeutic Approach is at the core of our care and education.
Model of Care
Our Model of Care, focuses on DDP (Dyadic Developmental Practice), and Secure Base. DDP is a broad approach for parenting and caring for children that is vital in each role here at Timeout.
This is a model for professionals and parents to support children to move towards recovery from trauma and disrupted attachments. Our Model of Care includes a framework for practice across all levels of service delivery in social care, education, and within child and adolescent mental health services.
This is delivered within Timeout through the parenting, education, and care, alongside therapy sessions with our specialised clinical team.
Model of Care
Our Model of Care, focuses on DDP (Dyadic Developmental Practice), and Secure Base. DDP is a broad approach for parenting and caring for children that is vital in each role here at Timeout.
This is a model for professionals and parents to support children to move towards recovery from trauma and disrupted attachments. Our Model of Care includes a framework for practice across all levels of service delivery in social care, education, and within child and adolescent mental health services.
This is delivered within Timeout through the parenting, education, and care, alongside therapy sessions with our specialised clinical team.
Our Clinical Team:
Dr. Nadia Khurram
Nadia is the clinical lead. She is involved in using different therapy models such as cognitive behavioural therapy, compassion focused therapy, and more specifically for children and young people, dyadic developmental practice. Therapy is used for targeted interventions around low mood, anxiety, and trauma, with the aim of helping the young person learn to develop an understanding of how their difficulties began, and how they could contribute to their behaviour now. A significant part of Nadia’s role involves working with those around the child to consider how trauma manifests in their behaviour, everyday communications, and expectations of a relationship. Additionally, she works alongside other agencies such as social workers, court systems and therapeutic carers to consider trauma-informed care, as well as running training programs for care staff and teachers.
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Summer Botosh
While completing her Master's degree in Psychology of Mental Health, Summer works as an Assistant Psychologist at Timeout Homes. In her role, she supports children who have experienced trauma by delivering evidence-based practices and psychoeducation across school and home settings. She draws on her experience in both hospital and community care environments to inform her therapeutic work. Using this experience, she collaborates with families and professionals to promote emotional regulation, resilience, and understanding of trauma. Summer supports in undertaking therapeutic interventions, assessments, and psychometric testing.
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Samar Bostan
Samar currently works as an Assistant Psychologist where she supports the children in our schools through psychometric tests, interventions, and other support techniques. Samar completed a BPS-accredited undergraduate degree in Psychology at the University of Huddersfield, where she developed her understanding of psychological theory and applies this during her role to fulfil the lives of young people. Within the Clinical Team, Samar also helps develop the psychological understanding of education staff allowing them to make educated choices within a trauma-informed setting.
Lorna Wilson
Lorna is a Highly Specialist Speech & Language Therapist. Lorna assesses and develops personalised treatment plans for children with speech, language, and communication problems to help them communicate to the best of their ability. Using specialist skills, Lorna works directly with children and their carers to provide them with tailored support. She also works closely with teachers and other health professionals, such as psychologists, to develop individual treatment programmes.
Gina Anderson-Keeble
Gina is a Specialist Speech and Language Therapist. Gina assesses and develops personalised treatment plans for children with speech, language, and communication difficulties. Gina works directly with children in 1:1 and group therapy sessions and works alongside their teachers/carers to provide tailored support. Gina also works closely with teachers and other health professionals to develop individual treatment programmes and provide consultative support.
Hannah Leathley
Hannah works alongside Lorna and Gina, the speech and language therapists, providing support to those with speech, language, and communication difficulties. She assists in delivering therapy interventions, both universal and targeted, and is also involved in creating training materials to support staff on the implementation and understanding of communication strategies.
Caroline Buchanan
Caroline works within the Speech and Language Therapy Team providing a wealth of knowledge from her previous role as a teacher. She has a real passion for helping children improve their communication skills and confidence while speaking with others. In her role, she will be supporting Lorna and Gina in implementing therapy plans, training staff and ensuring the continued provision of our communication friendly classrooms initiative. strategies.
Lex Bagust
Lex is a Specialist Child and Adolescent Art Psychotherapist who uses art, creativity, and play as the main tools for communication. Through these mediums, Lex helps children and adolescents explore and express their emotions and thoughts, promoting psychological and emotional development, as well as overall mental well-being. Lex’s approach is particularly beneficial for those who may find it difficult to articulate their feelings verbally.
In addition to working directly with children, Lex also supports parents, carers, and teachers by identifying strategies to manage emotions, thoughts, and behaviours, helping create a cohesive support system around the child or young person.
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Kathy Riley
In Play Therapy children enter into a dynamic relationship with the therapist that enables them to express, explore and make sense of their difficult and painful experiences. Kathy assists individuals to find healthier ways of communicating, develop fulfilling relationships, increase resiliency, and facilitate emotional literacy. Children use play as a form of communication.
The Secure Base Model and Dyadic Development Psychotherapy (DDP) are the main therapeutic frameworks used by the clinical team.
The central focus of the therapeutic approach is to provide sensitive caregiving that develops secure relationships attuned to the needs of the children we work with. These relationships help children to recover from previous harmful experiences in close relationships enabling them to feel competent to face future challenges successfully- as well as fulfilling their potential.
Resilience is associated with :
The clinical team has capacity to deliver a range of direct therapies proven by research to be effective for developmental, relational and complex trauma.
a sense of security,
self-esteem,
self-efficacy,
a capacity to reflect feelings and hopefulness for the future
all key characteristics of secure attachment.
The Secure Base Model and Dyadic Development Psychotherapy (DDP) are the main therapeutic frameworks used by the clinical team.
The Therapy team provide psychoanalytic and psychodynamic psychotherapy as well as talking therapies such as CBT or Trauma Focused CBT.
The Timeout Clinical Team currently offers:
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Clinical Psychology
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Art Psychotherapy
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Dramatherapy
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Speech and Language Therapy
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Play Therapy
The clinical team works closely with each school and monitor practice via 1:1 consultancy with each therapeutic carer.
The Timeout Clinical Team currently offers:
Depression
Anxiety
Attachment difficulties
Interpersonal and relationship difficulties
Trauma/Post-Traumatic Stress Disorder (PTSD)
Low self-esteem
Self-harm
Emotion regulation difficulties
Therapeutic Life Story Work
Clinical Psychology
Art Psychotherapy
Speech and Language Therapy
Play Therapy
Direct Therapies
Psychological Therapies
Given the long-term and deep seated nature of developmental trauma, although children can benefit from therapy it is likely that they will continue to need support as they grow and develop, in order to prevent them ‘reverting’ or regressing to their previous coping strategies. The content and processes of these therapies may vary according to the child’s chronological age, developmental age and type of trauma experienced. We believe that therapy as a standalone method is insufficient; therefore we use an integrated model of care to encompass attachment and security throughout the care, therapy and education relationship.
Clinical Psychology
Clinical Psychology includes the use of multi-eclectic approaches in therapy. This includes Cognitive Behavioural Therapy, Dialectical Behaviour Therapy and Dyadic Development Psychotherapy. The psychology team will conduct a detailed assessment before deciding which therapeutic approach will be most suitable for treatment. The team will be led by clinical interviews with the young person, their family and social worker but also by objective psychometric measures prior to formulation of difficulties. Formulation is a key aspect of therapy and involves using theory to make sense of a child’s early adverse experiences on their psychopathology, relationships and their views about themselves.
SALT provides assessment, therapy, support and care for children and young people with primary speech, language and communication difficulties. Difficulties surrounding SALT intervention are often common in children and young people with developmental delay, diagnoses such as ASD, social emotional and mental health needs and/or can be specific to a language difficulty (known as Developmental Language Disorder).
Speech and Language Therapy
Art Psychotherapy is an evidence-based therapy suitable for children of all ages. The therapist supports the child to express themselves using the medium of art. Some individuals who have experienced early life trauma can struggle to put words to their experiences and therefore the use of art can support them to be able to explore and process these memories without the need for words. The use of art can therefore be particularly helpful for children who have experienced early life trauma especially if they were pre-verbal when this occurred.
