PSYCHOLOGY DEPARTMENT
Head of Psychology:
Our psychology team is headed by a Consultant Psychologist qualified in Clinical and Educational Psychology with Masters and Doctor of Philosophy degrees in Psychology. Has headed several psychology departments and worked in various Educational, Clinical, Residential, University, Neurological, Addictive Disorder, Learning Disability and Forensic settings, provided training and assessment services to specialist schools, companies, solicitors, Procurator Fiscal and Social Services. Received post-qualification training in Forensic and Cross-Cultural Psychology, is accredited by the Danish Psychological Union in Projective Personality Evaluation and Psychotherapy and is Chartered by the British Psychological Society.
What is a Chartered Psychologist?:
According to the British Psychological Society (BPS) the number of people calling themselves psychologists and offering psychological services is on the increase. Some of these people have no recognised qualifications and are not answerable to any recognised professional body. To protect the public the BPS has been authorised by the Crown to set up and run the Register of Chartered Psychologists. The title 'Chartered Psychologist' is legally recognised and before admission individuals must: • have a recognised first degree in Psychology • have recognised postgraduate qualifications, or • have undergone approved postgraduate training and supervision • have been judged 'fit to practice' independently, and • have agreed to follow a strict Code of Conduct and be answerable to a disciplinary system, in which non-psychologists form the majority.
Wraparound Psychology Service:
We provide psychological input to our pupils on a 24-hour a day and 365 days a year basis. Each pupil receives unlimited psychological support, is assessed and participates in therapy in accordance with their unique and changing needs. Our psychologists work hands-on with our teaching staff to maximise each pupil’s educational and developmental experiences.
Individual Specific Psychology Service:
Each pupil receives an assessment and therapy service that is tailored to meet their developing needs.
Assessment and Testing:
Various psychological tests/procedures are used to determine: personality, intelligence, learning style, educational attainment, social skills, anger management, impulse control, depression, anxieties and fears, obsessive-compulsive disorder, attention-deficit/hyperactivity disorder, disruptive and noncompliant behaviours, eating disorders, and more.
Cognitive Behaviour Therapy:
We use cognitive behavioural therapy (CBT) to promote our pupil’s well-being. CBT is a highly structured and goal-directed form of treatment that has been shown to provide effective symptom relief for a wide range of mood, anxiety, and behavioural disorders. Professional
Development:
Our psychology staff remains progressive via contact with leading therapists and researchers in the areas of family assessment and therapy, and the assessment and management of challenging behaviour. These include: Professor Ray Kirk, University of North Carolina–Chapel Hill, USA, Dr. Rick Holigrocki, University of Indianapolis, USA and Professor David P. Wacker, University of Iowa, USA.
ALPHA SCHOOL’s THERAPY MODEL
Integration of a variety of modalities into a comprehensive and dynamic whole
The major components are:
1. Individual and Group Therapies
2. Family Therapy/Consultation
3. Milieu and Activities Therapy
4. Educational Activities
Individual Psychotherapy is a scheduled intervention conducted via confidential sessions. Therapy focuses on improving the young person's overall level of adaptive functioning in the areas of reality testing, behaviour, emotional expression, psychological wellbeing, and interpersonal relationships.
Group Psychotherapy is a session held in a group format. This takes the form of a structured point system with very clear cognitive-behavioural underpinnings, designed to assist young people work toward individualized goals. Group psychotherapy addresses several specific areas: interpersonal relationships, dysfunctional patterns of behaviour – learning of socially appropriate behaviours, an awareness of others as whole, feeling human beings who experience painful, as well as joyful events in their lives.
Family Therapy: We consider family involvement in their child's development as an essential part of providing quality care. All young people and their families are encouraged to be involved in some type of family therapy/consultation. Family therapy is a form of "systems therapy", focusing on relationships within the family with support of one or more members. We recognize the need to foster positive changes within the family structure in order to promote the young person’s development.
Milieu Therapy is a social and organizational model for the delivery of care which utilizes environmental planning to support positive changes in the behaviour of young people. Such environmental planning is potentially a strong therapeutic tool that permits personality growth, whereby accountability is not just to another individual but to the whole group. Young people are taught to be accountable to each other, as is staff. Young people and staff are encouraged to provide each other with supportive feedback because of their shared accountability and need for personal awareness and growth.
The Recreational and Activity Services component and therapeutic milieu is a seven-day-per-week programme which utilizes structured activities designed to assist young people develop and maintain creative, physical, leisure, and social skills. Focused on social areas of positive interactions and group settings, the ability to follow rules, having success and shared experiences, support of others, and motivation to participate.
Education via structured classroom learning follows the Curriculum for Excellence, and aims to support young people become successful learners, confident individuals, responsible citizens and effective contributors to society. It includes the ethos and life of the school as a community; curriculum areas and subjects; interdisciplinary learning; and opportunities for personal achievement, developing skills for learning, skills for life and skills for work with a continuous focus on literacy, numeracy, health and wellbeing. Personal support to enable young people to gain as much as possible from the opportunities which the Curriculum for Excellence can provide. Including support in moving into positive and sustained destinations beyond school.