Vesna Hercigonja, PhD
Lydia Noor, Cert Ed, MA UKCP
Director of NESTT: New Educational Studies with Therapeutic Training email@example.com
Lydia is the co-founder of the education section of EIATSCYP. She originally trained as teacher and has experience of working in schools as a senior leader. For the last 15 years, following her training in integrative psychotherapy, she has developed training in therapeutic skills at the interface of education and therapy.
Vision: Education Section
EIATSCYP values the unique frontline position of schools, colleges and other centres of learning in recognising and responding to the emotional needs of children and young people. We would like to envisage teachers, non-teaching support staff and leaders having the benefit of therapeutic knowledge, thinking and skills.
We recognise the demand on schools when 21st century teaching and learning is focused primarily on goals, targets and results.
We do not see educators as therapists but as facilitators of learning with therapy skills to enable learners to overcome emotional barriers. We equate successful learning with opportunities for choice and change.
Through training and research we have found that therapeutic knowledge and skills enable adults in schools to respond with greater confidence, understanding, compassion and attunement to the emotional and developmental needs of children and young people. Therapeutic skills are a successful adjunct to behaviour management.
The education section of EIATCYP is open to teachers, non-teaching support staff, senior leaders and therapists who all share our values and vision of a therapeutic voice in the educational context.
The education section of EIATSCYP is committed to:
- Developing dialogue between educators and therapists
- Creating training in therapeutic concepts, thinking and skills for people working in educational contexts
- Promoting the role of the therapeutic voice in the educational context
- Promoting anti-oppressive practice within educational environments
- Promoting the voice of the child/young person in relation to policies and procedures that may objectify the individual
- Promoting research into the value of therapeutic knowledge and skills in educational contexts
- Developing the group of member organisations within the education section
- Creating a network of practitioners working at the interface of therapy and education
- Supporting school practitioners who use therapeutic concepts, thinking and skills in their work
- Initiating conferences and workshops at the interface of education and therapeutic practice
- Setting the training standards and advise on training within the educational context
- Providing support for supervisors who work in schools
See the training standards section for information about certificate level training for school, youth, community and family settings.
NESTT training in York, UK.
Caroline (Headteacher) and Sarah (Teacher) make a memory jar together during their Therapeutic Skills for Schools training on loss and bereavement. Since sharing this activity, they have been able to revisit their experience together.
NESTT training in York, UK. Gillian (Pastoral Support) and Katherine (Teaching Assistant) share a story book during their Therapeutic Skills for Schools training on creativity