Social, Emotional & Mental Health Support
Draft for Staff Comments
Longlands Mental Health Support is unique
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Qualified & experienced specialist staff, on-site every day
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Wide range of therapeutic approaches
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Calm, spacious environment
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90% of referrers report significant improvement
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Independently funded
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No Stigma – our mental health support is a natural part of every day, accessed by over half our students
Who can benefit
We particularly help young people who are experiencing:
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EBSA (school avoidance)
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Trauma
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Anxiety
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Neurodivergence
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Challenging behaviour
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Difficulties expressing emotions
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Difficulties in mainstream school
“The only place I have ever felt
safe and accepted.”
Our Environment
The calm environment of the farm, being outdoors
and interacting with animals are therapeutic
in themselves (more here).
In addition we have:
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Dedicated therapeutic space
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Lots of opportunity for private one-to-one conversations while engaged on practical tasks – sometimes literally on the hoof!
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An ethos of unconditional positive regard and non-judgment
"They can have conversations they've never had before."
Two other staff are trained in Equine Facilitated Learning
Our Staff
We have three specialist therapeutic staff members, who offer different styles and skills, allowing us to provide bespoke support for individual students.
Beth Miller works with the ... I need to rewrite these. For now I've lifted from the Staff page. I want letters after names, qualiifcatiosn, training, areas of interest and skills applied. 'epeaulettes' in other word most vulnerable children and their families, and supports the other staff in developing their practice. “Every child is different and no box fits all. A lot of these children are in schools where they are a round peg trying to fit in a square hole. But here we tailor our support to meet the individual.”
Charlotte Webby is most at home in a tattoo parlour ... ... I need to rewrite these. I want letters after names, qualiifcatiosn, training, areas of interest and skills applied. 'epeaulettes' in other word
Aisha Begum is a BACP Accredited Psychotherapist, and has worked as an English teacher in Secondary schools. She practices Trauma Informed, Humanistic Counselling, with specialism in working with children and young people, neurodivergence, yoga and dance. www.bacp.co.uk/therapists/394056/aisha-begum
Aston Perkins and Laura Barnett both have a Level ? ? ? Diploma in Equine Facilitated Learning Aston was one of our first students, and was herself excluded from school which makes her very relatable for the students. She is also pursuing a diploma in counselling skills. Laura Barnett is ..... and ... and ...
Our staff bring a wide range of backgrounds and skills, including counselling, teaching and mentoring, and work as a team to support our students. They all have ongoing professional supervision with a qualified therapist.
Approaches and Activities
With our breadth of expertise and experience we can offer a range of approaches including:
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CBT
Our programme
We engage new students in activities, particularly with animals from the pet guinea pigs to the ponies, goats, pigs and sheep on the farm.
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Our priority is to develop a rapport with new students and build trusting relationships, often one-to-one.
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We gather as much information as possible, and constantly reassess students’ progress, adapting each programme as we go along
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We liaise with families and schools, offering practical and emotional help
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We help with EHCP applications and reviews
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We act as advocates for students when needed.
Case Study: Student X, year 10 Student X was referred to Longlands aged 15. Diagnosed with ADHD Combined Presentation, he had struggled in mainstream education: staying focused, managing impulses, and regulating his emotions were daily battles. From year …. he attended no education setting, thus also missing out on social experiences. Longlands has given him a place where he can learn by doing, particularly engaging with animal care. His attendance here has been …%. In only a few months he made new friends and grew in confidence – enough to talk about his worries and anxieties with staff.
Case Study – Student Y, year 8 Student Y was diagnosed with ASD and ADHD, she experiences emotional dysregulation, high anxiety, and sensory sensitivities that made mainstream education overwhelming. For a year before referral to Longlands, school avoidance meant she was only being educated at home by a tutor. At Longlands she truly became part of the family, socialising with students and staff, cooking, completing farm tasks, and learning about animal care. She developed confidence and resilience, and hopes to become a tattoo artist or work with animals. She has now returned to full time education at a school specialising in autism.
Outcomes
Our aim is to help young people feel valued, confident, capable and empowered in their everyday lives.
In particular:
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Self-confidence and self-esteem
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Emotional regulation and coping strategies
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Personal development
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Independence and life skills
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Understanding protective behaviours and healthy relationships
Referrers report that 90 % of students show significant improvement in behaviour and well-being from referral to Longlands.
81 % of students report that they can cope with their problems better since coming to Longlands.