The School Psychology team of the Aapace Special Education School (Aspace Foundation) held the talk ' Beyond the classroom, psychological support in school ', with the intention of making known how we psychologists work within the Special Education School. and, more specifically, how we accompany children and their families throughout their schooling.
Our school, inaugurated in 1966 and the first dedicated specifically to students with cerebral palsy and other neurodevelopmental disorders throughout the state, was born with the aim of serving and accompanying these students and their families towards a respectful and full integration into society. Currently, we are a school that offers 96 places granted by the Generalitat de Catalunya, which cover compulsory schooling which, in the field of Special Education, includes children and young people from 3 to 21 years old.
Psychological support and guidance in the school environment are essential to guarantee the well-being and development of children and young people with special educational needs. From the School Psychology team at the Aspace Special Education School, we work with a global and comprehensive perspective , taking into account all the dimensions that affect development, learning and the creation of a safe and enriching environment for our students.
Our intervention model combines different strategies, including direct attention, psychoeducational assessment and prevention. In relation to direct attention in the classroom, we establish specific work in individual and/or small group situations where observation becomes a key element. We participate in the assessment of the mental level and emotional state of students, within the educational context. The assessment includes the description and identification of psychoemotional needs, the formulation of explanatory hypotheses and the issuance of proposals for improvement in the pedagogical and mental health areas.
Mental health prevention is also one of the pillars of our work, given that a proactive vision is essential to avoid possible future difficulties on a psycho-emotional level, as well as to help the children we care for reach their full potential.
This attention is given based on the close and constant collaboration with the multidisciplinary teams , so characteristic of our entity. The Aspace Special Education School works based on the joint work of education professionals and those of the Day Hospital, belonging to the health field. This coordinated work includes weekly work sessions in the classroom, meetings to carry out individualized work plans, participation in team meetings with rehabilitation doctors and families and any other space or area that is necessary to serve our students in the most comprehensive way possible.
We collaborate with the CEEPSIR Aspace team, providing the necessary support and advice to facilitate their daily work with the students they serve.
On the other hand, we maintain coordination with other professionals from the Aspace Foundation and External Services:
- Team of psychiatry: Biweekly meetings to assess, review
and derive, if deemed appropriate. - Team of neuropediatrics and rehabilitation doctors: Attendance at monthly clinical sessions with the Day Hospital medical teams and representatives from the various areas.
- EAP's.
- Palliative care teams (Chronic).
- Ordinary Schools (Shared schooling and referrals).
- Coordinations DINCAT Team of Special Education psychologists.
One of the most important aspects of our work is supporting families through all stages of schooling. From adapting to school to preparing for adult life, we offer support that prioritizes the creation of a safe and trusting environment.
The welcoming phase , which begins with the first meetings with families as a step prior to the start of school, is essential. To accompany the adaptation to our center, it is key to help children and families feel safe, accepted and confident in their new environment, which will provide them with confidence and tranquility to explore and learn. The creation of routines that facilitate the understanding of activities and reduce anxiety and attention to fears and doubts that may arise, are elements that will facilitate a smooth and enriching transition for the child and their family. For all of this, time and patience will be needed: Adaptation takes time, and it is important to respect the rhythm of each child and each family, offering appropriate support and stimuli, with the necessary flexibility and rigor.
The work of accompaniment in the psychoemotional development of students, changes in behavior and emotional regulation in different environments, is adjusted to the specific moment of development in which we work. In the First Stages , work focused on the bond is established. The game becomes the main therapeutic tool and discovery of oneself and the environment. We seek the development of basic and communication skills as harmoniously as possible.
During adolescence we focus our intervention on recognizing the maximum possibility of autonomy and responsibility, with specific work on emotional regulation.
In relation to preparation for adult life , we continue to work on the process of differentiation, autonomy, identity and coping with future expectations with the team and the family. The School Psychology team provides support and accompaniment in the completion of the school stage, guiding families, together with the social worker, in the review and provision of support measures, as well as possible referral centers.
It should be noted that our work is especially intense during the main life transitions that our students and their families go through:
- Transition from home to school: Starting school or changing schools
- Change of classroom or team: Importance of cross-curricular work.
- Beginning of the adult stage: End of the school stage.
How do we do it? We conduct regular, formal and informal follow-up interviews. We maintain active and empathetic listening, respecting the diversity of emotions and rhythms. We facilitate spaces for guidance and emotional support. We establish shared educational and personal goals, with families and other professionals. We accompany in Grief, understanding this concept from its broadest perspective, which includes physical, emotional and psychosocial grief. (diagnosis, regressions, uncertainties, etc.).
In short: We are here to support, not to judge. Your son or daughter is unique and we work to understand him/her deeply. Your role as a family is key: you are the ones who know him/her best. Talking about family is also talking about siblings, but this area deserves a separate discussion, don't you think?
Every child is unique and every family is an essential part of the journey. Thank you for trusting and walking together!
