Therapeutic Thinking (previously known as Dorset Steps) offers a positive therapeutic approach to supporting relationships and behaviour.

The approach reflects on behaviours that are difficult or dangerous and considers how to support pupils to improve self-esteem and feel better about themselves.  This is done by careful analysis of the underlying difficulties and planning to provide positive experiences. At the same time we consider which elements of behaviour are subconscious and which are conscious and this also informs our planning.

Where relevant a pupil will have detailed ‘Roots and Fruits’ completed outlining experiences and feelings that have led to behaviours. A plan is then created on an individualised basis to support the needs of that pupil. This will include appropriate consequences (both to keep everyone safe and to support new learning).

Where a pupil is displaying dangerous behaviours risk assessments are carried out and protective consequences put in place alongside educational consequences. A clear plan is developed and shared with parents and staff. We do not talk in terms of punishments or sanctions but in terms of meaningful, relevant consequences and new learning.

Therapeutic Thinking takes in to consideration individual needs and aims to provide appropriate experiences, curriculum, class grouping and the development of trusting relationships to enable the pupil to flourish.

All schools in the TADSS alliance are trained in Therapeutic Thinking. A number of other setting across Dorset, including Primary and Middle schools and Learning Centres are also trained in using the approach. The TADSS leads for Therapeutic Thinking are Emma Lambourn and Kelly Trotter.

Please email tadssttopleads@mountjoy.dorset.sch.uk to contact Emma and Kelly.