The Amicus Community uses a therapeutic model to inform our practice, culture, and environment and to help our children recover from trauma.
Therapeutic SEN School
Our school and curriculum are designed to be engaging, therapeutic, and child-centered. The teaching and learning begin at each student’s level, and ability and leads to their progress, development, and independence.
Every member of staff at Amicus understands and supports the therapeutic needs of our children
Amicus offers specialised training and consultancy to benefit people working or living with vulnerable and traumatised children.
Amicus provides therapeutic residential care and education to vulnerable and traumatised children between the ages of 4 – 16 years old (maximum age – 11 years old on referral)
The Amicus Community is an independent children’s therapeutic community accredited by the Royal College of Psychiatrists. Amicus provides therapeutic residential care and education to emotionally challenging and traumatised children between the ages of 4 – 16 years of age.
This is facilitated through our two homes and DfES registered SEN School. Amicus is innovative due to our ethos and philosophy of which is the core of our working practice and is embedded within the culture.
Many other children’s homes or education may only focus on the behavioural aspects of the child’s presentation, where as our model is accredited as ‘therapeutic’, were there is constant thinking around the structure of the day and the child’s needs and reasons for their behaviour, which often stem from their earlier, often traumatic experiences.
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Peter joined our community aged 11 with a lot of anger and physically aggressive behaviour due to past abuse. His educational ability was 6 years below his yearly age and his behaviour was particularly challenging in the classroom. As part of his therapeutic input, Peter was given a high level of close care and attention by a small group of staff and although this was uncomfortable at first, it did eventually make him feel more secure.
Michelle started at The Amicus Community angry because she had to leave her school and with extreme controlling and disruptive behaviour. Initially, Michelle’s progress at school deteriorated, she struggled with friendships and receiving support due to being guarded and volatile. Her sense of self and sense of other had been affected so that she was not sure where she fitted in, as a child or an adult.