Therapeutic Integration Practitioner (TIP) is a key role in the assessment, induction and integration process for young people starting.
This service supports young people who are unable to access traditional classroom-based education, and with highly complex needs including: neurodiversity, attachment disorders, complex challenging behaviours, trauma-related mental health needs, social and family challenges.
The TIP will work closely with the Senior Leadership Team, to implement all assessments and integration plans through working collaboratively with the interagency multi-disciplinary team and Therapeutic Educational Practitioners (TEP). This is to ensure that we provide an environment in which young people can thrive and reach their full potential from isolation to independence through the delivery of a joined-up programme of interventions based on the 5-part curriculum.
The TIP will hold a case load of assessment/integration students that is supervised by the Senior Leadership Team.
During a young person’s assessment and integration phase, the TIP works collaboratively with teaching and learning, inclusion specialists and therapists to compile a multi-disciplinary assessment, outlining intervention recommendations pertinent for student success.
TIPs use the 10 Therapeutic Principles and a person-centred approach, holding our values at the heart of their work. TIPs are also expected to build strong therapeutic relationships and work with new learners to begin accessing a range of sessions including individual, group, virtual and face-to-face sessions within student homes and the community.
Main duties and responsibilities
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To intensively support new students in working towards a ‘step down pathway’, of accessing 25 hours of community learning and/or group learning within the allocated timeframe agreed in the integration plan.
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Provide TEPs with a day-to-day support by ‘signposting’ to the appropriate members of the Teaching and Learning and the Clinical and Inclusion team for support.
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Attend weekly Referral and Integration meetings to provide regular updates on caseload of students on integration plans.
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To undertake induction of new students.
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Gather parent/carer and student’s views.
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Create individualised timetables in consultation with parent/carer/student.
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Identify venues for community-based learners, e.g. libraries, community centres.
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Liaise with the Teaching and Learning Team to complete baseline assessments.
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Complete referrals to the Clinical and Inclusion Team for assessments.
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Initiate Individual, Education, Pathways, Behaviour Plans.
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To attend external/internal meetings with the team around the students.
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Assist the Therapists of all disciplines to engage students with bespoke, person- centred therapy interventions and assessments as part of the ‘Create Fresh Start’ programme.
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Monitor and report to the inclusion team the integration needs of students.
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Coordinate, monitor, and support the ‘Create Fresh Start’ assessment process by working closely with our multi-disciplinary team.
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Developing positive collaborative relationships with parent/carers/families and other professionals involved.
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To effectively handover strategies and materials required to support the student during and post-Create Fresh Start
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Ensuring that all paperwork is updated in a timely fashion – these may include assessment scoring, risk assessments and integration plan.
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To maintain awareness of and commitment to the Health and Safety needs of all those with whom there is contact with, including first and foremost the young people.
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To maintain a commitment to working with diversity and to undertake all work practice in an anti-oppressive and anti-discriminatory way.
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To help to provide a safe and nurturing learning environment within the school and the community.
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To model appropriate interactions with students; to support staff with implementing strategies that will help them to manage behaviour effectively.
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Ensure that students are helped to understand our Complaints Procedures and their right to remain free from harm.
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To maintain strong working relationships with a range of external agencies and community groups as appropriate.
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Maintain and model good personal and professional boundaries and conduct with all external agencies including referring authorities
