At Notton House, we provide an environment where opportunities are presented for educational, social and emotional recovery. We aim to reverse the spiral of failure and frustration experienced by our young people, and replace it with optimism, through setting them achievable goals.
Much of our intervention is guided by Attachment Theory coupled with a Cognitive / Behavioural approach which integrates thinking processes into a behaviourist model. Behaviourism stresses that, as much behaviour is triggered, maintained or reinforced by environmental factors maldaptive behaviour can be unlearned and new behaviour learned. The cognitive approach stresses that we need to consider the thinking and reasoning behind behaviour. These cognitive processes include perceptions, attitudes, expectations, beliefs and attributions. To bring about change in behaviour, we need to change the thinking. Both these approaches to affecting behavioural change are supplemented by individual therapy when appropriate.
We aim to enable young people to become well-adjusted, effective, responsible adults, capable of making appropriate choices and decisions. Therefore, we attempt to shift th locus of control from the adult to the young person. Staff/pupil relationships stress positive interpersonal contact, mutual respect and partnership.
Learning and behaviour problems are dealt with in supportive ways. Notton House Staff support the young people in learning and understanding the basic norms, values and expectations of acceptable behaviour. Ethos
The ethos is non-authoritarian and adults are encourage to recognise the young person's perspective, because it is their reality. The young people are seen as equal people with attitudes, values, feelings and ideas of their own. We believe
produce POSITIVE CHANGES
within a culture of POSITIVE REGARD
We recognise the essential worth and individuality of each individual and the importance of eliciting the involvement of the young person and where appropriate, their parents and carers. This participation is furthered through the involvement of the young people in organisational aspects of school life.
Within this framework, we provide individually tailored, integrated programmes of care, education and therapy designed to enhance educational, social and emotional development and ensure each young person can reach their full potential within a safe, structured environment.