HSR Psychology Annual Review 2018/19

HSR Psychology

2018 / 19

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HSR Psychology Annual Review

Year in review Our social mission Working towards meeting our social mission Our social impact Work-based placements New clients Testimonials Case study Thank you Team member of the year Accounts Free initial discussion for education settings Join our team Contact us

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“During our second year of trading we have grown so much as a service. Our team has expanded and the number of services we are able to provide has increased.”

This year we have worked with more education settings, more parents and carers, solicitors and case managers to help children and young people to be happy, safe and ready for life’s challenges.

We have been able to take on more work-based placements to give students an experience of working in a psychology service. We have worked with students from the University of Manchester and through Erasmus!

They have all worked so hard and enjoyed their placements.

On an individual level, I have been taking part in The Lloyds Bank Social Entrepreneurs Trade Up Programme, in partnership with the School for Social Entrepreneurs (SSE) and jointly funded by Big Lottery Fund.

I have learnt so much during my time on the programme and they have helped us to further develop HSR Psychology as a successful social enterprise.

This year we have put more measures in place to be able to monitor and report our social impact in more areas. Looking back at the social impact we have had this year has been very rewarding and we look forward to supporting more children and young people next year!

Kevin Parry Partner

Kevin Parry

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Our social mission is the central purpose of our social enterprise.

Our social mission is for all children and young people to reach their potential by having their needs met at home, school and in the community so they can be happy, safe, and ready to cope with life’s challenges.

What is our mission?

To meet the needs of children and young people at home, in education, and in the community by listening and valuing the views of the child, parents/carers, and education professionals through a holistic child-centred approach.

To support all children and young people in maximising their potential by providing a flexible, consistent, broad and value for money clinical and educational psychology service to early years, schools, post-16 settings, parents and carers.

How do we measure our social impact?

To ensure that we maximise our positive social impact and that we are working towards our vision and mission we believe it is vital to benchmark our achievements through regular measurement.

We have measured our social impact through pre and post assessments when an individual has had ongoing intervention. We have also been requesting feedback from young people, parents and carers following an initial discussion or interventions.

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What have we addressed?

Children and young people’s educational, mental health and wellbeing needs.

What social improvements have we facilitated?

HSR Psychology has supported the individuals we worked with to cope with life’s challenges, increase their resilience which in turn decreases additional support from statutory services.

HSR Psychology has identified a range of needs so that children and young people can have their needs met and maximise their potential so they can work towards achieving their dreams.

How our team have had a social impact?

Our educational and child psychologists have provided assessments, interventions and training, with the focus of having a positive impact in the lives 6

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of children and young people to maximise their potential.

Our educational and child psychologists have been working in a range of schools across the North West, and one in Leeds, having a positive impact among students, staff and parents.

Our clinical psychologists have provided ongoing interventions for complex mental health needs to improve children and young people’s quality of life, mental health and wellbeing. Dr Bridie Gallagher provided training around self-harm to a range of professionals to enable them to meet more needs within their roles.

What services do we provide to help us to make a social impact?

We provide a broad range of services, including initial discussions, specific assessments, reports, interventions, training, school services and supervision.

What other actions have we taken to make a social impact?

Through our social media accounts we have been sharing knowledge and experience to raise awareness and knowledge around additional needs, including mental health. We have also been busy networking and sharing advice with professionals so that more children and young people can have their needs understood and addressed.

How do we report our social impact?

We report our social impact both internally and externally through team meetings, emails, newsletters and publishing our annual review. We also have information about our social impact published on our website.

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Schools we worked with

1%

The input we provided during this year can be summarised as:

38% 61%

93

Interventions Assessment and reports Medico-legal

children and young people received help from us outside of schools

45

days in education settings

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When we asked 8 young people from one of our schools to share their feedback they were very honest and we found that: When asked about what they enjoyed about the sessions we were told:

Didn’t feel judged. Safe. Fun. Helpful.

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How casual it is.

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Asking questions or being told solutions to issues and being given challenges that will assist with my issue.

Giving me ways to turn my anger down a notch.

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Dealt with specific targets that I wanted to work on.

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Sarah’s smile, very encouraging and sweet.

Her comforting tone. I felt listened to.

When asked what they would change about the sessions or how we could improve, the suggestions were all related to the environment:

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A blank room with no noises or other furniture.

Have a set room.

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Comfortable chairs.

The feedback has been shared directly with the school and we are aiming to have a set room next year, in a quiet part of the school with comfortable chairs!

It took us a while to find a format for feedback which meant that we would get a high percentage of responses, it was near the end of the year when we found a method which worked best. The following results are based on 8 individuals. When asking parents and carers about our input we asked two questions:

Did you feel listened to?

Has the meeting been useful?

YES

YES

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143 children and young people This is the number of children and young people we have assessed or provided interventions to. When we asked 8 young people from one of our schools to share their feedback they were very honest and we found that:

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Did you feel listened to?

Did you talk about what you wanted to talk about?

Did you understand what was talked about in your sessions?

5/5

4.6/5

4.5/5

Did the sessions give you ideas for what to do outside the sessions?

Would you try sessions like this again?

4.75/5

4.75/5

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Five intern placements provided We provided five placements over the year from 01 April 2018 to 31 March 2019. We had two students on a long-term placement with us from the University of Manchester, Martine and Lauren. We had one student who applied to us for a summer placement. We had an interesting placement with a student who was interested in copywriting experience but had an interest in psychology and mental health. Our final student came through Erasmus and was with us for 7 months.

Meet Martine...

Martine joined us through the University of Manchester on a sandwich year, so she was with us part-time for 12 months. Martine had a thorough knowledge-base about psychology but hadn’t been able to put this information into practice before her placement.

Martine’s biggest successes include: • Keeping our Facebook and Twitter accounts running all year

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• Developing her customer service skills • Contributing to initial discussions and the referral process • Researching to further develop our services • Interviewing for new student placements • Developing our blog and training others in blog skills • Working with children as a therapeutic assistant

One of the most interesting aspects of my year has been observing initial discussions. Listening to the experiences of a parent or young person has really impacted my understanding of different circumstances and conditions, and how they affect an individual’s life. Observing discussions also gave me an insight into the clinical workings of an educational and child psychologist – I was able to understand what questions the psychologists ask and why, and how they use these answers to draw conclusions.

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Martine had a very busy year and learnt a lot about flexibility within a job role and changing demands.

Everyone in the office loved having Martine here for her happy personality and for the sweet treats she’d often bring in! Martine has been a huge asset for us this year and has been a big part of developing our service.

We have worked with the following schools and trusts between 01 April 2018 and 31 March 2019:

Callands Community Primary School

Manchester Junior School for Girls

Gorsefield Primary School

Casterton Primary Academy

Evelyn Street Primary School

New Islington Free School

St John Fisher Catholic College

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I have been able to talk about everything and do not feel anxious. Not sure yet if anything has changed.

The only negative thing is the initial booking process was not as easy as it could have been.

It was a brilliant first meeting.

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The initial discussion was very helpful and Julie really put my daughter at ease. Julie was at our home for about 2 hours and listened to all of our concerns and told us how she could be of help.

My daughter has autism and really struggles with people she doesn’t know, but she felt very safe and happy with Julie, which was brilliant.

Feel relieved that we weren’t imagining our daughter’s problems – we now feel we can make life easier for her in the future. I just wish I’d found out about you sooner! Kait summarised our conversation very well in the report.

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Case study - Joe

HSR Psychology was approached by a school where they identified a Year 10 student, Joe, who was frequently getting into arguments, had difficulty with his temper and was at risk of exclusion. The school wanted to get Joe some help to be able to handle his anger and frustration more effectively. Joe had a very troubled home life, a less than nurturing relationship with his role models including parents.

He was also not interested in academic work which led to difficulties between him and the school staff.

Our involvement consisted of five sessions and a follow-up session five months later. During the

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sessions, we provided him with some psychoeducation work. Our intention was to teach Joe about his emotions and feelings. We also explored his anger further and discussed the multiple causes and the insecurity he was experiencing.

We further explored what triggers his emotional outbursts and what techniques helped him.

Together with Joe, we created a ‘tool box’ that he could use in difficult situations. The ’tool box‘ included Joe’s previously used techniques as well as techniques that we introduced. We shared these techniques with the school staff so they could best support him. Lastly, together with Joe,

we reflected on how these above mentioned techniques worked out. Reflection is a great tool to increase self-awareness and helps to identify the situations and thoughts that trigger anger and frustration.

The follow-up session 5 months later allowed us to see the improvement he made during the time. The student’s whole perspective about the world around him had changed. Joe could accept help better and was able to calm himself down before he saw red. He also successfully walked away from multiple fights.

The changes were reported by not only him but by the school staff as well.

Thank you This year’s thank you goes to the School of Social Entrepreneurs for their amazing input over the past year, helping us to become a better social enterprise with a wider social impact.

This year, our Director Kevin Parry, has been part of The Lloyds Bank Social Entrepreneurs Trade Up Programme, in partnership with the School for Social Entrepreneurs (SSE) and jointly funded by Big Lottery Fund.

Through the programme Kevin has been working closely with a group of other social entrepreneurs to learn more from people who have been successful with their social enterprises, and from each other’s experiences.

The help and guidance received has been extremely valuable, and we would recommend it to anyone who is starting or developing a social enterprise.

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We love to celebrate our team’s hard work and dedication to helping children and young people to be happy, safe and ready for life’s challenges.

Within our annual review we select one team member to recognise their hard work over the year. It’s a very difficult choice as everyone has worked so hard, but this year we have chosen our assistant educational psychologist... Sarah Ward!

Sarah has worked so hard this year, both behind the scenes and with children and young people. Sarah has written most of our website and has worked hard to train and support interns on placement with HSR Psychology.

Sarah Ward

Many thanks for all of your hard work this year and for helping HSR Psychology to grow and develop. Schools have provided very positive feedback about your input this year and we have seen these services grow. Thank you again, Kevin Parry

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HSR Psychology accounts 2019 Balance sheet at 31 March 2019

Profit and loss account for the year ending 31 March 2019

Fixed assets Current assets

£0 £0

Current liabilities - Trade creditors - Owed to Partners

£0 £99,453

Net current assets / (liabilities) Total assets / (liabilities)

(£43,375) (£99,453)

Financed by Partners’ capital accounts - Kevin Parry - John Bowden - Steven Parry

(£33,151) (£33,151) (£33,151)

Turnover Other income Staff cost Other costs Depreciation and other amounts written off assets Other charges Tax Loss

£57,205 £1,750 (£60,185) (£54,847.81) £0 £0 £0 (£56,077.81)

Notes to the accounts for year ending March 2019 Note 1. HSR Psychology started on 1st April 2017.

Note 2. HSR Psychology made a loss in its second year. Due to the cost incurred in the development of the brand, website content, recruiting, buying resources and building a team of psychologists.

Note 3. No date has been set for HSR Psychology to repay Partners’ capital accounts.

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Free initial discussion for education settings

Benefits: Free Immediate access No obligation

For education settings we have not previously worked with we provide a free initial discussion or planning meeting as part of our cost effective service.

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To arrange a free initial discussion get in touch.

Email office@hsrpsychology.co.uk Phone 0161 820 9229

Find out more

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If you set out to create a new psychology service, what would it look like?

Join us and have the freedom to work where you want... when you want... how you want Culture We are an ambitious company, driven by the desire to make psychology work as it should. Whilst we are not for profit, we are for working together to provide a competitive, sustainable service, that is dedicated to maximising positive social impact. As a social enterprise our culture is important to us. Our culture is created from the diversity within the HSR team and our shared core values.

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Child-centred Flexible Holistic Supportive Evidence-based

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Contact us Phone: 0161 820 9229 Address: HSR Psychology, 3-5 St John St, Manchester, M3 4DN Email: office@hsrpsychology.co.uk Website: hsrpsychology.co.uk

Facebook: www.facebook.com/HSRPsychology Twitter: www.twitter.com/HSRPsychology LinkedIn: www.linkedin.com/company/hsr-psychology Instagram: www.instagram.com/hsrpsychology

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We provide case managers and solicitors with immediate access to clinical, educational and child psychology services.

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hsrpsychology.co.uk