In liaising with other professionals or agencies about individual children in the group it is good practice to:

  • Use actual stories and pictures rather than ‘interpretations’
  • Ask permission of pupils and parents for stories to be shared
  • Precis themes rather than details that might be confidential
  • Use professional judgement of ‘What is in the best interests of the child’
  • Where there are concerns about child protection, contact the school’s child protection officer immediately.

A review of the sessions on completion of the programme should involve discussions with the classteacher, the SENCO and possibly the headteacher. There should be a written assessment of individual children’s progress that is suitable for sharing with other professionals.


It is useful to book in a time to meet with children’s parents some time in the first few weeks to review how sessions are going – this can possibly link in with parent evenings.Therapeutic Storywriting can be included as specific support on the child’s Individual Education Plan, a copy of which should be given to the parent.


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Therapeutic Story Writing book coverTherapeutic Storywriting – A Practical Guide to Developing Emotional Literacy.

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