About Hazel Bentley (PG Dip. PG Cert. BA Hons.)
My name is Hazel Bentley and I live in Shrewsbury, Shropshire.
I am a Certified Play and Creative Arts Therapist holding a Post Graduate Diploma in Play Therapy and a Post Graduate Certificate in Therapeutic Play Skills (both with Distinction) and have recent training on trauma (Developmental Trauma for Professionals).
My post-graduate training was provided by the Academy of Play and Psychotherapy (APAC) and accredited by Play Therapy UK (PTUK) and Play Therapy International (PTI). It is validated by the Leeds Beckett University. I am a member of PTUK and can be found on their Register of Play and Creative Arts Therapists, which has been accredited by the Professional Standards Authority, ensuring good quality and safe practice.
Membership assures adherence to the PTUK Ethical Framework and Procedures and requires ongoing CPD. I have an Enhanced DBS check and hold professional indemnity and public liability insurance. I am registered with the ICO for data protection purposes. I receive monthly clinical supervision from a qualified PTUK Supervisor. I have all the relevant policies and procedures in place and am up to date on necessary training, including Safeguarding Children Level 3 - Designated Officer.
For nearly 30 years, I have supported, advised, educated and cared for many children, young people and adults from every sector of the community (and also abroad) to uncover their true potential in their own unique ways, and at their own pace. I have knowledge and experience of working with people with complex needs - e.g. through my teaching assistant work and various support-worker roles. These include special educational needs, physical and learning disabilities, multi-sensory impairments, ADHD, autism, anti-social behaviour and mental health issues. I also have a firm understanding of the detrimental effects of poverty and social exclusion on individuals, families and communities, resulting largely from my youth work and from my time spent with the international NGO -ATD Fourth World, and with local homelessness charities.
I have been a Level 3 Youth Support Worker for many years, leading various youth clubs across different parts of my hometown, mostly in known areas of deprivation. Until recently, I led a successful Alternative Curriculum Programme for students aged 11 to 16 (mostly with EHCPs), who mainly felt too overwhelmed by the challenges that mainstream schools could bring and who welcomed a different environment. I have a reputation for building excellent relationships with the young people in my community and for creating inclusive, safe and fun environments whilst introducing new interests and helping to grow self-esteem and optimism.
I strongly believe that every child has the right to a happy and fulfilling life and I am confident in my abilities to alleviate distress and to foster resilience through my therapeutic work.
Qualifications and Training
Beginning the Therapeutic Process and What to Expect
Parents can request appointments directly with me, or referrals can be made by anyone working with children -such as teachers or the school SENDCo.
A Strengths and Difficulties Questionnaire will need to be completed by those making the referral to assess the severity of the client’s issues.
Before therapy begins, the therapist always speaks with parents to discuss the client’s needs and to gain their consent.
Parents will also be asked to complete their own Strengths and Difficulties Questionnaires relating to the client’s issues.
CORE Young Person's or CORE 34 assessments may also be utilised.
SEPACTO (System for Evaluating Play and Creative Arts Therapy Outcomes) are also used with work in schools.
The therapist then holds an introductory session to meet the client, to explain the process and to check if they consent to the therapy and fully understand its purpose.
A contract is then made, with clearly established boundaries, and agreed to by both the therapist and the client to ensure everyone is kept safe. This session also enables the client to familiarise themselves with the therapist as well as the room and play/art materials available.
The confidential sessions are then held weekly, ideally at the same time and place, because consistency is important to the therapeutic process.
There needs to be a minimum of 12-15 sessions for the therapy to be effective, but some clients will require more.
All my client work is guided by my personal reflections and observations on the process and through regular supervision.
Parents, clients (and teachers) are invited to review meetings around Week 8 to discuss progress and decide if further sessions will be necessary.
Further Strengths and Difficulties Questionnaires can be completed at this point.
End reports can be written upon request with an additional fee.
