Example Objectives, Goals and Plans

Coping: Example Objectives, Goals and Plans

These examples were developed for pupils attending Beech Lodge School.

Pupil A is 14 years old. She frequently complains about feeling unwell and finds this extremely distressing. Pupil A is heavily reliant upon her key worker to calm her down; teaching staff would like to enable her to cope more independently and set the following goal:

Reference in guide Objective Goal

Plan

Early childhood: is supported by adults to generate their own coping response (pg. 10)

For pupil to take appropriate steps to help herself cope when she is feeling unwell. Pupil follows her coping plan and chooses an appropriate action to help her cope when she feels unwell on 50% of occasions.

Key worker to create flow chart of options with pupil, giving her a visual plan of different methods to help her cope when she is feeling unwell Staff to encourage pupil to collect her plan from her box when she is feeling unwell and support her to follow the flow chart and take appropriate action Praise and use of reward system when pupil follows the plan appropriately

Coping

17

Pupil B is 13 years old. She does not ask for help when she needs it. She often finishes her work before her peers, but does not communicate this to the teacher; she will sit at her desk until the teacher notices. The class teacher wants to support Pupil B to ask for help and sets the following goal:

Reference in guide Objective Goal

Plan

Early childhood: becoming more confident and skilled in seeking comfort from appropriate people within different settings (i.e. knowing who to approach and how to ask for help) (pg. 9) For pupil to ask for help in lessons. Pupil uses a signal of her choosing to notify staff that she has finished the work in classroom learning. She does this 75% of the time.

Whole-class intervention: all pupils to choose a signal to notify staff when they are finished their work (e.g. card on table, hand raised)

Extension worksheets to be available at the front of the classroom

To be included in class guidelines, which will be stuck on wall Pupil dislikes being given praise in front of others therefore avoid giving praise in front of class – praise whole group or do individually at end of lesson

18

Pupil C is 12 years old. Generally, he manages his emotions well throughout the school day and does not tell staff that there have been any problems. However, when he goes home he becomes distressed and reports several issues to his parents. His teacher would like to support him to deal with these difficulties before the end of the school day:

Reference in guide Objective Goal

Plan

Middle childhood: seeks social support from outside of the family (pg. 12)

For pupil to tell staff members about things that have upset him during the school day. Pupil expresses any feelings of injustice from the school day in his review of the day. Mum reports 1 additional issue from home.

1:1 reflection time with key worker at the end of each day to discuss incidents that have occurred through the day and help pupil rationalise why they occurred and they have/can be sorted out

Home-school diary system to be set up to ensure concerns and events are communicated between parents and teaching staff

Pupil D is 11 years old. He struggles to cope when he loses a game with peers, becoming very upset or angry. His teacher set the following goal to support him to develop appropriate coping strategies:

Reference in guide Objective Goal Plan

Early childhood: is supported by adults to generate their own coping response (pg. 9)

For pupil to appropriately accept losing a game. Pupil graciously accepts defeat in 1:1 games with adults. He does this 75% of the time.

Key worker to play 1:1 games with pupil in key worker time

Key worker to have open discussions about emotional experience of losing and teach strategies to manage this (e.g. scripts, managing emotional reaction, remembering that it is only a game)

Coping