Fagus Interventions Document

Finding the right intervention

By Alastair Lidster and Becci Best

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Contents

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Introduction

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Essential Foundations

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Unconditional Positive Regard

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Authority

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Excellent Teaching

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Teamwork

References and Useful Information

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Interventions Chart

20-24

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Using the Chart

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Terminology

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Linking to the Guides

1.

Scheduled opportunities throughout the school day for regulating activities

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2.

Supporting children to understand and communicate their emotional experience

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3.

Developing awareness and understanding of effective coping and stress management strategies

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4.

Small social skills groups to develop social interaction skills

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5.

Promoting Positive Relationships with Peers

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6.

Developing understanding of social situations and the perspectives of others. Increase Empathy

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7.

Increasing Motivation

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Contents (cont’d) 8.

Supporting the child to notice their strengths and build resilience

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9.

Developing interactions and relationships with adults to support development

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10. Developing Joint Attention

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11. Developing Play Skills

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12. Developing Language Skills

59-61

a.

Developing Expressive and Receptive Language

b.

Developing Inference Skills

c.

Developing Vocabulary

13. Other Interventions

3

a.

Developing Motivation for Independent Tasks

b.

Supporting transitions

c.

Providing alternative learning experiences

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Introduction This needs writing!

Fagus was developed to help monitor progress and set goals. However, Fagus users sometimes ask us what they should do in response to a certain profile or a developmental need that Fagus has helped identify. In response to these questions, we have created a brief guide that offers xyz

We hope you find this information useful and helps you use Fagus effectively with your children.

This document etc etc etc

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Essential foundations The chart contained within this document describes a wide range of approaches that can be intelligently used with children who have social, emotional and mental health needs. By that we mean that their use must be informed by assessment, planned carefully and actively reviewed.

Review is the first step in planning what to do next. It informs teacher’s and teaching assistant’s decisions and practice. None of the approaches we have described will work to their full effect without the child’s experience being one of minute by minute good practice. This serves as a foundation on which all other work is built. Without this foundation many interventions will not work at all and some will make the situation worse by adding to the child’s confusion and uncertainty.

So, what does social, emotional and mental health good practice look like in classrooms and playgrounds? We have organised our points into four areas:

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Unconditional Positive Regard

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Authority

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Excellent Teaching

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Teamwork

Unconditional Positive Regard

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Unconditional Positive Regard Unconditional Positive Regard (UPR) guides all your interactions with all the children you work with.

When we maintain UPR we make assumptions. We assume that the child is doing the best they can in the circumstances they have been placed, usually circumstances that the child has had little say in. We assume that the child would prefer to make their lives easier and would not intentionally set out to make our lives more difficult. When things go wrong, we recognise gaps in skills and experience rather than negative intention.

When we hold a view that a child’s behaviour is “naughty” or “difficult” we bias ourselves to both notice these behaviours and interpret what the child does in the light of our existing attitude to them. Unconditional Positive Regard shapes the way we interpret behaviour. It biases us to notice when the child gets things right. It allows us to interpret a situation more openly and neutrally. The child may well have responded angrily but, with a UPR stance we can factor in the impact of, for example, the bullying the child had to cope with before their angry outburst. Perhaps their behaviour was reasonable in an unreasonable situation.

UPR influences our behaviour and language toward the child. When our assumptions are positive our communication becomes warm, sincere and aspirational. We convey to the child that we believe in them, we are confident they will progress, and we value their presence. This builds value into their relationship with adults and promotes the child’s sense of belonging to the community that is their class and school. These are motivating factors for pro-social behaviour.

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Adult behaviours that communicate UPR •

Compartmentalise: put to one side all the challenges and adversities of your own life so that you can focus on your work

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Be organised and ready for the school day. Show the children you care about them by being prepared to teach them

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Greet children in the morning. Welcome them back into your classroom

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Be present and available

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Engage in sensitive and warm interactions with pupils

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Remember that humans communicate more non-verbally than verbally. Consider your posture, expression, and tone of voice

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Look and listen carefully to the child’s words and behaviour

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Help the child to know you have heard them by acknowledging what they said

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Communicate to children that you value them as a person (“I’ve enjoyed teaching you this morning. We’ve learned a lot”)

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Even though you may not be able to solve everything, you can reassure the child that you will support them through their day

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Take each child’s needs into account when giving praise. Not all children can accept direct praise. Be discreet when necessary to have the biggest possible impact

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Model the behaviour you expect of the children you work with. The ability to notice and copy others’ behaviour contributes to human social competence and integration. It is impossible to stop children copying what they see and hear around them. What we can do is influence what they see and hear. Be calm in your interactions

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Reassure children that you keep them in mind even when they are not present

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Make clear your positive regard and your belief in the child’s potential for growth and learning (“Your writing today was excellent. Tomorrow you could use some even better vocabulary when we re-draft.”)

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Authority

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Authority Authority, as distinct from aggression or anger, is essential if adults are to maintain control and provide support for children in schools and classrooms.

Authority is entirely compatible with a relational approach to children. It allows clear thinking, effective teaching and a thoughtful response to children’s needs.

While authority is not in itself, control, it conveys control. Authority creates the space in which adults can be flexible in their response and make clear decisions. We take it for granted now that children require a differentiated learning experience to bridge from where their learning currently is to where the teacher would like their learning to be at the end of a lesson. Similarly, children require a differentiated response to how they behave in class. Children are not helped by a one size fits all approach, but they are helped by a sense that adults are in control.

Adults are often concerned that this is unfair or that other children will notice different reactions to a child’s behaviour and take advantage of it.

In fact, children know who finds life at school easy and difficult and they can understand adult efforts to make things fair. They recognise that a lift in a school addresses one inequality for a wheel-chair user and, sometimes with the help of an explanation, understand why different people need different means of access. Adults may need to explain why they have different expectations of different children but will generally find that children will readily accept their approach. This becomes possible when all classroom practice is built on strong values which consistently guide practice to make it appropriate for every child.

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Adults need to maintain authority over themselves as well as those in their care. In this respect, authority is the process of ensuring the influence of the conscious, cognitive brain is greater than that of unconscious or emotional thinking. Powerful emotions, such as anger or shame undermine our capacity to think clearly and can trigger associations from experience which magnify negative thoughts and feelings.

Authority involves: •

Consistently held values which influence thought and action

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Appropriate expectations, clearly conveyed to children

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Maintaining a positive and respectful emotional tone when managing behaviour

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Using reasoned persuasion rather than coercion or shouting

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Excellent management of classroom processes (i.e. starting and finishing lessons on time, fluent knowledge of procedure etc.)

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A non-threatening and yet assertive presence in the classroom and school

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Where necessary, sanctioning the behaviour, not the child and never inducing shame

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Confidence built on professional skills and knowledge

Excellent Teaching

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Excellent Teaching Excellent teaching is a vital part of provision that allows children to function well in classrooms.

Good teaching ensures that children build on existing skills and knowledge at a rate that is appropriate to them. When children have a

secure grasp of the skills and knowledge required to meet the learning objective, they can approach the lesson confidently, in the belief that they will succeed. Their experiences in the lesson tell them that they are a successful learner and so adds to their confidence. Children who are taught well are more likely to be motivated.

Skilled teaching includes knowing about each child’s learning and matching the lesson to all the children. Challenge that is too great is demotivating because the child recognises that their efforts will not bear fruit. Why even start to climb Everest if you know you cannot reach the top? When children believe the task is matched to their capability, they are much more likely to attempt it. When children are successful, they often receive positive feedback. This enhances their motivation to attempt activities because of the inherent emotional rewards of the task (satisfaction/ enjoyment/ fun).

Children who experience great teaching become conscious of their progress. Their awareness of their growth builds self-efficacy,

confidence and autonomy. The child learns that they have positive agency over their learning, and this contributes to positive self-esteem.

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Excellent Teaching Key Points •

Children must be emotionally regulated before they can learn

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Know the children you are teaching and avoid triggers for emotional distress

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Plan for day to day variation within children as well as child to child variation. Children who have had adverse experiences are vulnerable to tiring stress and interrupted sleep.

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Build children’s confidence by ensuring they experience success as well as challenge

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Plan for group work carefully. Some children are unwilling or uncomfortable to show others what they can and can-not do

•

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Create a learning environment that is suitable for all the children (generally quiet, calm, safe,

Teamwork

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Teamwork School staff are most effective when they are part of a wider organisation with shared responsibility for the care and education of children.

Primary teachers can lead and guide the various professionals who work with the children in their class as a conductor might guide an orchestra. A key player in many classrooms is the Teaching Assistant. There may also be cover teachers, teachers who specialise in a subject, PE staff and volunteer visitors who come in to help. Children benefit when these adults work together in harmony.

Although teamwork in secondary school is perhaps more complicated, it is no less important. There is an even greater need for the “lead player” to communicate and promote communication between all involved to build cohesive practice.

The potential to build teams extends beyond the school gate. Building early, strong links with a focus children’s families is an investment.

Involving families in the school team that supports the child (as opposed to them being a separate team working in parallel) does not imply, for example, asking a parent to do some of the school’s job. Just as teachers should not have to sanction a child for misbehaviour at home, parents and children are not helped by being asked to punish children who have broken school rules.

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Being members of the same team involves sharing information and ideas, listening to each other, agreeing what direction you want to go in, and then pulling together in that direction. The values that underpin a school’s work with children can also effectively guide the work schools and parents do together.

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References & Useful Information

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References and useful information

MOVE THIS PAGE TO THE BACK? ALPHABETICAL ORDER??

Louise Bomber - “What about Me?” Inclusive Strategies to Support Pupils with Attachment Difficulties Make it Through the School Day Louise Bomber - “Inside I’m Hurting” Practical Strategies for Supporting Children with Attachment Difficulties in School” Emma Gore Langton & Katherine Boy – “Becoming an Adoption-Friendly School” Bruce D Perry - “The Boy who was Raised as a Dog” What Children Can Teach us about Loss, Love and Healing” Dan Siegel – “The Whole Brain Child” Margot Sunderland’s series of books that includes “Helping Children Locked in Rage or Hate”, “How Hattie Hated Kindness” etc Betsy de Thierry - “A Simple Guide to Child Trauma” and “Teaching the Child on the Trauma Continuum” Dr Karen Treisman - “A Therapeutic Treasure Box for Working with Children and Adolescents with Developmental Trauma” Rebecca Brooks - The Trauma and Attachment Aware Classroom - "A Practical Guide to Supporting Children Who Have Encountered Trauma and Adverse Childhood Experiences" (Adoption UK) Jarlath O'Brien - "Better Behaviour: A Guide for Teachers" Heather Geddes - “Attachment in the classroom”

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Interventions Chart

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Using the chart Fagus was developed to help monitor progress and set goals. However, Fagus users sometimes ask us what they should do in response to a certain profile or a developmental need that Fagus has helped identify. While we always want to be helpful, we are aware that it can be counterproductive to be too specific too quickly. If we come to think that an approach must only be used in a certain way we risk ruling out potentially helpful support. Equally, if we become stuck in a rut of routine practice, always doing the same thing in response to an issue we risk failing to think carefully about each individual child and their situation.

While the chart can not take account of a child’s individual presentation or the unique circumstances of each school we hope the it will help users to:

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Become aware of the wide range of approaches and actions they can take to support children’s social and emotional development

•

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Select a helpful intervention following the use of the Fagus checklists

Terminology We have wrestled with terminology used in relation to the actions that people take in schools to support children’s progress and have opted to avoid the use of the terms “strategies” and “interventions”. Instead we have used the headings “General Approach” and “Specific Approaches”.

•

General Approach We are referring to the broad themes or categories.

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Specific Approaches We are referring to the very wide range of different actions that can be taken within those themes to enhance a child’s social and emotional development

As an example, a teacher might identify the need for a child to have more experiences that enhance regulation and, at the same time, a decreased exposure to experiences that dysregulate. Under the General Approach heading we might call this “Scheduled, regulating activities through the school day”.

Under the heading Specific Approaches we would include that wide range of changes that can be made to enhance regulation and reduce dysregulation. These could include whole school approaches and adjustments in the classroom. There are numerous small group and individualised interventions that would also fall under the heading Specific Approaches. Some of these may involve making differences to the child’s experience (e.g. Circle of Friends), while others may involve improving competencies within the child (e.g. Mindfulness training).

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Where possible, we have cited the age range the intervention was designed for as a starting point. We would like to encourage users to consider the child’s development and their chronological age when selecting interventions. While an adolescent’s Fagus profile may indicate that aspects of their development are typical of children in early childhood, it would be simplistic to argue that interventions aimed at early childhood are automatically suitable.

As an analogy consider readers whose reading is delayed and may need books with a younger basic reading age than their chronological age. To maintain their motivation they may require books with an “interest age” that matches their chronological age. Similarly, children whose social and emotional development is delayed need differentiated interventions that do not add shame or embarrassment by seeming immature.

The second column of the table provides a list of relevant resources and links to make it easier for users to find further information about the approach we have cited. We have only identified approaches that we feel are congruent with what we have come to understand works for children who have social, emotional and mental health needs. However, we can not claim to know each specific approach well enough to endorse them.

We recommend that users consider research evidence, face validity their own experience. As with all interventions, it is vital to build in review and make appropriate adjustments as necessary. The Education Endowment Fund’s guide to Social and Emotional Learning provides more helpful information - see their guide ‘Improving Social and Emotional Literacy in Primary Schools: Guidance Report’ (there is not yet a secondary version of this guidance) and www.educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/socialand-emotional-learning/. Also see www.evidence4impact.org.uk

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Linking to the Guides At the top of each page are listed the Fagus guides that are most relevant to the approaches described. This is not to say that these are the only guides that might be relevant and we tend to work on the basis that Attachment, Cognitive Development and Language Development are relevant to every child’s situation.

Fagus users might find it helpful to look at the profile they have generated, identify priority areas for development, and start with the right hand column and find the approaches that seem suited to those areas.

1. Scheduled opportunities throughout the school day for regulating activities

Fagus Guides: Coping, Self Control Specific Approaches Bruce Perry’s 6 R’s approach to regulation

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Resources/Further Info Bruce Perry recommends that for an activity to be regulating it should include the 6 Rs: •

Relational

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Relevant

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Scheduled opportunities throughout the school day for regulating activities Most relevant Fagus Guides:

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Coping

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Self-Control

1. Scheduled opportunities throughout the school day for regulating activities

Fagus Guides: Coping, Self Control Specific Approaches

Resources/Further Info

Bruce Perry’s 6 R’s approach to Bruce Perry recommends that for an activity to be regulating it should include the 6 Rs: regulation • Relational •

Relevant

•

Repetitive,

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Rewarding

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Rhythmic

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Respectful.

See links:

The 6 R’s of Healing Brain Stem Calmers (Beacon House Resources) Lakeside 6 R’s Adoption Learning Partners: Rhythm Regulates the Brain

“Regulation Stations”

An area in the classroom that has displays and activities which support emotional regulation. These cue children to use taught strategies (ie: breathing exercises) and provide sensory or fidget toys

Mindfulness

Mindfulness means knowing directly what is going on inside and outside ourselves, moment by moment. (Definition from Professor Mark Williams, former director of the Oxford Mindfulness Centre) For a more detailed definition on Mindfulness see: NHS Mindfulness

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1. Scheduled opportunities throughout the school day for regulating activities

Fagus Guides: Coping, Self Control Specific Approaches Mindfulness (con’td)

Resources/Further Info One minute meditations for both adults and children Mindfulness: A guide to finding peace in a frantic world- Mark Williams & Danny Penman Zen Den - Mindfulness for kids- Youtube video Mindfulness Apps: Headspace, Smiling Mind, Calm Quiet the Mind by Matthew Johnstone (book) Sitting Still Like a Frog- Eline Snel (book) Mind up or .B programmes Class Dojo website

Mindfulness Ninja (Spotify) Go Noodle Mindfulness videos

Theraplay ÂŽ

Theraplay is a child and family therapy for building and enhancing attachment, self-esteem, trust in others, and joyful engagement. It is based on the natural patterns of playful, healthy interaction between parent and child and is personal, physical, and fun.

Theraplay interactions focus on four essential qualities found in parent-child relationships: Structure, Engagement, Nurture, and Challenge.

Ideas and activities based upon Theraplay can be built in throughout the school day (lists of activities available online) See Link: Theraplay

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1. Scheduled opportunities throughout the school day for regulating activities

Fagus Guides: Coping, Self Control Specific Approaches Box of calming activities

Resources/Further Info Accessed first with the support of an adult, building to independent use (i.e. co-regulation developing into self-regulation).

For support in creating a calming box, see: A Therapeutic Treasure Box for Working with Children with Developmental Trauma (Karen Treisman) Therapeutic Treasure Deck of Calming, Regulating and Soothing Cards (Karen Treisman) Brain Stem Calmers (Beacon House)

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2

Supporting children to understand and communicate their emotional experience Most relevant Fagus Guides:

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Coping

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Self-Awareness

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Self-Control

2. Supporting children to understand and communicate their emotional experience

Fagus Guides: Coping, Self-Awareness and Self Control Specific Approaches Incredible 5 Point Scale (Kari Dunn Buron and Mitzi Curtis)

Resources/Further Info The Incredible 5-Point Scale: The Significantly Improved and Expanded Second Edition (Kari Dunn Buron and Mitzi Curtis) The Incredible 5-Point Scale is an intervention which supports children to recognise when they are becoming dysregulated and to communicate this to others.

For more information see: 5 Point Scale

The Zones of Regulation® (Book by Leah Kuypers)

The Zones of Regulation® book formulates a curriculum designed to foster self-regulation and emotional control (2011, Social Thinking Publishing).

“Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions...it is comprised of lessons and activities designed by Leah Kuypers, M.A. Ed., OTR/L to help students gain skills in the area of self-regulation.

The lessons and learning activities are designed to help the students recognize when they are in the different Zones (states of alertness/moods/feelings) as well as learn how to use tools (including sensory supports, calming techniques, and thinking strategies) to regulate the Zone they are in.”

For more information on the approach go to: Zones of Regulation

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2. Supporting children to understand and communicate their emotional experience

Fagus Guides: Coping, Self-Awareness and Self Control Specific Approaches Emotion Coaching (John Gottman)

Resources/Further Info Emotion Coaching is an approach used to structure adult interactions with children, so that they can respond to moments of heightened emotion in an empathic way.

“Emotion Coaching uses moments of heightened emotion and resulting behaviour to guide and teach the child and young person about more effective responses. Through empathetic engagement, the child's emotional state is verbally acknowledged and validated, promoting a sense of security and feeling 'felt'. This activates changes in the child's neurological system and allows the child to calm down, physiologically and psychologically.”

For more information go to: Emotion Coaching

PACE (Playfulness, Acceptance, Curiosity and Empathy) Dan Hughes

A useful approach to base your interactions with children on is Dan Hughes’ PACE model.

PACE refers to Playfulness, Acceptance, Curiosity and Empathy.

Please see the Fagus attachment development guide (pg. 12) and literature by Dan Hughes for further information.

For more information go to: DDP Network EP Insight for useful blogs and free posters on each element of PACE

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2. Supporting children to understand and communicate their emotional experience

Fagus Guides: Coping, Self-Awareness and Self Control Specific Approaches

Resources/Further Info

Therapeutic stories (reading and/or writing) Therapeutic stories (both reading and writing) is the use of storytelling as a therapeutic tool.

Helpful resources include: Using Story Telling as a Therapeutic Tool with Children (Margot Sunderland) Karen Treisman therapeutic stories (Binnie the Baboon, Presley the Pug, Gilly the Giraffe, Cleo the Crocodile)

Cognitive behavioural approaches

Cognitive behavioural approaches are based on a commonly used talking therapy (cognitive behavioural therapy). These approaches aim to support children to change the way they think about problematic situations and change associated behaviours.

Here are some good resources that can be used in schools: Think Good Feel Good by Paul Stallard FRIENDS - Barrett, Webster and Turner (2000) Cool Kids by Ronald Rappee (ages 7-17) Starving the Anxiety Gremlin by Kate Collins-Donnell (ages 5-7 and aged 10+)

The Homunculi Approach to Social and Emotional Wellbeing: A Flexible CBT Programme for Young People on the Autism Spectrum or with Emotional and Behavioural Difficulties by Anna Greig and Tommy Mackay (aged 7 - adolescent) The Coping Cat (Philip Kendall; ages 7-13) The C.A.T Project (Philip Kendall; ages 14-17)

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2. Supporting children to understand and communicate their emotional experience

Fagus Guides: Coping, Self-Awareness and Self Control Specific Approaches Visual Feelings Cards

Resources/Further Info Visual cards which can be used to support children to communicate how they feel.

The Bear Cards: Feelings Cards Karen Treisman’s Therapeutic Treasure Deck (feelings cards and sentence starters)

The Alert Program® (Williams and Shellenberger)

The Alert Program® aims to improve children’s self-regulation and executive skills. It is described as “a classroom-ready program (which) provides a step-by-step approach with songs, games, and books to help you incorporate self-regulation strategies into your lesson plans”.

See: The Alert Program® How Fast Does Your Engine Run? A Leader’s Programme To The Alert Program (Mary Williams and Sherry Shellenberger)

2a. Challenging Negative Thought Patterns Fagus Guides: Coping and Self Awareness Cognitive behavioural approaches

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See cognitive behavioural approaches page 25

3

Developing awareness and understanding of effective coping and stress management strategies Most relevant Fagus Guides:

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Coping

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Moral Development

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Self-Awareness

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Self-Esteem

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Self-Control

3. Developing awareness and understanding of effective coping and stress management strategies

Fagus Guides: Coping, Self-Esteem, Self Control, Self-Awareness Moral Development Specific Approaches The Plumtree (Child & Adolescent Psychology Service)

Promoting alternative thinking strategies (PATHS)

Resources/Further Info Advisory notes for teaching techniques such as deep breathing and sensory activities to help selfregulation See: The Plumtree

A school wide education program designed to facilitate the development of self control, emotional awareness and interpersonal problem solving skills. The programme consists of lessons, materials and charts.

Incredible 5 Point Scale

See Section 2 Page 31

(Kari Dunn Buron and Mitzi Curtis) The Zones of Regulation

See Section 2 Page 31

(Leah Kuypers) “Regulation Stations�

See Section 1 Page 27

Box of Calming Activities

See Section 1 Page 29

Mindfulness

See Section 1 Pages 27-28

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3. Developing awareness and understanding of effective coping and stress management strategies

Fagus Guides: Coping, Self-Esteem, Self Control, Self-Awareness Moral Development Specific Approaches

Resources/Further Info

Superflex A Superhero Thinking The Superflex®: A Superhero Social Thinking Curriculum is a “three-part cognitive behavioural curriculum (which) helps students develop further awareness of their own thinking and social behaviours Curriculum (Stephanie Madrigal and Michelle Garcia Winner; primary)

and learn strategies to help them develop better self-regulation across a range of behaviours”. It is designed for children with social and communication difficulties.

See link: Superflex

The Alert Program® (Williams and Shellenberger)

See Section 2 page 34

Shanker Self-Reg® Framework

Shanker Self-Reg® “is a process for enhancing self-regulation by understanding and dealing with stress. In Self-Reg we consider both our responses to stress and our underlying state of energy and tension when we encounter a stress.” There are printable, sharable information sheets available on the website.

For more information on the process go to: Shanker Self-Reg

Fun Friends (ages 4-7) Friends for Life (ages 8-11)

These programmes (developed by Paula Barrett) are “social skills and resilience building programs” aimed at reducing children’s social and emotional skills, ability to focus, confidence, and the capacity to relax and regulate emotions.

My Friends Youth (ages 12-15)

See: Friends Resilience

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3. Developing awareness and understanding of effective coping and stress management strategies

Fagus Guides: Coping, Self-Esteem, Self Control, Self-Awareness Moral Development Specific Approaches Zippy’s Friends (ages 5-7)

Resources/Further Info Zippy’s Friends “is an intervention designed to improve children’s coping skills. Teachers deliver sessions built around stories about a stick insect (Zippy) and his friends, who are young children. The stories involve issues children might encounter, such as: friendship, conflict, change, and difficult feelings. The children discuss the issues raised, and play games and do role-play activities about emotions and coping”.

See: Zippy’s Friends

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4

Small social skills groups to develop social interaction skills Most relevant Fagus Guides:

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Awareness & Understanding of Others

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Play

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Self-Control

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Socialisation

4. Small social skills groups to develop social interaction skills Fagus Guides: Awareness & Understanding of Others, Play, Self-Control, Socialisation Specific Approaches Lego Therapy®

(LeGoff)

Resources/Further Info Lego® therapy is a group intervention originally developed for children with autism spectrum disorder (ASD) or other social communication difficulties. It uses children's love of playing with Lego® to help them develop communication and social skills.

Lego-Based Therapy: How to Build Social Competence Through Lego-Based Clubs for Children with Autism and Related Conditions (book by Daniel LeGoff, Gina Gomez, Simon Baron-Cohen, G.W. Krauss)

Time to Talk (Alison Schroeder; 4-8 years)

“Time to Talk has been developed to teach and develop oral language and social interaction skills to children aged 4–8 to make these aspects of school easier. It contains 40 sessions designed to take place two or three times a week. Skills taught include: eye contact, turn-taking, sharing, greetings, awareness of feelings, giving/following instructions, listening, attention and play skills”.

Publication: Time to Talk A Programme to Develop Oral and Social Interaction Skills for Reception and Key Stage One (Alison Schroeder) For more information see: Time to Talk

Talkabout Resources

“TALKABOUT was first developed in the 90s and is now a whole scheme of work to help you assess, teach and measure your social skills work easily. It uses a hierarchical method of teaching social skills which means that having assessed the child using the TALKABOUT assessment,you choose the appropriate level or book to start work at.”

See: TALKABOUT

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4. Small social skills groups to develop social interaction skills Fagus Guides: Awareness & Understanding of Others, Play, Self-Control, Socialisation Specific Approaches Superflex A Superhero Thinking Curriculum

Resources/Further Info See Section 3 Page 37

(Stephanie Madrigal and Michelle Garcia Winner; primary) Friends for Life (ages 8-11)

See Section 3 Page 37

Zippy’s Friends

See Section 3 Page 38

AWKWARD: The Social Dos and Don'ts of “AWKWARD: The Social Dos and Don'ts of Being a Young Adult breaks down family, Being a Young Adult book by Carlos Torres friends, work, and community social situations to help provide tips on socially acceptable behavior in everyday situations. Each situation includes examples of dos and don'ts to & Katie Saint (adolescents/young adults) target different perspectives and learning styles.

The "do" section is intended to teach specific actions that can be performed to help a situation go.”

The Communication Trust ‘What Works’ Tool

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See website The Communication Trust

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Promoting positive relationships with peers Most relevant Fagus Guides:

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Socialisation

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Play

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Coping

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Awareness & Understanding of Others

5. Promoting Positive Relationships with Peers Fagus Guides: Socialisation, Play, Coping, Awareness & Understanding of Others Specific Approaches

Resources/Further Info

See Section 4. Social Skills Approaches Peer Mentoring

Using peers to support other children in specified ways (e.g. helping them in the playground, supporting with transition into the school).

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6

Developing understanding of social situations and the perspectives of others.

Increase Empathy Most relevant Fagus Guides:

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Awareness and understanding of others

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Self-awareness

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Cognitive development

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Self-control

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Moral development

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Socialisation

6. Developing understanding of social situations and the perspectives of others Increase Empathy Fagus Guides: Awareness & Understanding of Others, Cognitive Development, Moral Development, Self-Awareness, Self-Control, Socialisation Specific Approaches

Social Stories (Carol Gray)

Resources/Further Info “Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages”.

See: The New Social Story Book by Carol Gray (book) Website: Carol Gray Social Stories Social Story Creator and Album (app)

Comic Strip Conversations (Carol Gray)

Comic strip conversations “combine stick-figures with conversation symbols to illustrate what people say and think during conversations” to support the development of social understanding.

Comic Strip Conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders by Carol Gray (book)

Talkabout Resources (Alex Kelly)

“TALKABOUT was first developed in the 90s and is now a whole scheme of work to help you assess, teach and measure your social skills work easily. It uses a hierarchical method of teaching social skills which means that having assessed the child using the TALKABOUT assessment,you choose the appropriate level or book to start work at.”

See: TALKABOUT

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6. Developing understanding of social situations and the perspectives of others Increase Empathy Fagus Guides: Awareness & Understanding of Others, Cognitive Development, Moral Development, Self-Awareness, Self-Control, Socialisation Specific Approaches

Restorative Approaches

Resources/Further Info Restorative approaches “enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right.

A restorative approach may include having a ‘restorative conversation’. These conversations may happen during the school day and practitioners will use restorative language and questions to allow children and young people to understand the impact of their behaviours”. This approach relies upon children having empathy and aims to rebuild relationships.

About Restorative Justice in Schools see: Restorative Justice website Restorativejustice4schools The Little Book of Restorative Justice in Education: Fostering Responsibility, Healing, and Hope in Schools (Justice and Peacebuilding) (book by Katherine Evans and Dorothy Vaandering) See Chapter 7 of “Better Behaviour, a Guide for Teachers” by Jarlath O’Brien for a good overview Using Restorative Circles in Schools: How to Build Strong Learning Communities and Foster Student Wellbeing (book by Berit Follestad and Nina Wroldsen)

6a Developing Conflict Resolution Skills See Restorative Approaches Above 46

6. Developing understanding of social situations and the perspectives of others Increase Empathy Fagus Guides: Awareness & Understanding of Others, Cognitive Development, Moral Development, Self-Awareness, Self-Control, Socialisation Specific Approaches

Resources/Further Info

Superflex A Superhero Thinking Curriculum (Stephanie Madrigal and Michelle Garcia Winner; primary)

See Section 3 Page 37

Circle Time

A well established approach that provides a framework for relating and interacting. The approach is consistent with nurture principles and can be used flexibly according to the needs of the class, group or child "Quality Circle time" Jenny Mosley and Pat Murray Other Relevant Fagus Guide: Motivation and Self-Efficacy

Circle of Friends

A peer support strategy which sets up a support group which meets weekly and which builds empathy in a wider part of the school community "Creating Circles of Friends� by Newton and Wilson (book) Other Relevant Fagus Guide: Motivation and Self-Efficacy

Roots of empathy/ seeds of empathy

An international classroom programme that raises social and emotional competence and increases empathy. The program involves a parent visiting a classroom with their infant every three weeks with an instructor who helps the children observe the baby's development and reflect on their feelings.

See website: Roots of Empathy Note: All Fagus Guides but especially Awareness & Understanding of others, Socialisation and Moral Development

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Increasing Motivation Most relevant Fagus Guides: •

Motivation and Self-Efficacy

•

Self-Concept

•

Self-Esteem

7. Increasing Motivation Fagus Guides: Motivation & Self Efficacy, Self Concept, Self Esteem Specific Approaches Promoting a growth mindset (Carol Dweck)

Resources/Further Info Mindset refers to the beliefs that a person has about themselves and their basic qualities.

Those with a growth mindset believe that intelligence is changeable and can be developed with effort and hard work. There are a number of ways that a growth mindset can be fostered within the classroom.

Please see the Fagus Motivation and Self-efficacy guide introduction (pg. 8-9) for more information.

Application of self-determination Ryan and Deci propose that feelings of autonomy, competence and relatedness enhance intrinsic motivation, and that these components can be used to guide intervention. theory (Ryan and Deci)

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Please see the Fagus Motivation and Self-Efficacy guide introduction (pg. 3-6) for more information.

8 50

Supporting the child to notice their strengths and build resilience Most relevant Fagus Guides: •

Play

•

Self-Concept

•

Coping

•

Self-Esteem

•

Socialisation

•

Self-Awareness

•

Self-Control

8. Supporting the child to notice their strengths and build resilience Fagus Guides: Play, Coping, Socialisation, Self-Control, Self-Concept, SelfEsteem, Self-Awareness, Specific Approaches Fun Friends (ages 4-7)

Resources/Further Info

Friends for Life (ages 8-11)

These programmes (developed by Paula Barrett) are “social skills and resilience building programs” aimed at reducing children’s social and emotional skills, ability to focus, confidence, and the capacity to relax and regulate emotions.

My Friends Youth (ages 12-15)

See: Friends Resilience

UK Resilience Programme

An 18 lesson programme which teaches skills that enhance resilience for situations both in and out of school

(Penn Resilience Programme; Dr. Karen Relvich, University of Pennsylvania)

See: UK Resilience Programme Most Relevant Guides: Self Awareness, Coping, Self-Control

Promoting a growth mindset

See Section 7 Page 49

(Carol Dweck)

Most Relevant Guides: Self Awareness, Self-Concept, Self-Esteem

Therapeutic stories

See Section 2 Page 33

Karen Treisman’s therapeutic story “Gilly the Giraffe” is aimed at developing self-esteem.

Most Relevant Guides: Self Awareness, Self-Concept, Self-Esteem

Strengths Cards

The I Can Monsters The ELSA website has range of downloadable options Most Relevant Guides: Self Awareness, Self-Concept, Self-Esteem

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8. Supporting the child to notice their strengths and build resilience Fagus Guides: Play, Coping, Socialisation, Self-Control, Self-Concept, SelfEsteem, Self-Awareness, Specific Approaches Talkabout Resources (Alex Kelly)

Resources/Further Info See Section 4 Page 40 Specific books: Talkabout For Children 1 (2nd edition): Developing Self-Awareness and Self-Esteem (Alex Kelly) Relationships: Building Self-Esteem and Relationship Skills (Alex Kelly) Most Relevant Guides: Self Awareness, Self-Concept, Self-Esteem

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9

Developing interactions and relationships with adults to support development Most relevant Fagus Guides: •

53

Awareness and understanding of others

•

Socialisation

•

Coping

•

Self-Concept

•

Self-Esteem

9. Developing interactions and relationships with adults to support development Fagus Guides: Awareness & Understanding of Others, Socialisation, Coping, Self-Concept, Self-Esteem Specific Approaches

Resources/Further Info

PACE (Playfulness, Acceptance, See Section 2 Page 32 Curiosity & Empathy) Dan Hughes Emotion Coaching

See Section 2 Page 32

(John Gottman) Key Adult(s)

An identified adult/group of adults in school who the child knows they can go to when in need. It is good practice to ensure that the child has scheduled time with this adult/these adults daily/weekly as well as opportunities for ad-hoc conversations as needed.

Please see books: The Attachment Aware School Series: The Key Adult in School (Louise Bomber) Becoming an Adoption Friendly School (Emma Gore-Langton and Katherine Boy)

TheraplayÂŽ

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See Section 1 Page 28

10 55

Developing Joint Attention Most relevant Fagus Guides: •

Awareness and Understanding of Others

•

Play

•

Socialisation

10. Developing Joint Attention Fagus Guides: Awareness & Understanding of Others, Play, Socialisation Specific Approaches

Resources/Further Info

Attention Bucket

The ‘Attention Bucket’ is the first stage of an intervention model designed by Gina Davies

(Gina Davies)

called Attention Autism.

Attention Autism “aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. It progresses through a series of stages, building on each skill level.

The first stage is the Attention Bucket’, this is a bucket full of motivating and exciting toys and gadgets to focus attention”.

For more information go to: Gina Davies website

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Developing Play Skills Most relevant Fagus Guides: •

Play

•

Socialisation

11. Developing Play Skills Fagus Guides: Play, Socialisation Specific Approaches

Resources/Further Info

In addition to playing with the child Lego® therapy is a group intervention originally developed for children with autism spectrum disorder at their point of development, see (ASD) or other social communication difficulties. It uses children's love of playing with Lego® to help them develop communication and social skills.

Lego Therapy® (LeGoff) Lego-Based Therapy: How to Build Social Competence Through Lego-Based Clubs for Children with Autism and Related Conditions (book by Daniel LeGoff, Gina Gomez, Simon Baron-Cohen, G.W. Krauss)

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12

Developing Language Skills Most relevant Fagus Guides: •

59

Language Development

12a Developing Expressive and Receptive Language Fagus Guides: Language Development Specific Approaches

Resources/Further Info

Communication Trust ‘What Works’ Tool

See website The Communication Trust

Time to Talk

See Section 4 Page 40

(Alison Schroeder; 4-8 years)

For more information see: Time to Talk

Colourful Semantics

“Colourful Semantics is a therapy technique created by Alyson Bryan which uses colour coded cards to help children to learn the important elements of a sentence, and how to join them together in the correct order”.

(Alyson Bryan)

For more information go to: Colourful Semantics

Talk About Talk Secondary (ages 14-18) Elklan training, interventions and resources

A targeted intervention that helps pupils aged 14 to 18 with poor communication skills to be ready for the workplace. TalkAbout Talk Secondary consists of a series of 13 fully planned one-hour lessons delivered by trained teaching or support staff.

Elklan delivers accredited evidence informed courses for educational staff and parents for those with speech, language and communication needs and for parents.

For more information go to: Elklan

Black Sheep Press interventions and resources

Black Sheep Press have produced a set of resources for teachers and speech and language therapists working with children with Developmental Language Disorder (DLD) and speech, language & communication needs (SLCN). Resources include worksheets, assessments and Apps.

For more information go to: Black Sheep Press

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12b Developing Inference Skills Fagus Guides: Awareness & Understanding of Others, Language Development Specific Approaches Language for Thinking

(Anna Branagan and Stephen Parsons; designed for 4-7 year olds but for use with children up to 11 years) Elklan training, interventions and resources

Resources/Further Info Language for Thinking is a structured approach to develop children’s language from the ‘here and now’ to the ‘how and why’.

See: Language for Thinking: A Structured Approach for Young Children (Anna Branagan and Stephen Parsons) See Section 12a Page 60

12c Developing Vocabulary Fagus Guides: Language Development Word Aware (early years; key stages 1 and 2; Anna Branegan)

Word Aware is a structured whole school approach to promote the vocabulary development of all children.

Word Aware: Teaching Vocabulary Across the Day, Across the Curriculum (Anna Branegan) (this supports children’s vocabulary development from 5-11 years but can be adapted for use in secondary schools).

Word Aware 2: Teaching Vocabulary in the Early Years (Anna Branegan) For more information see: ThinkingTalking

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13

Other Interventions Including: •

Developing Motivation for Independent Tasks

•

Supporting transitions

•

Providing alternative learning experiences

Most Relevant Fagus Guides shown under each sub-heading

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13a Developing Motivation for Independent Tasks Fagus Guides: Motivation, Self-Esteem Specific Approaches

Resources/Further Info

TEACCH independent work trays This involves setting up a work tray with motivating activities within the child’s ability so that they can experience being an independent and successful learner.

See: Teacch Examples of activities can be found online

13b Supporting transitions (from activity to activity, or school to school) Fagus Guides: Coping, Self-Control Brain works project

A program of three sessions of up to 60 minutes designed to prepare young people for adolescence See: Brain Works Project

Individualised use of schedules and timetables

Clarity and certainty are increased by providing a schedule that the child can understand. A sense of being in control can be increased by the child ticking off items or putting visual symbols into a finished box as they work through the schedule

13c Providing Alternative Learning Experiences Fagus Guides: Self-Concept, Awareness & Understanding of Others, SelfAwareness, Play Forest Schools

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A specialised learning approach that compliments and sits within outdoor education. Key principles include participants are "entitled to develop a positive relationship with themselves and other people" and "with their natural world"