References and Useful Information

References & Useful Information

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”

Interventions Chart

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:

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

development

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.

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).

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

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 startwith 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 Resources/Further Info

Bruce Perry recommends that for an activity to be regulating it should include the 6 Rs:

Relational

Relevant