Interventions Guide Version 1 Nov 20

Finding the right intervention

By Alastair Lidster and Becci Best

Contents

2

Introduction

4

Essential foundations

6-27

•

Unconditional Positive Regard

10

•

Authority

16

•

Excellent teaching

20

•

Teamwork

24

Interventions chart

28

•

Using the chart

29

•

Terminology

31

•

Linking to the guides

34

1.

Supporting regulation throughout the day

36

2.

Supporting children to understand and communicate their emotional experience

40

3.

Developing awareness and understanding of effective coping and stress management strategies

46

4.

Developing social skills

54

5.

Promoting positive relationships with peers

58

6.

Developing social understanding and increasing empathy

62

7.

Increasing motivation

68

Contents (cont’d) 8.

Supporting the child to notice their strengths and build resilience

70

9.

Developing interactions and relationships with adults to support development

74

10. Developing joint attention and play skills

78

11. Developing language skills

82

12. Other approaches

86

a.

Developing motivation for independent tasks

87

b.

Supporting transitions

87

c.

Providing alternative learning experiences

88

References and Useful Information

3

89

Introduction 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. The following guide aims to address those questions.

We know that adults’ day to day interactions with children make a difference. These interactions influence how children understand themselves, their relationships and the community they are in. Teachers are expected to

deliver good quality teaching before providing an intervention to address a learning difficulty because we know that excellent teaching makes a positive difference to children with Special Educational Needs. Similarly, adults should ensure they provide what we could call “quality first interaction” with children as the bedrock of children’s social and emotional development. Our first section, Essential Foundations, covers this in some detail.

Sometimes more targeted work is needed to teach skills and enhance development. There are a growing range of interventions that professionals can draw on in their work with children. The main body of this guide describes approaches you could use, how they relate to a broad concern you may have and how they relate to the Fagus guides (and so to a child’s development). This section links to further reading online or the web page representing the approach we have described so you can easily access and apply it.

4

This is a working document. We will review and add to it to improve the range of approaches it describes. We hope you will help this process by providing feedback on what has worked well for you and by suggesting approaches that we have not yet included.

We hope you find this information useful and that it helps you to use Fagus effectively with the children and young people you work with.

5

Essential foundations

6

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 teachers’ and teaching assistants’ decisions and practice. Even when planning a first intervention for a child, teachers will consider what they already know about

that child.

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 the foundation on which all other work is built. Without this foundation many interventions will not work at all and some may even make the situation worse by adding to the child's confusion and uncertainty.

7

So, what does social, emotional and mental health good practice look like in classrooms and playgrounds?

We have organised our points into four areas:

8

•

Unconditional positive regard

•

Excellent teaching

•

Authority

•

Teamwork

9

Unconditional positive regard

10

Unconditional positive regard Unconditional positive regard guides all your interactions with all the children you work with.

When we maintain unconditional positive regard 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. We make these assumptions because we know that when we hold a view that a child’s behaviour is “naughty” or “difficult”, we fail to explore and understand the reasons underpinning their actions.

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 unconditional positive regard 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.

11

Unconditional positive regard 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 prosocial behaviour, that is, voluntary actions performed to help or benefit others, such as sharing toys, assisting the teacher, giving advice to friends.

12

13

Adult behaviours that communicate unconditional positive regard •

Compartmentalise: manage all the challenges and adversities of your own life so that you can focus on your work. Use supervision and seek support at difficult times

•

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

•

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

•

Be present and available

•

Engage in sensitive and warm interactions with pupils

•

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

•

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

•

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

14

•

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

•

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

through their day •

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

•

Model the behaviour you expect of the children you work with. It is entirely natural for children (and adults) to copy others’ behaviour. What we can do is influence what they see and hear. Be calm in your interactions

•

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

•

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.”)

15

Authority

16

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

17

wheelchair 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

strong values guide practice to make it appropriate for every child.

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 conscious, cognitive thought 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 conscious and unconscious memories of our own experience which magnify negative thoughts and feelings.

18

Authority involves: •

Consistently held values which influence thought and action

•

Appropriate expectations, clearly conveyed to children

•

Maintaining a positive and respectful emotional tone when managing behaviour

•

Using reasoned persuasion rather than coercion or shouting

•

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

•

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

•

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

•

Confidence built on professional skills and knowledge

19

Excellent teaching

20

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 add to their confidence. Children who are taught well are more likely to be motivated. Motivated children are much more likely to engage with the lesson.

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, completion of the task tells them about their ability and agency. It makes it more likely they will attempt tasks in the future.

21

Adults can highlight and reinforce the child’s success, and emphasise growth and learning. When children are aware of their progress and growth, their confidence and self-esteem increase. They learn that they can make a difference to their own outcomes.

These complex positive outcomes begin with excellent differentiation and teaching.

22

Excellent teaching key points •

Children must be emotionally regulated before they can learn

•

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

•

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

•

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

•

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

•

Create a learning environment that is suitable for all the children (generally quiet, calm, safe, predictable and physically comfortable)

•

23

Ensure tasks are differentiated according to children’s needs so that they believe they can do the work set

Teamwork

24

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 person 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 on 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

25

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.

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.

26

27

Interventions chart

28

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. Fagus helps us to think carefully and deeply about an individual child and the situation they are in. It is vital to avoid routine practice in which we respond to similar presentations in the same way every time. Conversely, it is important to recognise the range of positive effects many approaches can have.

Fagus guides the user from a broad sense of a child’s social and emotional needs toward a more detailed understanding which is described in terms of specific aspects of social and emotional development. The process is unique to each child because it brings together knowledge of child development with the adult’s knowledge of the individual child and their circumstances. Users will also want to include knowledge of the setting the child is in when selecting interventions to ensure they have the necessary resources to implement the approach. We hope the framework will help users to consider a variety range of approaches before making a selection.

29

We hope 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

Understanding of the individual child

+ Knowledge of child development

30

Knowledge of the setting and its resources

=

The approach you use

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 use the simple headings “General Approach” and “Specific Approaches”.

•

General Approach: the broad themes or categories.

•

Specific Approaches: 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 “Supporting regulation throughout the 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

31

in the classroom such as introducing “regulation stations”, using Perry’s 6 Rs and/or introducing mindfulness activities. (see page 36)

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). 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. They may need books with a younger basic reading age than their chronological age but to maintain their motivation, they may require books with an “interest age” matched to 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.

32

The second column of the table provides a list of relevant resources and highlighted 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 and 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/social-andemotional-learning/. Also see www.evidence4impact.org.uk 1. Supporting regulation throughout the day

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

33

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

Relational

•

Relevant

Linking to the guides The Fagus guides that are most relevant to the approaches described are listed at the top of each page. 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 find the approaches that seem suited to those areas (e.g. if your Fagus profile highlights Coping and Self Control as areas for development) it is suggested you scan through this intervention guide to see which interventions relate to the targeted area.

1. Supporting regulation throughout the day

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

34

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

Relational

•

Relevant

35

1

Supporting regulation throughout the day Regular, scheduled opportunities for regulating activities

Most relevant Fagus Guides:

36

•

Coping

•

Self-Control

1. Supporting regulation throughout the day

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

•

Repetitive,

•

Rewarding

•

Rhythmic

•

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.

37

1. Supporting regulation throughout the day

Fagus Guides: Coping, Self Control Specific Approaches

Mindfulness

Resources/Further Info 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 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 38

1. Supporting regulation throughout the day

Fagus Guides: Coping, Self Control Specific Approaches

Theraplay ÂŽ

Resources/Further Info 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

Box of calming activities

Accessed first with the support of an adult, building to independent use (i.e. coregulation 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) 39

2

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

40

•

Coping

•

Self-Awareness

•

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

Resources/Further Info The Incredible 5-Point Scale: The Significantly Improved and Expanded Second Edition

(Kari Dunn Buron and Mitzi Curtis) (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®

The Zones of Regulation® book formulates a curriculum designed to foster self-

(Book by Leah Kuypers)

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

41

2. Supporting children to understand and communicate their emotional experience

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

Resources/Further Info

Emotion Coaching

Emotion Coaching is an approach used to structure adult interactions with children, so

(John Gottman)

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

A useful approach to base your interactions with children on is Dan Hughes’ PACE model. PACE refers to Playfulness, Acceptance, Curiosity and Empathy.

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

For more information go to:

DDP Network EP Insight for useful blogs and free posters on each element of PACE PACE Poster by Emma Sutton 42

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

Therapeutic stories (both reading and writing) is the use of storytelling as a

(reading and/or writing)

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 10+)

43

2. Supporting children to understand and communicate their emotional experience

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

Cognitive Behavioural Approaches (cont’d)

Resources/Further Info 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)

Visual Feelings Cards

Visual cards 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®

The Alert Program® aims to improve children’s self-regulation and executive skills.

(Williams and Shellenberger)

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)

44

45

3

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

46

•

Coping

•

Moral Development

•

Self-Awareness

•

Self-Esteem

•

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

Resources/Further Info

The Plumtree

Advisory notes for teaching techniques such as deep breathing and sensory activities to

(Child & Adolescent Psychology Service)

help self-regulation.

See: The Plumtree PATHs

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

Incredible 5 Point Scale

The Incredible 5-Point Scale: The Significantly Improved and Expanded Second

(Kari Dunn Buron and Mitzi Curtis) 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

47

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

The Zones of Regulation

The Zones of RegulationÂŽ book formulates a curriculum designed to foster self-

(Leah Kuypers)

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

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.

48

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

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)

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

49

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

Mindfulness

Resources/Further Info 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 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

50

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 Curriculum

The Superflex®: A Superhero Social Thinking Curriculum is a “three-part cognitive

(Stephanie Madrigal and Michelle Garcia Winner; primary)

thinking and social behaviours and learn strategies to help them develop better self-

behavioural curriculum (which) helps students develop further awareness of their own regulation across a range of behaviours”. It is designed for children with social and communication difficulties.

See link: Superflex

The Alert Program®

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)

51

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

Fun Friends (ages 4-7)

These programmes (developed by Paula Barrett) are “social skills and resilience building

Friends for Life (ages 8-11)

programs” aimed at reducing children’s social and emotional skills, ability to focus,

My Friends Youth (ages 12-15)

confidence, and the capacity to relax and regulate emotions.

See: Friends Resilience

Zippy’s Friends (ages 5-7)

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

52

53

4

Developing social skills Most relevant Fagus Guides:

54

•

Awareness & Understanding of Others

•

Play

•

Self-Control

•

Socialisation

4. Developing social skills Fagus Guides: Awareness & Understanding of Others, Play, Self-Control, Socialisation Specific Approaches

Resources/Further Info

Lego Therapy®

Lego® therapy is a group intervention originally developed for children with autism

(LeGoff)

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

“Time to Talk has been developed to teach and develop oral language and social

(Alison Schroeder; 4-8 years)

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 55

4. Developing social skills Fagus Guides: Awareness & Understanding of Others, Play, Self-Control, Socialisation Specific Approaches

Talkabout Resources

Resources/Further Info

“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

Superflex A Superhero Thinking Curriculum

The Superflex®: A Superhero Social Thinking Curriculum is a “three-part cognitive

(Stephanie Madrigal and Michelle Garcia Winner; primary)

thinking and social behaviours and learn strategies to help them develop better self-

behavioural curriculum (which) helps students develop further awareness of their own regulation across a range of behaviours”. It is designed for children with social and

communication difficulties.

See link: Superflex

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.

See: Friends Resilience

56

4. Developing social skills Fagus Guides: Awareness & Understanding of Others, Play, Self-Control, Socialisation Specific Approaches

Zippy’s Friends

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

AWKWARD

“AWKWARD: The Social Dos and Don'ts of Being a Young Adult” breaks down

book by Carlos Torres & Katie Saint family, friends, work, and community social situations to help provide tips on socially (adolescents/young adults) acceptable behavior in everyday situations. Each situation includes examples of dos

and don'ts to 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

The Communication Trust What Works Tool enables you to search evidence-based interventions to support children’s speech, language and communication skills.

See website The Communication Trust

57

5

Promoting positive relationships with peers Most relevant Fagus Guides:

58

•

Socialisation

•

Play

•

Coping

•

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

Section 4

Circle of Friends

A peer support strategy which builds empathy and creates a group of committed peers to meet with the focus child regularly to problem solve and support. It is not assumed the group will become friends, though they may. The whole class/ large group set up meeting can act as an intervention in its own right. Circles can last for a few weeks or continue for a much longer time. The support group must be facilitated by an adult.

See “Creating Circles of Friends� book by Derek Wilson and Colin Newton.

Friendship Groups

A short-term intervention involving the focus child and six to eight other children in weekly meetings. Each meeting includes a structured task which requires teamwork, cooperation and negotiation. Each session requires planning, supervision and some review/ reflection with the children after each session.

See Rosenthal H. (1993) Friendship groups: An approach to helping Friendless children.

Educational Psychology in Practice Vol. 9, No. 2

59

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

Playground strategies

Resources/Further Info

“Peer support in the Primary Playground” by Linda Bell “Promoting friendships in the Playground: A peer befriending program for primary schools” by Brigette Bishop Buddy systems or befriending schemes. These are often routinely used when a child join a class mid-year. They can also be helpful to support isolated children if the “buddy’s”

efforts are themselves supported. They are likely to be most effective as part of a wider intervention which includes teaching skills to the focus child which they can then deploy on the playground with their buddy.

Peer Mentoring

Mentoring involves the creation of a one to one link between one student and another.

Typically, there is an age differential. Mentoring approaches are used across different phases of education, sometimes in relation to specific objectives such as improving reading (perhaps more accurately referred to as peer tutoring), and sometimes with more general goals.

Research evidence indicates that both the mentor and mentee benefit.

60

61

6

Developing social understanding and increasing empathy Most relevant Fagus Guides:

62

•

Awareness and understanding of others

•

Self-awareness

•

Cognitive development

•

Self-control

•

Moral development

•

Socialisation

6. Developing social understanding and increasing empathy Fagus Guides: Awareness & Understanding of Others, Cognitive Development, Moral Development, Self-Awareness, Self-Control, Socialisation Specific Approaches

Resources/Further Info

Social Stories

“Social Stories are a social learning tool that supports the safe and meaningful exchange

(Carol Gray)

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

Comic strip conversations “combine stick-figures with conversation symbols to illustrate

(Carol Gray)

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

“TALKABOUT was first developed in the 90s and is now a whole scheme of work to help

(Alex Kelly)

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 63

6. Developing social understanding and increasing 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.

To find out more 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 64

6. Developing social understanding and increasing empathy Fagus Guides: Awareness & Understanding of Others, Cognitive Development, Moral Development, Self-Awareness, Self-Control, Socialisation Specific Approaches

Resources/Further Info

Restorative Approaches (Cont’d)

Using Restorative Circles in Schools: How to Build Strong Learning Communities and

Superflex A Superhero Thinking Curriculum

The Superflex®: A Superhero Social Thinking Curriculum is a “three-part cognitive

(Stephanie Madrigal and Michelle Garcia Winner; primary)

thinking and social behaviours and learn strategies to help them develop better self-

Foster Student Wellbeing (book by Berit Follestad and Nina Wroldsen)

behavioural curriculum (which) helps students develop further awareness of their own regulation across a range of behaviours”. It is designed for children with social and communication difficulties.

See link: Superflex

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 65

6. Developing social understanding and increasing empathy Fagus Guides: Awareness & Understanding of Others, Cognitive Development, Moral Development, Self-Awareness, Self-Control, Socialisation Specific Approaches

Circle of Friends

Resources/Further Info 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: Relevant to all Fagus guides but especially Awareness & Understanding of others, Socialisation and Moral Development

66

67

7 68

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

Resources/Further Info

Promoting a growth mindset Mindset refers to the beliefs that a person has about themselves and their basic qualities.

(Carol Dweck)

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 selfdetermination theory (Ryan and Deci)

Ryan and Deci propose that feelings of autonomy, competence and relatedness enhance intrinsic motivation, and that these components can be used to guide intervention.

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

69

8 70

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

Resources/Further Info

Fun Friends (ages 4-7)

These programmes (developed by Paula Barrett) are “social skills and resilience

Friends for Life (ages 8-11)

building programs” aimed at reducing children’s social and emotional skills, ability to

My Friends Youth (ages 12-15)

focus, confidence, and the capacity to relax and regulate emotions.

See: Friends Resilience

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

An 18 lesson programme which teaches skills that enhance resilience for situations both in and out of school See: UK Resilience Programme Most Relevant Guides: Self Awareness, Coping, Self-Control

Resilience Framework (Hart and Blincow 2007)

The Resilience Framework summarises evidence-based ideas to increase children and young people’s resilience, which can be used to plan appropriate intervention.

See Resilience Framework

71

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

Resources/Further Info

Promoting a growth mindset Mindset refers to the beliefs that a person has about themselves and their basic (Carol Dweck)

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.

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

Therapeutic stories

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

(reading and/or writing)

tool. Helpful resources include: Using Story Telling as a Therapeutic Tool with Children (Margot Sunderland) Karen Treisman therapeutic stories “Gilly the Giraffe� is aimed at developing selfesteem.

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

72

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

Strengths Cards

Resources/Further Info Strengths cards can be used with children and young people to help them identify, describe and explore their strengths.

The I Can Monsters The ELSA website has range of downloadable options.

The VIA Institute Strengths Survey can be used with older students to identify their strengths.

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

Talkabout Resources

“TALKABOUT was first developed in the 90s and is now a whole scheme of work to

(Alex Kelly)

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 Specific books: Talkabout For Children 1 (2nd edition): Developing Self-Awareness and Self-Esteem

Relationships: Building Self-Esteem and Relationship Skills Most Relevant Guides: Self Awareness, Self-Concept, Self-Esteem

73

9

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

74

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

P.A.C.E

Resources/Further Info A useful approach to base your interactions with children on is Dan Hughes’ PACE model. PACE refers to Playfulness, Acceptance, Curiosity and Empathy.

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

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

Emotion Coaching

Emotion Coaching is an approach used to structure adult interactions with children, so

(John Gottman)

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

75

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

Key Adult(s)

Resources/Further Info 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

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 76

77

10 78

Developing joint attention and play skills Most relevant Fagus Guides: •

Awareness and Understanding of Others

•

Play

•

Socialisation

10. Developing joint attention and play skills 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

(Gina Davies)

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

Lego Therapy® (Daniel LeGoff)

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) 79

10. Developing joint attention and play skills Fagus Guides: Awareness & Understanding of Others, Play, Socialisation Specific Approaches

Theraplay ÂŽ

Resources/Further Info Theraplay is a child and family therapy for building and enhancing attachment, selfesteem, 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

80

81

11

Developing Language Skills Most relevant Fagus Guides: •

82

Language Development

11. Developing language skills Fagus Guides: Language Development Specific Approaches

Communication Trust ‘What Works’ Tool

Resources/Further Info

The Communication Trust What Works Tool enables you to search evidence-based interventions to support children’s speech, language and communication skills.

See website The Communication Trust

Time to Talk

“Time to Talk has been developed to teach and develop oral language and social

(Alison Schroeder; 4-8 years)

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 Alison Schroeder (book)

Colourful Semantics

“Colourful Semantics is a therapy technique created by Alyson Bryan which uses colour

(Alyson Bryan)

coded cards to help children to learn the important elements of a sentence, and how to join them together in the correct order”.

For more information go to: Colourful Semantics

83

11. Developing language skills Fagus Guides: Awareness & Understanding of Others, Language Development Specific Approaches

Resources/Further Info

Talk About Talk Secondary

A targeted intervention that helps pupils aged 14 to 18 with poor communication skills to

(ages 14-18)

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

For more information go to: Elklan

Black Sheep Press interventions Black Sheep Press have produced a set of resources for teachers and speech and and resources

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

Language for Thinking

Language for Thinking is a structured approach to develop children’s language from the

‘here and now’ to the ‘how and why’.

(Anna Branagan and Stephen Parsons; designed for 4-7 year olds See: Language for Thinking: A Structured Approach for Young Children (Anna Branagan but for use with children up to 11 and Stephen Parsons) years) 84

11. Developing language skills Fagus Guides: Language Development Specific Approaches

Resources/Further Info

Word Aware

Word Aware is a structured whole school approach to promote the vocabulary

(early years; key stages 1 and 2; Anna Branegan)

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

85

12

Other Interventions Including: •

Developing motivation for independent tasks

•

Supporting transitions

•

Providing alternative learning experiences

Most Relevant Fagus Guides shown under each sub-heading

86

12a Developing motivation for independent tasks Fagus Guides: Motivation, Self-Esteem Specific Approaches

TEACCH independent work trays

Resources/Further Info This involves setting up a work area 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 click here

12b Supporting transitions (from activity to activity, or school to school) Fagus Guides: Coping, Self-Control Specific Approaches

Brain Works Project

Resources/Further Info A programme 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.

87

12c Providing Alternative Learning Experiences Fagus Guides: Self-Concept, Awareness & Understanding of Others, Self-Awareness, Play Specific Approaches

Forest Schools

Resources / Further Info 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" .

88

References & Useful Information

89

References & Useful Information Rebecca Brooks—The Trauma and Attachment Aware Classroom - "A Practical Guide to Supporting Children Who Have Encountered Trauma and Adverse Childhood Experiences" (Adoption UK)

Louise Bomber—“What about Me?” Inclusive Strategies to Support Pupils with Attachment Difficulties Make it Through the School Day / “Inside I’m Hurting” Practical Strategies for Supporting Children with Attachment Difficulties in School” Lisa Cherry—Speaker, Trainer and Author www.lisacherry.co.uk Heather Geddes— “Attachment in the classroom” Kim S Golding—www.kimsgolding.co.uk Books including “Observing children with attachment difficulties in school” Dr Pooky Knightsmith - Mental Health expert—www.pookyknightsmith.com Emma Gore Langton & Katherine Boy – “Becoming an Adoption-Friendly School” (PAC publication) Dr Jennifer Nock—Schools Training and Consultancy www.jennifernocktrainingandconsultancy.com Jarlath O'Brien - "Better Behaviour: A Guide for Teachers" Bruce D Perry - “The Boy who was Raised as a Dog” What Children Can Teach us about Loss, Love and Healing”

90

References & Useful Information (cont’d) Dan Siegel – “The Whole Brain Child” Margot Sunderland’s books including— “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”

91

This is a Beech Lodge School Production Version 1.

October 2020 Š Copyright Beech Lodge School Ltd All photographs used in this document are the property of Beech Lodge School and must not be used without permission

Beech Lodge School Stubbings Lane, Maidenhead, Berkshire SL6 6QL T: 01628 879384

W: www.beechlodgeschool.co.uk E: info@beechlodgeschool.co.uk

92