Category Archive: Learning and Growth Tools Featured

The PATHS® curriculum

The PATHS® curriculum is a comprehensive program that promotes emotional and social competencies, reducing aggression and behavior problems. The curriculum supports educators and counselors in creating an environment that helps children develop self-control, positive self-esteem, emotional awareness, basic problem-solving skills, social skills and friendships.

 

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Self-Esteem programme

Self-Esteem programme in schools

The Self-Esteem Team have developed an award winning education programme for Body Gossip, which they deliver in secondary schools all over the UK.

It is delivered by the Self-Esteem Team.  The classes give students a unique insight into the worlds of internet, media, fashion and beauty so that they can negotiate them on their own terms with confidence.

Source: bodygossip.org – read more here

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Children with special educational needs and disabilities

The new arrangements for children with special educational needs and disabilities (SEND)

The SEND reforms introduced by the Children and Families Act 2014 aim to change this, with a focus on two key themes: greater cooperation between education, health and social care and a greater focus on the outcomes which will make a real difference to how a child or young person lives their life.

For too long, health has been the missing partner in the SEND system. These reforms change that – they implement a holistic approach to supporting children and young people with SEND in all aspects of their life.

The guide below explains the duties and responsibilities of health professionals who deal with children and young people with special educational needs and disability (SEND) and their families.

Download link: 0 to 25 SEND code of practice: guide for health professionals

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Measuring social and emotional skills

At a Welsh provision that supports young people excluded from mainstream schools or at risk of exclusion, the curriculum includes explicit sessions using the SEAL (Social and Emotional Aspects of Learning) programme – http://www.sealcommunity.org.

On entry, pupils rate their own social and emotional skill levels, using a booklet which offers six pupil friendly illustrated ‘quizzes’ focusing on the five aspects of learning in the SEAL programme. The quiz titles are:

  • ‘My feel-good factor’ (focus on self-awareness)
  • ‘In control?’ (focus on managing feelings)
  • ‘Making it happen!’ (focus on motivation)
  • ‘Mind-reading’ (focus on empathy)
  • ‘My friendliness factor’ (focus on social skills)

From their ratings and adults’ ratings using a separate scale, targets for individual students are negotiated, support put in place, and progress tracked. This form of assessment is truly formative, as it promotes a deeper understanding of the skills themselves – what they mean, what they look like for that student, how they can be developed (as well as providing evidence of progress over time for parents, the local authority, and external inspection).

Source: From a blog by Jean Gross CBE, Early Intervention Foundation Trustee – http://bit.ly/1XDR93P 

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Free e-learning

Free e-learning for all healthcare professionals: Healthy Child Mental Health Framework from MindEd

MindEd is a free educational resource on children and young people’s mental health for all adults. The MindEd Core Curriculum is aimed at all adults working as professionals or volunteers with children and young people. It offers e-learning to inform about the mental health and wellbeing of children and young people, what goes wrong and what can be done to help.

The Health Child Mental Health Framework brings together e-learning from two existing programmes (Healthy Child Programme and Adolescent Health Programme) and one new programme (Healthy School Child Programme) relating to children and young people’s mental health.

The full programmes are freely available for all healthcare professionals working with children and young people aged 0-18, but as part of the MindEd Programme, the mental health elements are being made freely available to anyone who works or volunteers with children or young people.

View it here: minded.org.uk

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Imaginal experiences

If evidence of achievement is yet to be experienced, staff can use ‘imaginal experiences’ to create a desired future image of oneself – one’s Best Possible Self. Encourage the young person to write, or visually create, a future auto-portrait following these instructions:

‘Imagine that you’ve achieved what you aimed for, that your best potentials have come to be realised. Write about and vividly imagine yourself in that future.’

This exercise enhances confidence and optimism, helps achieve a better integration between priorities and goals, and increases happiness. The idea is to make the Best Possible Self tangible enough to encourage actions, to make sure this future self comes true.

Adapted from Boniwell 2015 – read more here

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