Alternative Provision Is Full Of Traumatised Children – A New Practice Is Needed

Taking into account past experiences and focusing on young people as individuals can have a comparable effect to having trained therapists on staff. Sarah Gillette’s trust is taking a trauma informed approach to supporting students’ social and emotional wellbeing.

primary aged children playing — Less trauma for children

Contextualising trauma

To discuss trauma in this context is to discuss the creation of an environment where children feel safe at school, where their experiences are taken into account, and where they know that they will be supported, understood and heard.

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      string(5729) "in place teachers can develop a clear pathway – punctuated by achievable objectives – to help the child attain the skills they need to build emotional resilience, succeed academically and ultimately, feel happier at school.There are many examples of how this resource has supported children at Beech Lodge, but a case which stands out was a pupil who wouldn’t reply when he was spoken to by either adults or his peers. We didn’t know if he was ignoring us, choosing not respond or hadn’t heard us. Using this approach, we were able to look at his sequential development and identify that his self-awareness was much lower than you would expect in a child of his age. He didn’t realise that he needed to respond and wasn’t sure how to. We set about giving him very simple non-verbal responses, for example a thumbs up or thumbs down depending on his feelings and then moved onto simple one word answers like “Yep” and so on. These small changes made a tremendous difference and have helped him move forward at school and be able to develop relationships with his teachers, peers and others around him. We are very proud of the resource which we have created at Beech Lodge which we named Fagus – the latin word for beech tree. It is a toolkit made up of 13 printed developmental guides, each one relating to a social and emotional domain such as self-esteem, play and socialisation, and supporting online tools including developmental checklists, profiles and goal attainment records. I know more than anyone how busy teachers can be so we have worked hard to make this resource quick and easy to use. Once you have the child’s developmental profile in place, you can set this against what is considered a ‘normal developmental sequence’ and identify targets for the child. Then it is a question of monitoring emotional and academic progress – which we do two or three times a year. Obviously there is some familiarisation required with the materials in the first instance but the benefits to the child in terms of emotional development and academic success are often dramatic and well worth the levels of effort involved. Adopted child case studyPAC-UK is the largest independent adoption support agency in the country and was one of the first organisations to welcome the development of a framework to support emotional and social development in school age children. They used Fagus to work with a 16-year-old boy who was facing problems at school. His educational advisor, teachers and parents worked through the framework to identify what was creating barriers to his learning, to implement strategies to move his social and emotional attainment through the normal sequence and then to monitor and measure his progress. Using the Developmental Guides the team were able to identify that Sam was not coping with difficult situations and was engaging in risky behaviour to manage his stress. The team used the Coping Developmental Guide to understand the normal developmental progress for coping and were able to identify Sam’s developmental age as seven years old. They found he was not seeking help from others when he found things stressful – a coping strategy which emerges during early childhood. The team set an objective for Sam to “tell staff to ask his support network for help”.To achieve this, Sam and his key worker mapped out his circle of support with him at the centre, surrounded by people he could go to for support including people at school. This ‘care map’ also considered negative influences on his behaviour and people not to turn to in times of need. Sam and his key worker then discussed alternative endings to situations which had already happened and possible future situations, to help him see that there are different choices and ways of coping when things are difficult. Sam’s goal was reviewed after six weeks and the team were amazed to discover that Sam’s behavioural incidents at school had halved.  They could see that he was asking for support from his network – particularly his key worker who he was spending more time with and seeking out in times of need. Sam said that he felt that the process had helped him recognise who cared for him and who he could turn to, which had made him feel safer. As a result, he had made fewer dangerous choices.Following this successful outcome, the school is reviewing their approach to behaviour management and how this might differ depending upon the developmental age of the child concerned. They have changed ‘time out’ to ‘time in’ with key adults and are now looking at using the materials with other pupils. Fagus has been warmly welcomed by the adoption community, as it was principally developed for use with pupils with attachment and trauma related difficulties often faced by adopted and looked-after children. 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Emotional and Behavioural Difficulties

Supporting pupils’ emotional needs

20 Jun 2017

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      string(1865) "networksf. Delegates attending the workshops felt strongly that an increased strategic responsibility and corporate accountability for CYP entering, within and leaving the youth justice system would support securing better outcomes for a group of young people with significant complex needs (where, in the majority of cases, SEN conflates with structural socio-economic disadvantage and health and well-being issues). Other ConsiderationsDelegates at the national series of workshops, in every area of the country, expressed in a variety of different ways what they are describing as a worrying and disturbing “flooding of the tributaries” leading to the youth justice system.A number of contributing factors were described:Rising rates of permanent exclusion from schools and academies, at Key Stage 2 as well as Key Stage 3, with many of these young people struggling to gain quick access to mainstream education (a powerful protective factor to entering the youth justice system)Inadequate “alternative provision”, both within mainstream settings and in PRUs/APs (part-time timetables resulting in some young people becoming vulnerable to criminalisation; no basic skills (literacy and numeracy, life skills) provision that in many cases would meet the most significant educational needs of these CYPs; illegal exclusion practice, etc.)Coerced home education appears to be used more significantly, as the “only option” to families with CYP close to permanent exclusion. Many of these parents and families are hard pressed themselves, and in no way equipped to “home educate”.It is saddening to note that this situation is affirmed in the voice of young people with special education needs who are in the youth justice system.Marius Frank, former head teacher and  Director of Materials at Achievement for All."
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Emotional and Behavioural Difficulties

Caught in the Youth Justice System!

16 Oct 2017

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      string(5825) "with students that she wouldn’t normally have spoken to in lessons and extra-curricular activities.”  Teacher“Since the mentoring my attitude towards people has changed. I didn’t want to work before. I argued with the teachers and now I don’t. My teacher is really proud and says I’m doing amazingly well. My mum is impressed because I am better at home too. I think I feel happier than I did.” Child being mentoredIn addition to the role of the significant adult, coaching has enabled the children to work towards personalised outcomes. Comments from the adults and children themselves indicate that through this approach the children have experienced ownership, a clear sense of agency and success in areas that are most meaningful to them. This has been significant in terms of giving the children a voice and increased confidence and motivation. The children themselves appear to have greatly valued feeling listened to and having someone in school to talk to. Significant themes emerging from the children’s comments relate to feeling less worried, having more friends and getting on better in lessons.“My common project is to have a better attitude towards teachers and I have got so much better. I think about how I’m going to be before the lesson and it helps me to do well. I know if I have any problems I can go back to my mentor and talk to her, so I don’t get a bad attitude.” Child being mentored “For the younger children, I have found it helpful to draw what they want for their preferred future and visualise it. Since we did this, it has really improved his playground behaviour. We look back on it often and imagine this in real life.” Mentor“Since I’ve been talking to my mentor I have learned more every day and improved my behaviour. My project is about listening in maths and less chattiness. The scaling has helped because I can see how much better I have got with my project. I think more about what I am doing now.” Child being mentoredDuring the pilot study, Strengths and Difficulties Questionnaires were completed by the teachers of a sample of 10 children who were being mentored. Scores showed that after 12 weeks of mentoring 9/10 children showed an improvement with regard to the total difficulties score. At the start of the project no children scored within the normal range for total difficulties with 1 scoring within the borderline range and 9 scoring in the abnormal range. Following 12 weeks of mentoring 4 scored within the normal range, 4 scored within the borderline range and 2 scored in the abnormal range.The most significant reduction in difficulty was with emotional symptoms and peer problems. These two scales when grouped together give an indication of internalising problems. Whilst there was also a positive impact on externalising problems (conduct problems and hyperactivity) this was not as marked as with internalising problems. We are hopeful that as the children become more secure we will see an even greater impact on conduct and hyperactivity and that this, along with a decrease in internalising problems will support children to effectively engage with learning.Implementation and challengesIn many schools the mentoring has been embraced with very positive results; however mentors have experienced challenges in some areas. Some schools are finding it difficult to commit to the time needed to mentor effectively or to organise staffing and learning in a way as to facilitate the approach. In some schools mentors have found that a lack of understanding of the approach throughout the wider school has impacted on the effectiveness of their work. We are aware that the most effective training takes place on a whole school level so that there is a shared understanding of senior leaders, teachers, teaching assistants and those adults who are mentoring, so all adults can work together to ensure maximum impact . Where whole school training is not an option we are encouraging several adults from each school to attend, ideally someone in a senior position in school as well those who are training to be mentors. This year we have also offered supervision sessions to provide those who have trained with an opportunity to share good practice, engage in some joint problem solving and access casework supervision.Where Next?The findings so far appear to indicate that Attachment Based Mentoring is supporting children to access learning. 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Inclusion

Attachment Based Mentoring

20 Jun 2017

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      string(5778) "role of senior management commitment and setting culture to sustain Emotion Coaching integration.8 Emotion Coaching, the voices of practitioner and model of engagement (Gilbert, 2018)Developing the research evidence-base for Emotion Coaching Although still nascent, Emotional Coaching in educational settings is proliferating and a number of further studies have yielded similar results to the first pilot study in England. The Attachment Aware Schools (AAS) project aimed to promote vulnerable pupils’ emotional, social and academic wellbeing with Emotion Coaching utilised as a whole-school strategy. Two of the AAS pilot projects, commissioned by two local authority virtual schools in 2014, noted improvements in pupils’ academic achievement scores, significant decrease in exclusions and significant reduction in challenging behaviours. Practitioners also noted increased confidence in dealing with challenging behaviour, which impacted positively on professional practice and self-regulation.39 Case studies also identified that practitioner-modelling encouraged parents to use Emotion Coaching at home, and the shared practice reinforced a consistent, supportive, approach for the child. The use of Emotion Coaching could be described as ‘a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people’.40 Another small pilot study in an independent SEMH specialist provision primary day school, arose from a dissatisfaction with the traditional behavioural-based approaches to support pupil progress: for example, using rewards, choice and natural consequences. The staff believed that this approach did fully support the emotional difficulties experienced by the pupils. After attending an Attachment and Trauma training course, the SLT introduced an attachment-informed relational approach, using Emotion Coaching as the basis for all communication and teaching about emotions to support the development of their pupils’ behaviour and learning. 41All pupils had statements of special educational needs or an education, health and care plan and 25 per cent of the children were from disadvantaged backgrounds. All school staff were trained in Emotion Coaching via in-house training delivered by the SLT. This included SLT modelling Emotion Coaching, providing Emotion Coaching ‘scripts’ for staff to use if needed, positively noticing when other staff members used EC, group discussions and personal one to one supervision. To support the adoption of EC, staff were encouraged to focus on using Emotion Coaching with one particular child. Once it was embedded as an approach, Emotion Coaching was then cascaded to the families, through school staff, who modelled Emotion Coaching in their interactions with families, and via individual support for families in using Emotion Coaching with their children and through family group training/information sessions at school. A range of data was collected from the school and generated the following positive results:the rates of pupil restraint decreasedpupils made better-than-expected academic progress staff absenteeism reduced families reported improved family life42 Further evidence from another pilot scheme in Somerset43 also implemented Emotion Coaching as a key strategy to increase understanding of emotional health and wellbeing, enhance skills in supporting children and young people’s emotional health and wellbeing, facilitate the referral process for children and young people and improve access to health and specialist services. It introduced Emotion Coaching into primary and secondary schools in southwest England. Echoing the findings from other studies, practitioners felt all relationships were improved with Emotion Coaching and a person-focused culture emerged. The data also showed how practitioners became less emotionally dismissive in their practice and there was a significant improvement noted in practitioner emotional self-regulation and awareness that correlated strongly with improved staff empathy and patience. Emotion Coaching provided a framework to support practitioners in managing their own emotional self-regulation and strengthened partnerships by cascading evidence-based activities on integrating Emotion Coaching into practice. A county-wide sustainable Emotion Coaching network reflects how different services can work together to support children and young people’s emotional health. 44What do educational setting-focused Emotion Coaching research findings suggest?Three key themes have emerged as a result of using Emotion Coaching in educational settings and these are: Theme 1 – Professional Practice: Emotion Coaching enables adults to communicate more effectively and consistently with children in stressful situations, to utilise fewer ‘emotion dismissing’ approaches, and helps to de-escalate volatile situations. 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Behaviour

Developing Resilience with Emotion Coaching

4 Dec 2018