.b Mindfulness
.b is a mindfulness curriculum for 11-18 year olds in schools. Each .b lesson (between 40 minutes and 1 hour) is designed for use in the classroom to teach a distinct mindfulness skill.
‘.b’ stands for ‘stop’ and ‘be’, capturing an important life-skill: being able to step back from the busy-ness of habitual activity and the relentless chatter of the mind. This offers greater space and clarity to make choices that support well-being in many ways. Mindfulness trains us to direct our attention to whatever is happening in the present moment: our breathing, other physical sensations, thoughts, emotions, or even everyday activities like walking and eating. This awareness means we can respond more skilfully to whatever the present moment throws at us.
On request from .b Mindfulness website.
Blob Tree
Blob Trees are a visual stimulus, which consists of many blob figures on or around a tree. The tree represents a setting, such as a school or group, and the blobs represent different emotions and feelings. The tools can be used in a variety of settings and is especially useful in the classroom. Teachers can easily start a discussion by asking children’s which blob they relate to, especially since there is no right or wrong interpretation of the blobs. The tools give children’s an opportunity to share their issues and what they’re feeling. It has been scientifically shown to be effective as a means of expressing feelings and emotions with children, and adults.
The Blob Tree can be easily used in the classroom by both teachers and children as no professional training is necessary. However, Blob Tree does offer blob training sessions either online or in person so that teachers can become experts on the communication tools and use them to their highest potential.
Bounce Forward
Formerly known as How to Thrive, bounce forward is the UK implementation of the Penn Resiliency Programme. They are a UK-based organisation who specialise in training schools to help young people become more resilient individuals using The Penn Resiliency Programme which is an intervention involving 18 hours of sessions based on the idea that beliefs about events activate and mediate our emotions and behaviours in situations. The programme teaches cognitive behaviours and social problem-solving skills. It encourages young people to challenge negative beliefs and use evidence to more accurately appraise situations and the behaviour of others. It also supports the development of effective coping mechanisms for individuals to use. This intervention is based at young people aged 5 to 16 years.
Costs vary depending on length and content of training and details can be found on the website.
Boxall Profile
The Boxall Profile is an online resource for the assessment of a child’s social, emotional and behavioural development in all educational settings. The Boxall Profile is a two-part assessment tool designed to track the progress of cognitive development and behavioural traits of children through their education. The two-part checklist, which is completed by staff, is quick and identifies the levels of skills the children possess to access learning.
Minimum: Tokens for individual users (1 token = 1 assessment and 1 learning plan) aimed at users looking to assess a small number of children in their setting. 20 tokens for £30.00+ VAT.
Maximum: Yearly subscription for organisations;
Circle of Friends
Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. Circle of Friends works by mobilising the children’s peers to provide support and engage in problem solving with the person in difficulty. This intervention is aimed at child’s aged 5 to 18 years.
Cool Connections with Cognitive Behavioural Therapy: Encouraging Self-esteem, Resilience and Well-being in Children and Young People Using CBT Approaches
Cool Connections is a workbook that provides a cognitive behavioural therapy (CBT) approach to positively modifying the everyday thoughts and behaviours of young people aged 9 to 14. Combining a summary of CBT principles and step-by-step guidelines on how to use the materials appropriately with a mixture of games, handouts, home activities and therapeutic exercises, "Cool Connections" is designed to encourage resilience and self-esteem and reduce feelings of anxiety and depression. This workbook is fully photocopiable.
DEAL: Developing Emotional Awareness and Listening
DEAL is a free resource for teachers and other educational professionals designed to help develop resilience in young people. DEAL includes lesson plans, activities, hand-outs, DEAL digital resources, teachers’ notes and staff training materials can all be accessed and downloaded at any time from Samaritans website.
Elklan
Elklan have a range of courses to suit you whether you are an early years worker, teacher or assistant working with young people with Speech, Language and Communication Needs (SLCN). Their courses will enable you to develop the speech and language skills of ALL young people but especially those with speech and language difficulties. Delivered by local tutors throughout the UK they give practical advice and strategies that are also suitable for young people with English as an additional language and other special educational needs.
Elklan courses are run locally by the Salford Speech and Language Therapy Service. Courses run regularly throughout the year and can also delivered for individual schools. Please discuss training with your Link SLT.
ELSA Support Intervention Package
ELSA offer a range of downloadable and printable resources to support social and emotional learning, through both 1:1 and group work.
Emotion Coaching
Emotion Coaching is a whole school approach, which focuses on using emotional validation strategies when a child is upset, angry or distressed. 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.
Emotionally Friendly Schools
Emotionally Friendly Settings is a flexible whole-setting approach to improving young peoples’ emotional health and well-being. The programme will support you to effectively identify and respond to a broad range of emotional needs of young people, raising their well-being to enable them to succeed and thrive.
Contact emotionallyfriendlysettings@salford.gov.uk for further information on their training package and intervention delivery.
Emotional Literacy Assessment
A standardised assessment measuring child’s (aged 7 to 16 years) emotional literacy and providing ideas for intervention. The assessment is designed to discover where child’s strengths and weaknesses are in the area of emotional literacy, in order to provide a better understanding of these competences and, where necessary, to highlight areas for intervention. The assessments take the form of three checklists: Child, teacher and parent. The checklists can be carried out either on photocopiable paper forms, or onscreen using the supplied CD. The assessment also provides information about techniques to develop and support child’s, with specific activities to support each of the five subscales.
FRIENDS Programme
FRIENDS is a cognitive behavioural intervention that develops child’s emotional resilience and prevents or intervenes early in the course of anxiety and depression. It does so by developing social and emotional skills to effectively cope with challenging situations. FRIENDS has been delivered to an estimated 800,000 child’s and adolescents worldwide and has been noted as one of the most robustly supported programmes for internalising disorders. The intervention is aimed at child’s aged 4 - 16 years.
HeartMath
HeartMath, which can be implemented by educators, clinicians or parents, usually consists of six to 12 sessions, although more sessions can be conducted as needed. Participants learn coherence-building techniques for emotional self-regulation, which teach them to focus on the physical area of the heart through deep, rhythmic breathing while thinking of positive feelings. This process is supported by emWave technology and using an ear or finger sensor connected to a computer running the emWave software, participants can view the different coherence levels produced by their heart rhythms (an indicator of physiological activity) in response to stressful and non-stressful thoughts. This visualisation allows them to monitor their pulse rates during different activities and learn how to self-regulate their emotions and maintain the breathing and heart rhythm pattern that is associated with non-stressful thoughts. The software also includes three age-appropriate games of varying length, which help participants to practise coherence-building techniques.
Lego Therapy
Lego-based therapy (LeGoff et al 2014) is an evidence-based approach that aims to develop social communication skills in autistic child’s, such as sharing, turn-taking, following rules, using names and problem-solving. In practice, child’s work in groups of three with each participant having a distinct role to build a Lego model collaboratively.
A comprehensive guide to setting up LEGO Therapy groups is available to promote social skills in autistic children and related conditions through group LEGO building.
Lions Quest Skills
Lions Quest programs use a social and emotional learning curriculum to teach character education, drug and bullying prevention, and service-learning through downloadable lesson plans.
Mental Health First Aid Training
Mental Health First Aid training for staff will support their understanding of fostering positive peer relationships.
Reduced rates available for group training.
Multidimensional Students Life Satisfaction Scale (MSLSS)
The MSLSS was designed to provide a multidimensional profile of young people’s life satisfaction judgments. It is suitable for young people aged between 8-18 years.
No Worries
No Worries is a practical resource to reduce anxiety in children. There are two resources: one for KS1-2 and one for KS3-4.
The programme uses Cognitive Behaviour Therapy (CBT) and consists of 1½ days training delivered by the Telford & Wrekin and Shropshire Council Educational Psychology Service, together with an accompanying manual.
Please contact Shropshire Educational Psychology Service for training:eps@shropshire.gov.uk / 01743 258414.
Please contact Shropshire Educational Psychology Service for training: eps@shropshire.gov.uk / 01743 258414.
Nurture Groups
Nurture groups are an in-school, teacher-led psychosocial intervention of groups of less than 12 children that aim to replace missing or distorted early nurturing experiences for children. They achieve this by immersing children in an accepting and warm environment which helps develop positive relationships with both teachers and peers.
A part-time nurture group (from 3-15 hours a week) costs an average of £48.58 an hour to run. A full-time nurture group (16+ hours) costs an average of £54.89 an hour to run.
Philosophy for Children (Topsy Page)
A range of resources to support the development of effective child talk. Topsy also offers a Talk Audit where she will visit your school and analyse child and teacher talk, then provide recommendations.
Contact for school package prices.
Pupil Attitudes to Self and School (PASS)
PASS is an all-age attitudinal survey that provides a measurement of a child’s attitudes towards themselves as learners and their attitudes towards school. The survey takes about 20 minutes to complete as child’s read and comment on 50 statements. The PASS can be used with child’s aged 4 - 18 years.
Contact details: To buy PASS and discuss requirements, call 0330 123 5375.
R Time
R Time is a structured programme that builds and enhances relationships for young people. Each R time session lasts 10 - 15 minutes and takes place once a week.
Schools and Childrens Health Education Unit (SHEU) surveys
SHEU provides a range of questionnaires that are suitable for children and adolescents. The administrator has the option to choose from a range of topics about lifestyle and wellbeing. There are surveys for different groups such as children, parents/carers and staff and governors. The questionnaires can be adapted for special educational needs or English as an additional language status. SHEU is suitable for primary and secondary school children.
Prices can range from less than £100 to carry out a primary school parent perception survey online, to some hundreds of pounds to do a full lifestyle survey on paper with secondary school children in two-year groups.
Second Step
Second Step is a whole-school approach to social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to help young people thrive.
See website for up to date pricing.
Self Image Profile (SIP)
The Self Image Profile (SIP) allows you to quickly assess self-image and self-esteem in young people.
Smart Moves®
Smart Moves® is a programme of evidence-based short sessions to give young people small learn-able skills (Smart Moves) that increase resilience.
Socially Speaking
Socially Speaking will help you to introduce and practise skills your child’s need to develop and maintain relationships and to lead independent lives outside the school context. It is a social skills programme that lasts a whole school year and is divided into three units: let’s communicate, let’s be friends, and let’s practise. It is suitable for 7–11 years and older children with SEN.
Social Skills Improvement System (SSiS)
The Social Skills Improvement System (SSIS) Rating Scales enable targeted assessment of individuals and small groups to help evaluate social skills, problem behaviours, and academic competence. Three different forms are available to be completed by a teacher, parent, and child. The scales are suitable for ages 3 to 18 years.
S.S. Grin
S.S. GRIN (Social Skills Group Intervention) is a targeted intervention. Designed in a small group format, it addresses bullying, victimisation, and social-emotional competence. Specific social-emotional skills are taught through dynamic instruction and practice. With fully scripted lesson plans, group leaders are guided in how to use modelling, positive reinforcement, and cognitive re-framing to support the specific skills of each session. The S.S. GRIN programmes are appropriate for school, after-school, community, and clinic settings. The techniques used during the programme include lectures, role plays, brainstorming, games, and many other hands-on activities like collaborative drawing. The programmes have been tested and proven effective as a weekly intervention, but they can be adapted to meet the specific needs of a setting. This intervention is aimed at 5- to 16-year-olds.
Starving the Anger Gremlin: A Cognitive Behavioural Therapy Workbook on Anger Management for Young People (Gremlin and Thief CBT Workbooks)
This workbook supports children to control their anger effectively. Made up of engaging and fun activities, it helps them to understand why they get angry and how their anger affects themselves and others and teaches them how to manage angry thoughts and behaviours. The programme is based on effective cognitive behavioural therapy principles, can be worked through by a child on their own or with a practitioner or parent, and is suitable for children aged 5-9.
Starving the Anxiety Gremlin: A Cognitive Behavioural Therapy Workbook on Anxiety Management for Young People (Gremlin and Thief CBT Workbooks)
Starving the Anxiety Gremlin is a resource to help children’s understand different types of anxiety and how to manage them, including panic attacks, phobias, social anxiety, generalised anxiety and obsessive-compulsive disorder. Based on cognitive behavioural principles that link thoughts, feelings and behaviours, the techniques described help children to understand why they get anxious and how they can 'starve' their anxiety gremlin in order to manage their anxiety. This workbook uses fun activities and real-life stories and can be used by children aged 5-9 on their own or with a parent or practitioner.
Starving the Depression Gremlin: A Cognitive Behavioural Therapy Workbook on Managing Depression for Young People (Gremlin and Thief CBT Workbooks)
This workbook helps young people aged 10+ to understand their feelings by explaining what depression is, how it develops and the impact it can have on the lives of young people. Based on the principles of cognitive behavioural therapy, this workbook aims to empower the reader to change how they think and act in order to manage their depression. Starving the Depression Gremlin can help support and inform wider therapeutic work with young people with depression, and it can be used independently or with a parent or practitioner.
Stirling Children’s Wellbeing Scale
A positively worded, holistic measure of young people's psychological and emotional wellbeing. SCWBS is developed by the Stirling Council Educational Psychology Service (UK). It is a positively worded measure of emotional and psychological wellbeing in young people. For young people and young people aged between 8-15 years.
The Strengths and Difficulties Questionnaire (SDQ)
A brief behavioural screening measure for early detection of strengths and emotional problems in child’s and adolescents. It covers five key areas of emotional development: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, pro-social behaviour. A full can profile to be gathered as it includes views from parents and staff as well as the child.
Think Good, Feel Good (2nd Edition)
This is a workbook that provides a range of flexible and highly appealing materials that can be used to structure and facilitate work with children. In addition to covering the core elements used in CBT programmes, it incorporates ideas from the third wave CBT therapies of mindfulness, compassion focused therapy and acceptance and commitment therapy. It also includes a practical series of exercises and worksheets that introduce specific concepts and techniques. This is a workbook written by an experienced professional with all clinically tested material. It includes a wide range of downloadable materials. A companion guide is also available.
The book contains many practical materials which can be photocopied or freely downloaded from the online website Think Good Feel Good.
Why Try?
The WhyTry program was created to provide simple, hands-on solutions for dropout prevention, violence prevention, truancy reduction, and increased academic success. The WhyTry curriculum utilizes a series of ten visual analogies that teach important life skills (e.g., decisions have consequences; dealing with peer pressure; obeying laws and rules; plugging in to support systems).
On request.
Zones of Regulation
Zones of Regulation is an intervention that supports the development of self-regulation and emotional control.
Contact Salford EPS, eps@salford.gov.uk, for further information on their training package and intervention delivery.