Interventions to help support children to develop social & emotional skills
The Fagus materials fill a gap in terms of:
- Identifying a child's individual social and emotional needs and setting specific measurable goals according to a child's actual developmental stage enables you to target interventions more appropriately.
- Monitoring progress against SMART goals enables you to measure the impact of interventions as well as provide an evidence-base to support funding decisions.
Promoting social and emotional development involves teaching and modelling social and emotional skills, providing opportunities for pupils to practice these skills and giving them the opportunity to apply these skills in various situations.
Such effective psycho-social interventions include:
- Building affective bonds – Forming positive, trusting relationships with pupils and being responsive to their individual needs
- Cognitive Restructuring – Perspective taking; recognising anger triggers; distinguishing between helpful and unhelpful thoughts
- Modelling - Role-modelling appropriate behaviour/social skills and giving pupils the opportunity to apply these skills in different situations
- Emotional literacy – Understanding, identifying and labelling emotions; recognising physical and environmental cues of emotions; providing opportunities for pupils to verbalise their emotional experiences
- Relaxation techniques
So when a school doesn't have the expertise to implement the interventions to support the development of child's social & emotional skill sets, where do they start?
The range of approaches for promoting social and emotional skills in schools can be divided into three main groupings:
1. Whole-school interventions
Whole-school interventions define the entire school community as the unit of change. A whole-school intervention involves coordinated action between three core components: (i) curriculum teaching and learning, (ii) school ethos and environment, and (iii) family and community partnerships. It involves all pupils, staff, parents, the community and outside agencies. At the school ethos and environment level, skills are reinforced in non-curriculum-based ways through policies, whole-staff training, and daily activities designed to promote a positive school climate.
2. Universal classroom-based interventions
Universal classroom-based interventions teach a range of skills through a developmentally appropriate curriculum. Teachers are generally trained to
deliver lessons that teach skills including emotional identification and regulation, effective communication, problem solving, conflict resolution and coping skills.
3. Targeted interventions
Targeted interventions are designed for pupils that may need extra input due to their life circumstances or exposure to stress. Often conducted through small-group work, these programmes reinforce and supplement classroom-based instruction for pupils who need early intervention and more intensive support. Targeted programmes, which usually involve teacher training and parental involvement, address the enhancement of coping skills and cognitive skills training which aim to help pupils' reshape their thinking.
For more information:
This is a useful document (link below) entitled ‘Emotional and Mental Health - A Resource for Schools - Reducing Barriers to Learning' helps you:
- Understand about social and emotional health in schools and gives you hints and tips about how you can identify children who may need support around social and emotional health.
- Address pupils’ specific needs in order to provide the most appropriate interventions and offers suggestions for evidence-based quality interventions.
- Review how the provision is meeting the pupils' needs and identify next steps.
- Celebrate effort and success!