Maslow (1954) suggested that different needs have different priorities and that lower order needs take precedence over higher order needs. If the lower order needs are not met the theory is that this is a major barrier to learning and development of children and young people. In summary, the principle is that individuals will not achieve the higher order needs until the lower level needs have been met.
evidence-based quality interventions, both universal and targeted, matched to pupils’ specific needs.
This section aims to provide theories, strategies and evidence-based interventions to support schools working with pupils to improve their emotional wellbeing and mental health. Please note this is not an exhaustive list. It also gives details of external providers who can offer support or advice.
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Maslow (1954) suggested that different needs have different priorities and that lower order needs take precedence over higher order needs. If the lower order needs are not met the theory is that this is a major barrier to learning and development of children and young people. In summary, the pri...Read more
What are Creative Mentors? Young people have Creative Me...Read more
What are Creative Mentors?
Young people have Creative Mentors for reasons such as exclusion from school, poor school attendance, because they are struggling with behaviour difficulties or perhaps where they are experiencing a significant life challenge (e.g. bereavement, mental health problems or moving foster home).
How does it work?
Creative Mentoring offers young people one-to-one support through a carefully designed programme. Creative Mentoring is both nurturing and education-focused, seeking opportunities to help unearth where the gems of talent lie.
This is achieved by the mentor and young person working together in a practical way. Using a wide range of activities such as e.g. ecology skills, digital media, outdoor pursuits, art, science, computing, craft making, sport, music etc.. Emphasis is placed on transferable skills such as communication, planning, reflection, organisation and team work, using creative tools such as film and photography to record and share the work.
The Creative Mentor supports the child for as long as schools, professional agencies and carers feel it is needed. There is a review of progress at each PEP meeting.
Evidence and Research
Compelling evidence is emerging that, over time, it has had a positive, trans-formative impact on young people’s confidence and willingness to engage in education.
Creative mentors focus on emotional readiness for learning; and approach activity in a way that is in line with international education development – where the emphasis is shifting to work readiness skills such as empathy, leadership, teamwork, problem solving, determination, calmness and respect. All are skills that employers are increasingly requesting.
Creative Mentors encourage other supporting adults to be inspirational for the children we care for. By helping to unearth talents and reveal their often hidden ambition, we have seen young people grow in confidence. Many becoming successful in school, gaining qualifications, making friends, gaining apprenticeships and going to university.
External Agency Support
Click below to check out our repository of useful links, contacts, and organisations that sup...Read more
Click below to check out our repository of useful links, contacts, and organisations that support different elements of Children's and Young People's Emotional and Mental Health. It's constantly growing so give it a go!
(Don't forget to try the search function!)
Meta-cognition and self-regulation
Meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) aim to help learners think about their own learning more explicitly. This is usually by teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development....Read more
Meta-cognition and self-regulation approaches (sometimes known as ‘learning to learn’ approaches) aim to help learners think about their own learning more explicitly. This is usually by teaching pupils specific strategies to set goals, and monitor and evaluate their own academic development.
Self-regulation means managing one’s own motivation towards learning. The intention is often to give pupils a repertoire of strategies to choose from during learning activities. Teaching meta-cognition, or any other metaskill, demands the deliberate deployment of two venerable and unfashionable teaching methods; scaffolding and modelling.
A few examples:
- The child who taught me how to spell rhythm ('Rhythm Helps Your Two Hips Move').
- The young person who says “I wrote it this way because …”
- The child who, until recently always crouched protectively over his work, now pushes his writing over and asks, “Is that how you spell it?"
- Or the young person who says, “Slow down, Miss! I can’t take it all in. Can you tell me bit by bit?”
How effective is it?
Meta-cognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of eight months additional progress. The evidence indicates that teaching these strategies can be particularly effective for low achieving and older pupils.
These strategies are usually more effective when taught in collaborative groups so learners can support each other and make their thinking explicit through discussion.
As cited on the Education Endowment Foundation website.
Positive Play Support We offer support for vulnerable children and young people using play to raise self-esteem and confidence, to help those young people reach their full potential in life. What do we offer? We ...Read more
Positive Play Support
We offer support for vulnerable children and young people using play to raise self-esteem and confidence, to help those young people reach their full potential in life.
What do we offer?
We offer presentations, training, and ongoing mentoring and support to schools. Our service helps school staff to deliver high quality structured support sessions for children and young people. Our service is free for maintained schools; we make a small charge for academies.
Why choose us?
Positive Play Support allows young people a space to express and communicate feelings and difficulties in their lives, through a variety of media in constructive rather than aggressive ways, and in a safe nonthreatening environment. It provides activities that look at the strengths of children and young people and values what they do and makes them special. It is non-authoritarian, safe and unconditional.
It provides the opportunity for children and young people to experience some of the early experiences that might have been missed but which are necessary for formal education and social interaction.
Young people with emotional and behavioural problems often have a negative view of school which can persist through their school career, a positive experience can change that perception.
Positive Play Support Programme
Tel: 01246 862854
T.I.C.T (Targeted Intervention Community Triage) – Interim Direct Referral Service
The Targeted Intervention Community Triage has been set up as an interim service to direct referrals from professionals to a range of community providers offering: 1:1 targeted interventions to support children and young people across Derbyshire with low...Read more
The Targeted Intervention Community Triage has been set up as an interim service to direct referrals from professionals to a range of community providers offering:
- 1:1 targeted interventions to support children and young people across Derbyshire with low to moderate level mental health needs at this particularly difficult time.
- 1:1 therapeutic counselling
- 1:1 peer support sessions via multi-media platforms.
These free sessions can help children and young people who are registered with a Derbyshire GP who are experiencing depression, low mood, bereavement, stress, panic or anxiety and aims to enable them to cope better and prevent further escalation of issues.
Professionals can make a referral by completing the online referral form. An experienced therapist will contact the child or young person or parent to complete a triage assessment and make individualised recommendations and appropriate onward referrals within 3 working days.
If you need further guidance about the TICT offer and process, please contact your local CAMHS Specialist Community Adviser.
None COVID-19 related referrals can continue to be made into the Build Sound Minds service.
Head over to the Derby and Derbyshire emotional and mental wellbeing toolkit repository site here for more information - https://derbyandderbyshireemotionalhealthandwellbeing.uk/