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Intervention
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The Educational Psychologists offer a wide range of appropriate intrevention to the service users in relation to children and young people who have additional support needs. These interventions aim to foster collaborative working and the sharing of professional skills and expertise.
Examples of current interventions that have been carried out by the Educational Psychologists include; contributions to local-authority wide interventions (solution- oriented schools, promoting inclusion), contribution to whole establishment interventions (contribution to co-operative learning, "Circle Of Friends" etc), and the contribution to devising individual educational plans and woring with small groups (Emotonal Literacy, "Freinds for Life" programme etc).
Some more information about some of the interventions available is supplied below and links to useful websites and resources are provided by clicking on the relevant image:
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Seasons for Growth
Change and loss are issues that affect all of us at some stage in our lives. We recognise that when changes occur in families through death, separation, divorce or related circumstances. The seasons for growth programme helps children and young learn ways to manage these changes effectively. The programme is facilitated in small groups which highlights the importance of social support and the need to practice new skills to cope effectively with change and loss. The program focuses on issues such as self-esteem, managing feelings, problem solving, decision-making, effective communication and support networks.
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Reciprocal Teaching
Reciprocal Teaching is a technique used to develop comprehension of text in which teacher and students take turns leading a dialogue concerning sections of a text. Four activities are incorporated into the technique: prediction, questioning, summarizing and clarifying misleading or complex sections of the text. The purpose of reciprocal teaching is to help pupils, with or without a teacher present, to bring meaning to the written word. The strategies chosen not only promote reading comprehension but also provide opportunities for pupils to learn to monitor their own learning and thinking. The structure of the dialogue and interactions of the group members require that all students participate and foster new relationships between students of different ability levels.
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Friends for Life
Friends for life is a preventive approach which applies the principles of Cognitive Behaviour Therapy (CBT) to help children and young people manage and reduce anxiety. It is recognised that anxiety is a common emotion that can affect all of us at some stage in our life. However, for some young people, anxiety can become a problem when it prevents individuals from enjoying normal life experiences. The friends for life programme can be delivered to a whole class, small group or individual where it focuses on:
• Reducing and managing anxiety
• Develops coping skills and positive thinking strategies
• Promotes resilience, self-esteem and emotional wellbeing.
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Circle of Friends
Circle of Friends is an inclusive approach to support a child experiencing emotional, behavioural or social difficulties in the educational setting by enlisting the help of a peer group who volunteer from their class.
Circle of Friends aims:
• To change or to make a difference for a child or young person
• To improve their social skills, confidence, self-esteem
• To access peer support for a target child/young person
• To reduce inappropriate behaviour
• To encourage understanding of relationships at a range of levels.
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Cooperative Learning
Cooperative learning is a successful teaching strategy in which small teams, each with pupils of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Pupils form teams where each member is not only responsible for their own learning but also for helping their team mates learn, thus creating an atmosphere of achievement. Pupils work through the assignment until all group members successfully understand and complete the task.
Cooperative efforts result in participants striving for mutual benefit so that all group members:
• Gain from each other's efforts. (Your success benefits me and my success benefits you)
• Recognize that all group members share a common fate. (We all sink or swim together here)
• Know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you)
• Feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!)
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Emotional Literacy
The purpose for developing our Emotional Literacy is to precisely identify and communicate our feelings. When we do this we are helping nature fulfill its design for our feelings. We must know how we feel in order to be able to fill our emotional needs. We must communicate our feelings in order to get the emotional support and understanding we need from others, as well as to show our emotional support and understanding to them. Emotional Literacy groups help children and young people to recognise, understand and express their emotions and subsequently respond to and understand the emotions expressed by others.
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