All of these resources have been developed over years of working with children in specialist and mainstream settings, from 1:1 up to whole classes. They are all based on my own professional and academic understandings of what helps children do well, and hopefully they'll be of some benefit to others practice too.
Please contact me with any particular requests, I am more than happy to help develop something to meet individual needs.
All of these resources have been developed over years of working with children in specialist and mainstream settings, from 1:1 up to whole classes. They are all based on my own professional and academic understandings of what helps children do well, and hopefully they'll be of some benefit to others practice too.
Please contact me with any particular requests, I am more than happy to help develop something to meet individual needs.
The accompanying editable version of the feelings check-in sheet to allow for customisation.
I have used this for many years with a whole range of children and it has helped children develop their emotional literacy, in terms of the vocabulary they use, their understanding of actions and feelings which result, and developing trusting relationships with adults at school.
This is, without a doubt, the most useful resource I have produced. I have used these personally for the last 5 or so years, and my colleagues have borrowed and adapted them across a range of children to meet a range of needs.
They serve a number of purposes, but primarily they lay out exactly what is going to be happening across a day or work session which can reduce the anxiety which can lead to work refusal. They also provide an opportunity for a child to choose the order in which they do their work, which can be a huge thing, particularly when working with demand avoidant children.
I have personally used this with children with diagnoses and needs related to ADHD, attachment issues, early life trauma, SEMH, ASC, Aspergers and PDA, and find it consistently useful.
This resource is based around a whole day, but can be edited to individual needs. If you do share these with someone else, please point them in my direction as the original author. Thanks.
This is, without a doubt, the most useful resource I have produced. I have used these personally for the last 5 or so years, and my colleagues have borrowed and adapted them across a range of children to meet a range of needs.
They serve a number of purposes, but primarily they lay out exactly what is going to be happening across a day or work session which can reduce the anxiety which can lead to work refusal. They also provide an opportunity for a child to choose the order in which they do their work, which can be a huge thing, particularly when working with demand avoidant children.
I have personally used this with children with diagnoses and needs related to ADHD, attachment issues, early life trauma, SEMH, ASC, Aspergers and PDA, and find it consistently useful.
This resource is based around a whole day, but there are other versions available for individual sessions, as well as a fully editable version. My only request is that if you do use the editable version and someone asks where you got it, you direct them back to me.
This a great resource to use at the start of a session, to help children develop their ability to talk about their emotional state and any potential causes. By asking them to write or circle emotions rather than verbalising them, it helps them share with an adult in a less pressured way.
I have used this every day with multiple pupils and it has led to some very interesting discussions about how things that have happened prior to the session have made them feel. Crucially, it can help address some of the worries children have, particularly those who are reluctant or unable to associate feelings with causes and consequences.
There is also an editable powerpoint version available.
