The intervention - is divided up into 7 sessions The student pack - contains between 19 - 24 worksheets The facilitator pack - accompanies the student pack contains roughly 35 - 40 pages AIMS OF INTERVENTION It is about controlling emotions, which adversely affect the student, how do they react to particular situations? Do they have a cycle of destructive behaviour which they need help changing? Structured, so that they are presented with examples of particular scenarios and asked to work out the best responses to them. Basically we are looking to alter autonomic responses and replace them with more positive reactions to life’s events. FACILITATOR NOTES This is a straightforward programme on the one hand, a child with obvious anger issues, but in order that they don’t live with that label or indeed live up to that label it is a difficult programme. There are obviously references to anger, but I have tried to envelop it into different issues and aspects of life so that it is more oblique. REFERRAL CRITERIA Out bursts at staff or pupils Outbursts involving injury to themselves or furniture (punching doors, glass etc) Swearing at staff Emotional outbursts at odds with the situation BASIC OVERVIEW OF THE INTERVENTION SESSIONS 1. In control? This session looks at where they are now at the beginning of the intervention, how do they feel about themselves and their issues? 2. Who’s looking at me? Looking at different perspectives of their personality; considering attitudes and feelings about anger in particular. 3. Cycles of events This session looks at their cycle of behaviour, how it normally happens and what patterns there are. 4. I’ve done it again. Acknowledging and admitting to their feelings and failings, in order to move forward with positive change 5. Different perspectives Looking at changing and the perspective, scenarios and reframing; considering different ways to look at the same situation 6. Plans This session considers how a more in control student may look, making better choices and decisions in controlling their outbursts. 7. General Check up to see how things are going.

The intervention - is divided up into 7 sessions, covering different aspects of the programme. The student pack - contains between 19 - 24 worksheets which enable the student to develop skills, log their thoughts and feelings and to form the basis of the discussions. The facilitator pack - accompanies the student pack contains roughly 35 - 40 pages which support the worksheets, suggesting what to discuss, which issues to cover and how to encourage good debate. AIMS OF INTERVENTION This intervention leads on from a level one intervention as it probes a little deeper and asks more of the student; it is designed to address more complex issues. It is for those students particularly who suffer with anxiety and stress which affects them day to day; affecting their engagement in school and life in general. Their behaviour will have become a concern for practitioners and family alike, the student may acknowledge that they may need help or they may be resistant at first. FACILITATOR NOTES In order to lead this course you will need to have forged some trust between yourself and the student. You need to carry out the student analysis and evaluate what they have already done to address their issues. These students may have been involved in numerous programmes, try and establish how they engaged or didn’t. REFERRAL CRITERIA This could come from a range of issues depending on your particular area of need. Swearing at staff Poorly motivated Poor attitude Generally disengaged Unable to work in a group Low mood Poor communication skills Lots of issues outside of school School refuser Only a few friends BASIC OVERVIEW OF THE INTERVENTIONS 1.Me so far - a general getting to know you session setting out the themes for the weeks to come and expectations for the group. 2.Fear and control - Talking about feelings, establishing what has been learnt so far and how to take positive steps in moving forward. 3.How do I fit in? - A general pedagogy of a child’s interactions; family and friends. Looking at how these affect their mood and general well being. 4.Who can help? - This session is about what affects the student, how they struggle within certain scenarios and how they can begin to rethink their needs and priorities. 5.What are you feeling? - This session is a little more in depth about the student themselves; looking at their empathy and self awareness. 6.Progress - this session concentrates on the future and sets out strategies and habits for the future. 7.Check up - general check up and celebration of what the students have achieved.

The intervention - is divided up into 7 sessions, covering different aspects of the programme. The student pack - contains between 19 - 24 worksheets which enable the student to develop skills, log their thoughts and feelings and to form the basis of the discussions. The facilitator pack - accompanies the student pack contains roughly 35 - 40 pages which support the worksheets, suggesting what to discuss, which issues to cover and how to encourage good debate. AIMS OF INTERVENTION This intervention leads on from a level one intervention as it probes a little deeper and asks more of the student; it is designed to address more complex issues. It is for those students particularly who suffer with anxiety and stress which affects them day to day; affecting their engagement in school and life in general. Their behaviour will have become a concern for practitioners and family alike, the student may acknowledge that they may need help or they may be resistant at first. FACILITATOR NOTES In order to lead this course you will need to have forged some trust between yourself and the student. You need to carry out the student analysis and evaluate what they have already done to address their issues. These students may have been involved in numerous programmes, try and establish how they engaged or didn’t. REFERRAL CRITERIA This could come from a range of issues depending on your particular area of need. Swearing at staff Poorly motivated Poor attitude Generally disengaged Unable to work in a group Low mood Poor communication skills Lots of issues outside of school School refuser Only a few friends BASIC OVERVIEW OF THE INTERVENTIONS Me so far - a general getting to know you session setting out the themes for the weeks to come and expectations for the group. Fear and control - Talking about feelings, establishing what has been learnt so far and how to take positive steps in moving forward. How do I fit in? - A general pedagogy of a child’s interactions; family and friends. Looking at how these affect their mood and general well being. Who can help? - This session is about what affects the student, how they struggle within certain scenarios and how they can begin to rethink their needs and priorities. What are you feeling? - This session is a little more in depth about the student themselves; looking at their empathy and self awareness. Progress - this session concentrates on the future and sets out strategies and habits for the future. Check up - general check up and celebration of what the students have achieved.

The intervention - is divided up into 7 sessions, covering different aspects of the programme. The student pack - contains between 19 - 24 worksheets which enable the student to develop skills, log their thoughts and feelings and to form the basis of the discussions. The facilitator pack - accompanies the student pack contains roughly 35 - 40 pages which support the worksheets, suggesting what to discuss, which issues to cover and how to encourage good debate. AIMS OF INTERVENTION This intervention programme centres around body image, negative perceptions and media influences. The media more than at any other time holds a power and influence on how young people see themselves and present themselves. The programme considers; how they see themselves, how they are affected by how they look, who influences them, the negative and positive media messages and how they can regain their strength and self worth. FACILITATOR NOTES The intervention can be a challenging one for students and for facilitators because when we look at the evidence we have all been affected by it to some degree or another. So i would say look at the facilitator booklet and consider all the points it raise, plus do some research before you begin the programme which will make the whole course more relevant. REFERRAL CRITERIA I think every student would benefit from this intervention but if that isn’t possible then the following; Reported issues with diet, Significant purposeful weight loss Repeated flouting of the school’s uniform code BASIC OVERVIEW OF THE INTERVENTIONS 1.Labels What do they think of themselves, what do others think and how that all makes them feel. 2.Feelings How self aware are they? Have they been bullied, teased or ridiculed; how do their feelings affect their behaviour? 3.Influences Who and what influences how they feel and act and how does this affect their lives and choices. 4.Negative Media Media influences and how they can impact and influence the individual and society in general. 5.Positive Media Taking a fresh look at the media and how some are trying to normalise images and go against the current trend. 6.Stronger Getting students to view themselves in a more positive light, looking at positive influences and how confidence manifests itself. 7.Progress A review of what progress has been made and how they look at themselves and portrayed images.

The intervention - is divided up into 7 sessions, covering different aspects of the programme. The student pack - contains between 19 - 24 worksheets which enable the student to develop skills, log their thoughts and feelings and to form the basis of the discussions. The facilitator pack - accompanies the student pack contains roughly 35 - 40 pages which support the worksheets, suggesting what to discuss, which issues to cover and how to encourage good debate. AIMS OF INTERVENTION This course is aimed at establishing a ‘relationship’ with a difficult student; looking at who and what they trust and why they make the decisions which get them into trouble. It differs from other ‘About me’ interventions as its main focus is on poor behavior, difficult relationships, poor decisions and choices of the student. FACILITATOR NOTES This course digs quite deep into the student’s life and who is in it; you would benefit from looking at their files and seeing who lives with them and any difficult events which they have had to endure. Prepare yourself for possible student out bursts or eruptions of emotion whilst they go through the process. REFERRAL CRITERIA Swearing at staff Persistent refusal to follow instructions Any level of verbal/physical abuse Violent outbursts BASIC OVERVIEW OF THE INTERVENTION SESSIONS 1. Getting to know me – how the student views themselves, school and those around them. 2.Who do I need? – This session focuses upon who is important in their lives, good and bad! 3.Who am I? – This session is regarding what aspects of the student’s personality, affects their actions and attitude towards anger. 4.Red mist – This session is recognising that anger is often at the heart of poor behaviour, so how does anger affect them? 5.Stuck in the middle – This session deals with looking at behaviours from a different perspective. 6.Look at all that I have – This session is all about looking at what they can change and to plan for issues and deal with them, when they come up. 7.Ongoing support – looking to the future using the lessons learned.

The intervention - is divided up into 7 sessions, covering different aspects of the programme. The student pack - contains between 19 - 24 worksheets which enable the student to develop skills, log their thoughts and feelings and to form the basis of the discussions. The facilitator pack - accompanies the student pack contains roughly 35 - 40 pages which support the worksheets, suggesting what to discuss, which issues to cover and how to encourage good debate. AIMS OF THE INTERVENTION This is an intervention aimed at students who suffer from low confidence, anxiety, phobias and are generally lost in their world. It differs from many of the programmes because it focuses more on them and how they navigate their world; aiming to establish triggers to their behaviour and addressing them giving the student skills and tools to escape from their negative world. FACILITATOR NOTES These students tend to be unsure of themselves and extremely vulnerable; so managing them through this intervention programme will be a delicate task. They will likely be different sorts of phobia and anxiety etc, but hopefully they will find reassurance and support from their peers and grow in confidence as a result. REFERRAL CRITERIA Withdrawn/loner Expressing fear or anxiety Cries often Expresses worthlessness **This is a difficult one as some of these students ‘hide’ very well and can be highly functioning students apart from certain aspects of their life. I worked with one student who was in the ‘popular’ gang, but who suffered from one of the worst cases of anxiety and phobia I have ever seen. So just bear in mind that some students may ‘act out’ and exhibit different behaviours; he came to my attention because teachers were complaining about him going to the toilet too much (because he was freaking out!) and asking if he needed a toilet pass!! BASIC OVERVIEW OF THE INTERVENTION SESSIONS 1.How strong am I? - Getting to know you basics, with an emphasis on feelings and emotions. 2.What pushes my buttons? - Seeking out possible negative events and issues which may have influenced the anxiety and phobia. 3.What is my go to response? - Establishing what the ‘normal’ behaviour is and discussing alternatives. 4.What are my triggers? - Looking at what/who may be triggering the situations, feelings and difficulties. 5.How do I want to be? - Continuing the reframing and alternative positive framework for the future. 6.The way forward - Cementing the positives and making plans for future issues. 7.Follow up - General, but ongoing positive focus.

This resource is to record where a child is at with regards to interventions and support which they have received; it is also useful to establish their needs and to establish what support and interventions should be implemented.

This document gathers information about the child to provide evidence for records of the child.