Programmes available and information for schools
Coaching for attachment and emotion regulation
This programme would work on building up a relationship of trust to start with, unless it is a student I know already, and then goal setting for that student.
Each session would cover the goals set and progress so far that week, including games and conversations that encourage belonging and attachment within school life, and with peers and teachers, teaching emotion regulation strategies to use within the school day when things don’t go as planned.
This should be 6 sessions at 1 hour each. 30 minutes of interaction/discussion with me, then the student can spend another 30 minutes completing a ‘thought-book’ on what we have just discussed/ worked on, or an activity on the computer, while I can potetially meet with another student.
Mentoring the students to help improve their social skills. Using the social skills 101 programme with 101 different activities that can be done with a student that needs help with some social skills- this can be completely personalised to the student in need.
The Boys Adrift Programme
This programme is for boys that are aged 14-16, based on the work of Leonard Sax, for young men who are unmotivated and underachieving. Based on research that boys today are less resilient and less ambitious than they were 20 years ago. This is programme focuses on raising boys motivation and engagement in school and their achievements in life.
This session will be an hour long but with 3-5 boys who meet with me in a small group, they need to be willing to share ideas and thoughts openly for this to work. It does mean that they will hold each other accountable for their goals set ready for the next week. The programme should last for 6 weeks, each session being about 40 minutes – 1 hour long. Boys shouldn’t know this is called the Boys Adrift programme as it could potentially lead them to be more unmotivated and defeatist. The ME meeting (motivation and engagement) is more appropriate, and suggests the meeting is about working on themselves.
Discussion based activities on pressures of home, school, peers, girls. Setting goals for school life, aspirations for the future, teacher – student relationship improvements.
The idea would be that there would need to be a sort of report card created and kept by the student, filled in by staff each day to see if they have seen an improvement in that students motivation, small goals can be on the card, to see if students have met these. The goals may be to do with work ethic, politeness etc.
Meetings can continue as group or over a period of a few weeks start to be individual for coaching style discussions depending on the success of meeting as a group.
This is a session running for about 30 minutes every week or fortnight using a CBT strategy called ‘Getting rid of the Anger Gremlin’. The students can work separately or together with me to go through the process of their anger, the reasoning behind it, the triggers and then solutions to working on their anger themselves. I can also work with staff to help these individuals.
Solution – focused sessions
This programme would need to be flexible in timescale for the student but at 30- 40 minutes per session.
This would use a solution focused brief counselling (SFBC) approach and CBT style session of conversation. The conversation would be helping students to view their problems in terms of what is going right, rather than what is going wrong. Using goals and solutions, rather than dwelling on problems. This means that the time spent in the meetings and more time effective, trying to maintain a positive relationship and leading to a more rapid, observable change in the student.
This can be used for a variety of student needs:
Encouraging a better work ethic
Coping with a difficult or embarrassing issues
Supporting the students to handle and manage emotions
Helping a student get back on track / discovering potential /setting goals /sense of motivation
Helping a student who has problems at home
Encouraging a positive student / teacher relationship
Managing stress or anxiety
Improving self esteem and building on confidence
Helping students when reacting to authority
Building on social skills