Wellbeing Interventions and Therapies
Rather than using these interventions as part of a pupil’s permanent support structure, it is better to see the intervention as time-limited to assist the development of specific skills, usually up to a term. Once new skills are acquired, time needs to be allowed for consolidation. Further intervention towards additional aims could be considered at a later date if desired.
As ELSA and Mindfulness coordinators are part of the school staff, some informal contact may be maintained for a time to enable graduated withdrawal of support for those pupils who may need this.
|
Sensory Room |
Mindfulness |
ELSA |
Art Therapy |
|
Calm relaxing environment where the pupil can self regulate and feel at ease.
|
Support stress reduction at the start and end of the school day and learn techniques to help them through the day.
|
Develop social skills to support co-operation and friendship. |
Understand and treat behavioural problems that have a significant impact on the pupil, friends or family.
|
|
Stimulate the users’ senses through the use of various sounds, textures colours, scents and taste.
|
Use breathing to support self-regulation. |
Support to enable pupils to regulate strong emotions including anger management.
|
Support pupils with emotional that have a significant impact on the pupil, friends or family. |
|
Sensory integration to give confidence to move around safely and easily interact with their surroundings allowing them to feel more in control of their surroundings.
|
Support regulation of strong emotions and how to manage them. |
Support to work through bereavement or loss. |
Support pupils who have may have suffered a childhood trauma. |
|
Calming Vestibular activities such as slow, rhythmic, linear swinging or rocking or gentle bouncing. |
Ability to regulate their response to others. |
Support with social stories to work through individual needs. |
Support pupils with sudden or traumatic injury or death of a family member or friend.
|
|
|
Support pupils to focus and switch focus. |
Developing self-esteem and confidence. |
Deal with the challenges of serious diseases that may affect them, their family or a friend, such as cancer.
|
|
|
|
Developing counselling and assertiveness skills. |
Help children understand and deal with physical disabilities. |
