TRANSCRIPCIÓN 🔗
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INTRO: Welcome to the NSPCC Learning Podcast, where
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INTRO: we share learning and expertise in child
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INTRO: protection from inside and outside of the
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INTRO: organisation.
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INTRO: We aim to create debate, encourage reflection and
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INTRO: share good practise on how we can all work
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INTRO: together to keep babies, children and young
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INTRO: people safe.
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JENNIFER DIXON: Hello and welcome to this NSPCC Learning
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JENNIFER DIXON: podcast on emotional resilience.
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JENNIFER DIXON: My name is Jennifer Dixon and I'm the
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JENNIFER DIXON: team manager in the Scotland Hub.
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JENNIFER DIXON: I'm going to introduce two of my
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JENNIFER DIXON: colleagues who are joining me today, Jo
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JENNIFER DIXON: and Prajapa.
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JO GRACE: My name is Jo Grace and I'm a children's
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JO GRACE: services practitioner with the NSPCC coming
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JO GRACE: up almost 15 years.
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PRAJAPA SENEVIRATNE: Hello, I'm Prajapa Seneviratne and
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PRAJAPA SENEVIRATNE: I'm the Research and Evaluation
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PRAJAPA SENEVIRATNE: Officer at NSPCC in Scotland.
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JENNIFER DIXON: Thank you both for joining me today.
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JENNIFER DIXON: I'm going to facilitate some of the
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JENNIFER DIXON: questions and ask you both to talk about
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JENNIFER DIXON: one of the projects we all worked on in
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JENNIFER DIXON: Govan, but also to talk a bit more about
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JENNIFER DIXON: emotional resilience itself.
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JENNIFER DIXON: So first of all, Jo, to you, can you tell
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JENNIFER DIXON: me a bit about what is emotional
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JENNIFER DIXON: resilience to start with?
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JO GRACE: So I think probably the easiest way to start is
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JO GRACE: almost by giving a definition of what emotional
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JO GRACE: resilience is.
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JO GRACE: The main one that we used originated from
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JO GRACE: the Harvard Centre for the Developing Child
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JO GRACE: and they define resilience as having
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JO GRACE: the right support to cope,
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JO GRACE: adapt and thrive in spite of adverse
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JO GRACE: life experiences.
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JO GRACE: It's key for managing stress, navigating
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JO GRACE: transitions and change, and maintaining healthy
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JO GRACE: mental wellbeing.
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JO GRACE: Why is emotional resilience important?
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JO GRACE: It's a massive life skill.
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JO GRACE: It's something that we have to learn.
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JO GRACE: So our parents will often be
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JO GRACE: our first teachers as models
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JO GRACE: of emotional resilience and emotional
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JO GRACE: intelligence.
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JO GRACE: Positive experiences, along with learning
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JO GRACE: self care practices and building trusting
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JO GRACE: relationships for children, act
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JO GRACE: as protective factors that help build
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JO GRACE: strength and the ability to cope.
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JO GRACE: So whilst it's important to start developing
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JO GRACE: emotional resilience from early childhood,
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JO GRACE: resilience is an evolving process and it
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JO GRACE: continues to develop throughout our lives.
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JO GRACE: It's finding the mental and the emotional
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JO GRACE: strength, and the support from others around
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JO GRACE: you, to be able to pick yourself up and
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JO GRACE: kind of keep going and cope in the face of
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JO GRACE: whatever the adversity is.
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JENNIFER DIXON: Do you think you could tell me a bit
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JENNIFER DIXON: about the emotional resilience programme
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JENNIFER DIXON: in Govan that we developed?
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JO GRACE: Sure, so the actual emotional resilience
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JO GRACE: programme came about as
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JO GRACE: a result of the consequences of the COVID
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JO GRACE: pandemic. When we returned to
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JO GRACE: being in work, loosely in 2021
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JO GRACE: and then into 2022, there were seven
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JO GRACE: primary schools in Govan — and we had really
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JO GRACE: good connections with them anyway prior to
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JO GRACE: COVID — so a lot
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of them contacted us
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JO GRACE: to let us know that transition
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JO GRACE: back to in-person education after
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JO GRACE: the COVID pandemic was really significantly
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JO GRACE: impacting the children.
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JO GRACE: Their emotional and social connections had been
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JO GRACE: massively impacted by the lockdown and
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JO GRACE: actually many of the children were carrying
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JO GRACE: grief and loss that were unsupported, whether
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JO GRACE: that was through direct bereavement
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JO GRACE: of family members both locally or
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JO GRACE: around the world.
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JO GRACE: But also huge losses in terms of socialising
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JO GRACE: and friendships and activities and the things
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JO GRACE: that they did during, you know, after school
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JO GRACE: and all those kind of things, because
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JO GRACE: everything had stopped.
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JO GRACE: The schools felt that the children needed a
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JO GRACE: safe space and some conversations to learn how
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JO GRACE: to manage their feelings in order to be able to
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JO GRACE: focus on their learning.
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JO GRACE: So, the schools asked us if there was anything
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JO GRACE: that we could do to try and support that.
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JO GRACE: As a team, we all worked together in
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JO GRACE: consultation and in co-creation with the
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JO GRACE: schools to develop the emotional resilience
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JO GRACE: programme.
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JO GRACE: The aim of the programme was to build
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JO GRACE: resilience in the children through developing
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JO GRACE: their emotional awareness,
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JO GRACE: their emotional language, their emotional
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JO GRACE: intelligence.
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JO GRACE: So this included things like being able to
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JO GRACE: recognise and name their feelings, developing
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JO GRACE: empathy towards others, to know the importance
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JO GRACE: of being able to identify a trusted, safe,
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JO GRACE: caring, nurturing adult that they would be able
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JO GRACE:
to reach out to and ask for help; but
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JO GRACE: also to know how to take care of themselves and
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JO GRACE: their own mental health, as well as that of
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JO GRACE: their friends and being supportive to their
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JO GRACE: friends. We developed this five-week programme.
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JO GRACE: The sessions were 60 minutes in duration
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JO GRACE: that we ran over five weeks.
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JO GRACE: It was facilitated by two workers
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JO GRACE: in each group alongside the class
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JO GRACE: teacher.
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JO GRACE: We held planning meetings before the
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JO GRACE: sessions in order to make sure that we
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JO GRACE: understood what the needs of the children in
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JO GRACE: the classroom were.
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JO GRACE: And we held post-planning debriefs
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JO GRACE: with the teaching staff in order to review and
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JO GRACE: assess how the programme had gone and the
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JO GRACE: benefits that the teachers were seeing or
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JO GRACE: hearing from the children.
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JO GRACE: Ultimately by 2024,
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JO GRACE: we had delivered the programme to just under
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JO GRACE: 800 children in the Govan area, which
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JO GRACE: was quite incredible.
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JENNIFER DIXON: Thank you, Jo. Next question will be, and
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JENNIFER DIXON: I'm gonna ask both of you this question.
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JENNIFER DIXON: So, Jo, from a practice point of view,
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JENNIFER DIXON: Prajapa, from the evaluation point of
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JENNIFER DIXON: view, what were the benefits of the
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JENNIFER DIXON: programme?
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JO GRACE: Schools really welcomed the emotional facility
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JO GRACE: programme as a really valuable opportunity to
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JO GRACE: connect with and support the children in a
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JO GRACE: different way in their classrooms.
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JO GRACE: An awful lot of the teachers had said that they
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JO GRACE: felt a little bit de-skilled in knowing how to
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JO GRACE: manage when you're dealing with the behaviours
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JO GRACE: of 30 or 33 children in the class who
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JO GRACE: all have different needs.
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JO GRACE: The teachers were struggling how to know to
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JO GRACE: meet all those needs consistently.
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JO GRACE: So by bringing the programme into the class and
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JO GRACE: really keeping the teachers as a core part of
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JO GRACE: that, that really upskilled the teachers
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JO GRACE: in their abilities to connect with the
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JO GRACE: children. Alongside that, the teachers told us
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JO GRACE: that many of the children had faced significant
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JO GRACE: challenges, not just the bereavement that I
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JO GRACE: mentioned earlier, but there were other things
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JO GRACE: like developmental delays, adjusting
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JO GRACE: to being back in the school environment or new
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JO GRACE: environments.
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JO GRACE: Govan is an incredibly diverse community,
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JO GRACE: so there are lots and lots of different
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JO GRACE: languages and cultures.
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JO GRACE: In one of the schools that we worked in, they
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JO GRACE: had children speaking 34 different languages.
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JO GRACE: So there was some real significant challenges
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JO GRACE: for the teaching staff to be able to understand
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JO GRACE: and meet the needs of this really wide ranging
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JO GRACE: group of children.
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JO GRACE: And the programme was able to meet
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JO GRACE: those needs, not just for the schools, but then
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JO GRACE: also for the children.
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JO GRACE: The feedback that we got from the children was
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JO GRACE: really powerful in terms of— we would
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JO GRACE: do a safety plan at the end of the programme
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JO GRACE: and we would say to them can you name
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JO GRACE: for us, can you make a short list
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JO GRACE: of the safe, trusted, nurturing adults that you
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JO GRACE: know that you can approach? And actually time
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JO GRACE: and time again the names of the NSPCC
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JO GRACE: staff came up with the children because
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JO GRACE:
they'd recognised that we were a safe
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JO GRACE: space but also within the school we created
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JO GRACE: a wider safe space and they knew that lots of
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JO GRACE: the teachers were involved in emotional
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JO GRACE: resilience and they could go to their
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JO GRACE: teachers or their wider community for support.
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JENNIFER DIXON: So on question two, Prajapa, from an
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JENNIFER DIXON: evaluation point of view, what were the
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JENNIFER DIXON: benefits of the programme?
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PRAJAPA SENEVIRATNE: Yes, so in 2024,
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PRAJAPA SENEVIRATNE: the NSPCC research team evaluated
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PRAJAPA SENEVIRATNE: the emotional resilience programme.
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PRAJAPA SENEVIRATNE: I must say it was a real privilege
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PRAJAPA SENEVIRATNE: to understand more about the
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PRAJAPA SENEVIRATNE: programme through conversations with
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PRAJAPA SENEVIRATNE: school staff, the NSPCC staff who
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PRAJAPA SENEVIRATNE: had helped design and deliver the
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PRAJAPA SENEVIRATNE: programme, and teachers in the
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PRAJAPA SENEVIRATNE: schools where the programme was
rolled
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PRAJAPA SENEVIRATNE: out. Most importantly, we spoke to
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PRAJAPA SENEVIRATNE: the children who participated.
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PRAJAPA SENEVIRATNE: Through the evaluation, we found
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PRAJAPA SENEVIRATNE: that the emotional resilience
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PRAJAPA SENEVIRATNE: programme has clear benefits for
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PRAJAPA SENEVIRATNE: children and the schools.
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PRAJAPA SENEVIRATNE: The children told us that they had
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PRAJAPA SENEVIRATNE: learned how to identify different
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PRAJAPA SENEVIRATNE: feelings and were able to recognise
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PRAJAPA SENEVIRATNE: the emotions of others and to show
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PRAJAPA SENEVIRATNE: compassion and be kind to each
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PRAJAPA SENEVIRATNE: other. Many children had learned and
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PRAJAPA SENEVIRATNE: practised self-care techniques to
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PRAJAPA SENEVIRATNE: manage their emotions, such as deep
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PRAJAPA SENEVIRATNE: breathing and taking time out when
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PRAJAPA SENEVIRATNE: they needed to.
And some children
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PRAJAPA SENEVIRATNE: had even shared these techniques
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PRAJAPA SENEVIRATNE: with members of their families and
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PRAJAPA SENEVIRATNE: they were practising this at home.
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PRAJAPA SENEVIRATNE: The evaluation also found that
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PRAJAPA SENEVIRATNE: improving children's awareness of
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PRAJAPA SENEVIRATNE: emotional resilience within a
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PRAJAPA SENEVIRATNE: supportive school environment can
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PRAJAPA SENEVIRATNE: give the children the confidence and
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PRAJAPA SENEVIRATNE: the feelings of safety and comfort
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PRAJAPA SENEVIRATNE: that they need to be able to learn
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PRAJAPA SENEVIRATNE: and achieve, to be able to
concentrate
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PRAJAPA SENEVIRATNE: on their learning.
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PRAJAPA SENEVIRATNE: We also heard how the programme was
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PRAJAPA SENEVIRATNE: helping children who were quite
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PRAJAPA SENEVIRATNE: anxious, had been through trauma
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PRAJAPA SENEVIRATNE: themselves, and were communicating
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PRAJAPA SENEVIRATNE: this through their behaviour in
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PRAJAPA SENEVIRATNE: different ways; how the activities
237
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PRAJAPA SENEVIRATNE: and discussions in the programmes
238
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PRAJAPA SENEVIRATNE: helped these children feel settled
239
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PRAJAPA SENEVIRATNE: and positive and happy.
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PRAJAPA SENEVIRATNE: Teachers told the evaluation that by
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PRAJAPA SENEVIRATNE: being involved in the programme,
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PRAJAPA SENEVIRATNE: they felt more confident teaching
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PRAJAPA SENEVIRATNE: children about complex emotions.
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PRAJAPA SENEVIRATNE: Evaluation findings also showed that
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PRAJAPA SENEVIRATNE: teachers were connecting better with
246
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PRAJAPA SENEVIRATNE: pupils and had a better understanding
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PRAJAPA SENEVIRATNE: of their lives and some of the
248
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PRAJAPA SENEVIRATNE: challenges that they were facing on
249
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PRAJAPA SENEVIRATNE: a daily basis.
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PRAJAPA SENEVIRATNE: This helped teachers to better
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PRAJAPA SENEVIRATNE: support the children and respond
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PRAJAPA SENEVIRATNE: promptly if there were any
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PRAJAPA SENEVIRATNE: safeguarding concerns.
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PRAJAPA SENEVIRATNE: The findings also showed overall
255
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PRAJAPA SENEVIRATNE: that there is a need for emotional
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PRAJAPA SENEVIRATNE: resilience programmes in primary
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PRAJAPA SENEVIRATNE: schools and early childcare settings
258
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PRAJAPA SENEVIRATNE: in Govan. As Jo was mentioning, they
259
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PRAJAPA SENEVIRATNE: began delivering the programme to
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PRAJAPA SENEVIRATNE: the upper years in primary school
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PRAJAPA SENEVIRATNE: and then soon realised, because of
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PRAJAPA SENEVIRATNE: what teachers were telling them, that
263
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PRAJAPA SENEVIRATNE: the need was further downstream for
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PRAJAPA SENEVIRATNE: younger children too.
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PRAJAPA SENEVIRATNE: The programme evaluated that it was
266
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PRAJAPA SENEVIRATNE: needed more widely across Scotland
267
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PRAJAPA SENEVIRATNE: as the benefits of the programme
268
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PRAJAPA SENEVIRATNE: align with the health and wellbeing
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PRAJAPA SENEVIRATNE: goals of the curriculum for
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PRAJAPA SENEVIRATNE: excellence in Scotland.
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JENNIFER DIXON: Thanks, Pajapa.
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JENNIFER DIXON: Thinking about the adversity that some of
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JENNIFER DIXON: the children have faced, Jo, could you
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JENNIFER DIXON: tell me about how you felt the programme
275
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JENNIFER DIXON: related to safeguarding when you were in
276
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JENNIFER DIXON: the schools?
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JO GRACE: So obviously whilst we were delivering the
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JO GRACE: programme, we observed that holding safe and
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JO GRACE: honest discussions about emotions helped
280
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JO GRACE: to strengthen the teacher and the children's
281
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JO GRACE: relationships with each other, which then
282
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JO GRACE: encouraged a supportive and trusting
283
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JO GRACE: relationship throughout the school day where
284
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JO GRACE: children felt able to be open and
285
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JO GRACE: honest about things they were struggling with.
286
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JO GRACE: That also included talking
287
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JO GRACE: about things that were difficult at
home,
288
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JO GRACE: sometimes that perhaps children hadn't shared.
289
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JO GRACE: At the start of each session with the children,
290
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JO GRACE: we used to hand them out a worksheet and it had
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JO GRACE: a picture of a body on it.
292
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JO GRACE: And we would ask the children, using emojis,
293
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JO GRACE: to draw us faces of how they were feeling
294
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JO GRACE: today, but also to show us where they were
295
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JO GRACE: feeling that in their bodies, because often our
296
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JO GRACE: brain-body connection can be a bit disrupted
297
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JO GRACE: and we're not always good at recognising where
298
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JO GRACE: we're feeling things in our body.
299
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JO GRACE: We can have the thoughts in our heads, but not
300
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JO GRACE: recognise that the washing machine feeling that
301
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JO GRACE: we've got going on in our tummy is part of what
302
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JO GRACE: we're thinking about.
303
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JO GRACE: So we were helping the children to understand
304
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JO GRACE: that. We would do these worksheets with the
305
00:12:07,400 --> 00:12:09,919
JO GRACE: children about how they were feeling, and that
306
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JO GRACE: was fascinating because actually one that we
307
00:12:12,280 --> 00:12:15,859
JO GRACE: got really regularly was, "I'm hungry".
308
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JO GRACE: And that was one that we had to be incredibly
309
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JO GRACE: aware, but also sensitive, about.
310
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JO GRACE: And that was doing things like trying to figure
311
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JO GRACE: out whether the family were, for example,
312
00:12:26,290 --> 00:12:28,509
JO GRACE: living in poverty and this was a family who
313
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JO GRACE: were in hardship and it wasn't a safeguarding
314
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JO GRACE: concern. It was much more about ensuring that
315
00:12:33,730 --> 00:12:36,469
JO GRACE: the family had the signposts and the support
316
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JO GRACE: from other organisations to be able to access
317
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JO GRACE: food support or financial support, making sure
318
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JO GRACE: their income was maximised, et cetera, et
319
00:12:44,790 --> 00:12:47,849
JO GRACE: cetera. So we had to tread carefully with the
320
00:12:47,850 --> 00:12:50,389
JO GRACE: children, trying to figure out whether this was
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JO GRACE: hunger as a result of, there was no food in the
322
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JO GRACE: house because the family was struggling with
323
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JO GRACE: poverty, or whether this was a child who was
324
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JO GRACE: hungry because there was actually something
325
00:13:00,290 --> 00:13:03,149
JO GRACE: neglectful going on and they weren't maybe
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JO GRACE: being cared for in the way that they should
327
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JO GRACE: have. And we would do that very much
328
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JO GRACE: hand in hand with teachers.
329
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JO GRACE: So if we identified anything worrying within
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JO GRACE: the class, we would immediately talk with the
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JO GRACE: teacher about it, and then the school and
332
00:13:17,540 --> 00:13:20,279
JO GRACE: ourselves were able to gently explore that a
333
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JO GRACE: wee bit further. Sometimes the school had
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JO GRACE: context and could explain that they knew what
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JO GRACE: was happening with a family and the struggles
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JO GRACE: that they were having.
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00:13:27,960 --> 00:13:30,699
JO GRACE: There was also some other ones that might not
338
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JO GRACE: necessarily be considered safeguarding
339
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JO GRACE: in the, kind of, child protection type
340
00:13:36,700 --> 00:13:39,699
JO GRACE: safeguarding stance, but were
341
00:13:39,700 --> 00:13:42,459
JO GRACE: definitely about looking after and safeguarding
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JO GRACE: the wellbeing of children.
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JO GRACE: I mentioned earlier that we used to have
344
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JO GRACE: planning meetings with the school before we did
345
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JO GRACE: the group.
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JO GRACE: In one of the schools that we went into, we had
347
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JO GRACE: a class of children where there was quite a
348
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JO GRACE: number of neurodiverse children, but there was
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JO GRACE: one child in particular who had experienced
350
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JO GRACE: significant adversity in their background, and
351
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JO GRACE: as a result of that trauma, found it really,
352
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JO GRACE: really difficult to sit still in the classroom.
353
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JO GRACE: So what the class teacher had done was
354
00:14:14,830 --> 00:14:17,869
JO GRACE: created a path on the outskirts of the
355
00:14:17,870 --> 00:14:21,109
JO GRACE: class that this child could basically patrol
356
00:14:21,110 --> 00:14:24,029
JO GRACE: the room. So when they became upset,
357
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00:14:27,789
JO GRACE: when they started to have hyper-vigilant
358
00:14:27,790 --> 00:14:30,829
JO GRACE: symptoms, instead of the teacher telling a
359
00:14:30,830 --> 00:14:32,709
JO GRACE: child to constantly sit down because they
360
00:14:32,710 --> 00:14:34,649
JO GRACE: wouldn't be able to sit at their seat and
361
00:14:34,650 --> 00:14:37,609
JO GRACE: concentrate, all of the children, as
362
00:14:37,610 --> 00:14:39,849
JO GRACE: part of the emotional resilience programme,
363
00:14:39,850 --> 00:14:42,699
JO GRACE: understood that this young person needed to
364
00:14:42,700 --> 00:14:44,919
JO GRACE: just get up and move because that's what made
365
00:14:44,920 --> 00:14:46,859
JO GRACE: them feel them safe, being able to kind of
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JO GRACE: patrol the class.
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JO GRACE: What was so lovely about it was everybody just
368
00:14:51,640 --> 00:14:54,199
JO GRACE: accepted it. This child was never made fun of.
369
00:14:54,200 --> 00:14:57,199
JO GRACE: There was never any ridicule or joking
370
00:14:57,200 --> 00:14:58,959
JO GRACE: or anything like that.
371
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JO GRACE: Everybody just understood that this was
372
00:15:00,620 --> 00:15:02,419
JO GRACE: something that this child needed to do, and
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JO GRACE: then when they were ready, they would be able
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00:15:04,400 --> 00:15:06,499
JO GRACE: to come and sit back down again and join back
375
00:15:06,500 --> 00:15:09,559
JO GRACE: into the class. Now that may not be seen as
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00:15:09,560 --> 00:15:12,499
JO GRACE: a traditional kind of safeguarding issue,
377
00:15:12,500 --> 00:15:15,699
JO GRACE: but it actually, in a trauma-informed way,
378
00:15:15,700 --> 00:15:18,719
JO GRACE: was incredible to safeguard the wellbeing and
379
00:15:18,720 --> 00:15:20,779
JO GRACE: the mental health of this child because they
380
00:15:20,780 --> 00:15:23,359
JO GRACE: felt safe in their classroom whilst they were
381
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JO GRACE: hypervigilant — being able to patrol — and felt
382
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JO GRACE: that they were looking out for the wellbeing of
383
00:15:27,960 --> 00:15:29,399
JO GRACE: everybody and then when they were comfortable
384
00:15:29,400 --> 00:15:32,039
JO GRACE: and safe enough and sat down again, that meant
385
00:15:32,040 --> 00:15:34,619
JO GRACE: that their mental health had stabilised for
386
00:15:34,620 --> 00:15:37,569
JO GRACE: that moment. So we dealt with a wide
387
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JO GRACE: range of different kinds of
388
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JO GRACE: safeguarding experiences.
389
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JENNIFER DIXON: Thanks, Jo. That sounds like quite a lot
390
00:15:44,140 --> 00:15:45,879
JENNIFER DIXON: of things that worked well when we were
391
00:15:45,880 --> 00:15:47,439
JENNIFER DIXON: doing the programme.
392
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JENNIFER DIXON: Prajapa, have you got any other insights
393
00:15:49,700 --> 00:15:52,029
JENNIFER DIXON: into what made the programme work?
394
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PRAJAPA SENEVIRATNE: Jo has covered a lot of what we
395
00:15:54,310 --> 00:15:56,329
PRAJAPA SENEVIRATNE: heard as being benefits of the
396
00:15:56,330 --> 00:15:57,989
PRAJAPA SENEVIRATNE: programme and what made it work.
397
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PRAJAPA SENEVIRATNE: We heard very similar things during
398
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PRAJAPA SENEVIRATNE: the evaluation of the programme as
399
00:16:01,870 --> 00:16:04,089
PRAJAPA SENEVIRATNE: well. But firstly, I think what made
400
00:16:04,090 --> 00:16:05,829
PRAJAPA SENEVIRATNE: the programme so popular among the
401
00:16:05,830 --> 00:16:07,949
PRAJAPA SENEVIRATNE: children was that it was fun and
402
00:16:07,950 --> 00:16:10,629
PRAJAPA SENEVIRATNE: enjoyable. And as Jo was saying, the
403
00:16:10,630 --> 00:16:11,630
PRAJAPA SENEVIRATNE: programme was iterative.
404
00:16:12,270 --> 00:16:14,149
PRAJAPA SENEVIRATNE: That is by listening to what was
405
00:16:14,150 --> 00:16:16,009
PRAJAPA SENEVIRATNE: working, by listening to the
406
00:16:16,010 --> 00:16:17,809
PRAJAPA SENEVIRATNE: teachers and the children and the
407
00:16:17,810 --> 00:16:19,079
PRAJAPA SENEVIRATNE: needs of the classroom, the
408
00:16:19,080 --> 00:16:20,979
PRAJAPA SENEVIRATNE: programme was able to adapt, and it
409
00:16:20,980 --> 00:16:22,979
PRAJAPA SENEVIRATNE: did adapt to meet the needs of the
410
00:16:22,980 --> 00:16:25,239
PRAJAPA SENEVIRATNE: children, and that was also
411
00:16:25,240 --> 00:16:28,059
PRAJAPA SENEVIRATNE: something that made the programme so
412
00:16:28,060 --> 00:16:30,079
PRAJAPA SENEVIRATNE: live and so effective.
413
00:16:30,080 --> 00:16:33,019
PRAJAPA SENEVIRATNE: Some of it was adapting the
414
00:16:33,020 --> 00:16:35,839
PRAJAPA SENEVIRATNE: resources, some of it was to do with
415
00:16:35,840 --> 00:16:38,139
PRAJAPA SENEVIRATNE: adapting the time that was needed,
416
00:16:38,140 --> 00:16:40,359
PRAJAPA SENEVIRATNE: because some of those activities I
417
00:16:40,360 --> 00:16:42,359
PRAJAPA SENEVIRATNE: think the children took longer.
418
00:16:42,360 --> 00:16:44,859
PRAJAPA SENEVIRATNE: Even in our evaluation session, we
419
00:16:44,860 --> 00:16:47,239
PRAJAPA SENEVIRATNE: realised that the plan we had before
420
00:16:47,240 --> 00:16:49,639
PRAJAPA SENEVIRATNE: we visited the classroom, was a plan
421
00:16:49,640 --> 00:16:51,599
PRAJAPA SENEVIRATNE: that we could not follow to a T
422
00:16:51,600 --> 00:16:53,739
PRAJAPA SENEVIRATNE: because it took time.
423
00:16:53,740 --> 00:16:55,339
PRAJAPA SENEVIRATNE: Children engaged with it in
424
00:16:55,340 --> 00:16:57,859
PRAJAPA SENEVIRATNE: different ways and we needed just to
425
00:16:57,860 --> 00:17:00,659
PRAJAPA SENEVIRATNE: be flexible right through it and be
426
00:17:00,660 --> 00:17:02,919
PRAJAPA
SENEVIRATNE: responsive, listening and engaging
427
00:17:02,920 --> 00:17:05,598
PRAJAPA SENEVIRATNE: in a way that suited the children,
428
00:17:05,599 --> 00:17:07,139
PRAJAPA SENEVIRATNE: in a way that they were able to take
429
00:17:07,140 --> 00:17:09,179
PRAJAPA SENEVIRATNE: on board and understand and make use
430
00:17:09,180 --> 00:17:11,318
PRAJAPA SENEVIRATNE: of. And I think it was similar with
431
00:17:11,319 --> 00:17:12,899
PRAJAPA SENEVIRATNE: the programme as well, when they
432
00:17:12,900 --> 00:17:15,499
PRAJAPA SENEVIRATNE: were delivering it. We had prepared
433
00:17:15,500 --> 00:17:18,229
PRAJAPA SENEVIRATNE: sheets of lesson plans, but, when it
434
00:17:18,230 --> 00:17:20,429
PRAJAPA SENEVIRATNE: was time for delivery, you had to
435
00:17:20,430 --> 00:17:22,152
PRAJAPA SENEVIRATNE: read the room, you had take on board
436
00:17:22,153 --> 00:17:24,989
PRAJAPA SENEVIRATNE: whether it was just soon after PE or
437
00:17:24,990 --> 00:17:26,689
PRAJAPA SENEVIRATNE: soon after lunch and there was a lot
438
00:17:26,690 --> 00:17:28,389
PRAJAPA SENEVIRATNE: of energy in the room, or it was
439
00:17:28,390 --> 00:17:30,229
PRAJAPA SENEVIRATNE: time to go home and therefore
440
00:17:30,230 --> 00:17:32,149
PRAJAPA SENEVIRATNE: children were already packing their
441
00:17:32,150 --> 00:17:34,189
PRAJAPA SENEVIRATNE: bags. So you needed to take all of
442
00:17:34,190 --> 00:17:35,609
PRAJAPA SENEVIRATNE: that into account and you really do
443
00:17:35,610 --> 00:17:38,189
PRAJAPA SENEVIRATNE: appreciate so much what the
444
00:17:38,190 --> 00:17:41,069
PRAJAPA SENEVIRATNE: environment does for children and
445
00:17:41,070 --> 00:17:43,549
PRAJAPA SENEVIRATNE: their ability to absorb new
446
00:17:43,550 --> 00:17:45,929
PRAJAPA SENEVIRATNE: learning, participate in activities,
447
00:17:45,930 --> 00:17:47,934
PRAJAPA SENEVIRATNE: et cetera, and what teachers have to
448
00:17:47,935 --> 00:17:49,979
PRAJAPA SENEVIRATNE: do to adapt and how flexible they
449
00:17:49,980 --> 00:17:51,879
PRAJAPA SENEVIRATNE: need to be every day of a school
450
00:17:51,880 --> 00:17:52,519
PRAJAPA SENEVIRATNE: week.
451
00:17:52,520 --> 00:17:54,199
JENNIFER DIXON: I think I can add to that as well,
Prajapa. Some
452
00:17:54,200 --> 00:17:56,599
JENNIFER DIXON: of the practical things we did for
453
00:17:56,600 --> 00:17:58,619
JENNIFER DIXON: adaptations were — Jo mentioned the
454
00:17:58,620 --> 00:18:00,219
JENNIFER DIXON: school before that had children speaking
455
00:18:00,220 --> 00:18:02,979
JENNIFER DIXON: 34 languages — we would email the sheets
456
00:18:02,980 --> 00:18:04,459
JENNIFER DIXON: to teachers in advance so they could
457
00:18:04,460 --> 00:18:07,019
JENNIFER DIXON: upload to the tablets they were using.
458
00:18:07,020 --> 00:18:08,719
JENNIFER DIXON: The tablets had translation tools on them
459
00:18:08,720 --> 00:18:10,139
JENNIFER DIXON: so that meant they could be interpreted
460
00:18:10,140 --> 00:18:11,939
JENNIFER DIXON: for the children in their language, so
461
00:18:11,940 --> 00:18:14,099
JENNIFER DIXON: that made it more accessible for them.
462
00:18:14,100 --> 00:18:15,699
JENNIFER DIXON: We had a couple of children who had
463
00:18:15,700 --> 00:18:18,319
JENNIFER DIXON: visual impairments, so we created larger
464
00:18:18,320 --> 00:18:20,449
JENNIFER DIXON: text versions and the teacher would tell
465
00:18:20,450 --> 00:18:23,029
JENNIFER DIXON: us what size that child could read at,
466
00:18:23,030 --> 00:18:24,709
JENNIFER DIXON: and we adapted it all and then sent that
467
00:18:24,710 --> 00:18:26,889
JENNIFER DIXON: across. So it wasn't an extra task on the
468
00:18:26,890 --> 00:18:28,729
JENNIFER DIXON: teacher when we were actually in the
469
00:18:28,730 --> 00:18:31,429
JENNIFER DIXON: schools, we did all that part for them.
470
00:18:31,430 --> 00:18:33,029
JENNIFER DIXON: Those planning meetings that we had would
471
00:18:33,030 --> 00:18:34,689
JENNIFER DIXON: always help because we would ask if there
472
00:18:34,690 --> 00:18:36,889
JENNIFER DIXON: was any requirements like that before
473
00:18:36,890 --> 00:18:38,229
JENNIFER DIXON: we'd started the programme, and it gave
474
00:18:38,230 --> 00:18:40,569
JENNIFER DIXON: us time to prepare and make sure that all
475
00:18:40,570 --> 00:18:41,909
JENNIFER DIXON: those children could feel included.
476
00:18:41,910 --> 00:18:44,869
JENNIFER DIXON: One other thing that made it work
477
00:18:44,870 --> 00:18:48,189
JENNIFER DIXON: was the resources that delivered the
478
00:18:48,190 --> 00:18:50,549
JENNIFER DIXON: programme. So we had the class teacher
479
00:18:50,550 --> 00:18:54,069
JENNIFER DIXON: and two NSPCC staff members facilitating
480
00:18:54,070 --> 00:18:56,409
JENNIFER DIXON: and delivering the sessions, and that
481
00:18:56,410 --> 00:18:59,109
JENNIFER DIXON: facilitated really safe conversations
482
00:18:59,110 --> 00:19:01,449
JENNIFER DIXON: with children. Nobody was left out.
483
00:19:01,450 --> 00:19:03,689
JENNIFER DIXON: There was a staff [member] and teacher
484
00:19:03,690 --> 00:19:06,869
JENNIFER DIXON: around to support any child who
485
00:19:06,870 --> 00:19:09,319
JENNIFER DIXON: needed to have a conversation during any
486
00:19:09,320 --> 00:19:11,079
JENNIFER DIXON: of the activities that were run.
487
00:19:11,080 --> 00:19:13,839
JENNIFER DIXON: So the consistency of that team of
488
00:19:13,840 --> 00:19:16,559
JENNIFER DIXON: facilitators was also something that was
489
00:19:16,560 --> 00:19:18,139
JENNIFER DIXON: really valuable within the programme
490
00:19:18,140 --> 00:19:20,959
JENNIFER DIXON: design. Another key feature that made the
491
00:19:20,960 --> 00:19:22,739
JENNIFER DIXON: programme work is that it was delivered
492
00:19:22,740 --> 00:19:24,839
JENNIFER DIXON: by individuals who are trained and
493
00:19:24,840 --> 00:19:26,199
JENNIFER DIXON: confident in managing difficult
494
00:19:26,200 --> 00:19:29,439
JENNIFER DIXON: conversations and safeguarding concerns.
495
00:19:29,440 --> 00:19:31,459
JENNIFER DIXON: So anyone that delivers this type of
496
00:19:31,460 --> 00:19:33,579
JENNIFER DIXON: programme must respond to safeguarding
497
00:19:33,580 --> 00:19:36,099
JENNIFER DIXON: disclosures in a trauma-informed way.
498
00:19:36,100 --> 00:19:38,059
JENNIFER DIXON: They need to have robust safeguarding
499
00:19:38,060 --> 00:19:40,339
JENNIFER DIXON: procedures in place or be supported by
500
00:19:40,340 --> 00:19:43,149
JENNIFER DIXON: the NSPCC to develop them.
501
00:19:43,150 --> 00:19:44,809
JENNIFER DIXON: So Prajapa, you mentioned there about
502
00:19:44,810 --> 00:19:46,469
JENNIFER DIXON: being trauma-informed.
503
00:19:46,470 --> 00:19:48,309
JENNIFER DIXON: Jo, do you think you could tell me more
504
00:19:48,310 --> 00:19:50,029
JENNIFER DIXON: about how practitioners can be
505
00:19:50,030 --> 00:19:51,669
JENNIFER DIXON: trauma-informed when delivering emotional
506
00:19:51,670 --> 00:19:52,909
JENNIFER DIXON: resilience work?
507
00:19:52,910 --> 00:19:55,889
JO GRACE: I think that's an essential skill in any kind
508
00:19:55,890 --> 00:19:58,429
JO GRACE: of work that we do, but particularly when
509
00:19:58,430 --> 00:20:01,709
JO GRACE: working with children, because we hear children
510
00:20:01,710 --> 00:20:04,529
JO GRACE: share really difficult feelings; and on some
511
00:20:04,530 --> 00:20:07,449
JO GRACE: occasions there were significant safeguarding
512
00:20:07,450 --> 00:20:09,069
JO GRACE: disclosures that were shared as well.
513
00:20:10,110 --> 00:20:12,889
JO GRACE: So whoever delivers the programme needs to have
514
00:20:12,890 --> 00:20:15,189
JO GRACE: had some training to be able to identify and
515
00:20:15,190 --> 00:20:18,049
JO GRACE: manage safeguarding concerns, but also to have
516
00:20:18,050 --> 00:20:20,899
JO GRACE: had some training in trauma-informed
517
00:20:20,900 --> 00:20:23,819
JO GRACE: approaches or to be trauma-sensitive;
518
00:20:23,820 --> 00:20:27,079
JO GRACE: to understand how to be with
519
00:20:27,080 --> 00:20:29,839
JO GRACE: a child in their feelings, that it's not just
520
00:20:29,840 --> 00:20:32,299
JO GRACE: about finding solutions, but actually it can be
521
00:20:32,300 --> 00:20:35,239
JO GRACE: sitting with those difficult words, difficult
522
00:20:35,240 --> 00:20:38,179
JO GRACE: feelings that children are sharing and
523
00:20:38,180 --> 00:20:41,179
JO GRACE: not having any judgement around any
524
00:20:41,180 --> 00:20:43,359
JO GRACE: of that, but allowing children the space to
525
00:20:43,360 --> 00:20:46,339
JO GRACE: actually feel safe with that adult and
526
00:20:46,340 --> 00:20:48,979
JO GRACE: to feel listened to and heard.
527
00:20:48,980 --> 00:20:51,839
JO GRACE: I think both those skills go hand-in-hand, both
528
00:20:51,840 --> 00:20:54,279
JO GRACE: in terms of safeguarding and in any kind of
529
00:20:54,280 --> 00:20:55,779
JO GRACE: trauma-informed approach.
530
00:20:55,780 --> 00:20:58,039
JO GRACE: I think it's really essential that
531
00:20:58,040 --> 00:21:00,979
JO GRACE: organisations ensure that any
532
00:21:00,980 --> 00:21:03,339
JO GRACE: staff that would be in place facilitating a
533
00:21:03,340 --> 00:21:06,219
JO GRACE: programme like this would have also
534
00:21:06,220 --> 00:21:09,019
JO GRACE: things like good supervision and also good
535
00:21:09,020 --> 00:21:11,199
JO GRACE: wellbeing pathways, because sometimes you are
536
00:21:11,200 --> 00:21:14,119
JO GRACE: dealing with difficult subject matters.
537
00:21:14,120 --> 00:21:16,419
JO GRACE: So it's important to make sure that staff are
538
00:21:16,420 --> 00:21:19,679
JO GRACE: well looked after and well-trained and
539
00:21:19,680 --> 00:21:22,699
JO GRACE: are able to deliver the programme consistently,
540
00:21:22,700 --> 00:21:26,119
JO GRACE: but in a team, not just as individuals
541
00:21:26,120 --> 00:21:27,599
JO GRACE: like we said at the beginning.
542
00:21:27,600 --> 00:21:29,919
JO GRACE: We always did this with two staff plus a
543
00:21:29,920 --> 00:21:32,079
JO GRACE: teacher to ensure that there was enough people
544
00:21:32,080 --> 00:21:35,019
JO GRACE: around so that if anything did arise,
545
00:21:35,020 --> 00:21:36,459
JO GRACE: there was still people there while someone
546
00:21:36,460 --> 00:21:38,639
JO GRACE: could step out and deal with whatever the
547
00:21:38,640 --> 00:21:41,699
JO GRACE: difficulty was. I think making
548
00:21:41,700 --> 00:21:44,589
JO GRACE: sure that it's in the
549
00:21:44,590 --> 00:21:46,609
JO GRACE: right hands of the people that understand
550
00:21:46,610 --> 00:21:49,769
JO GRACE: empathy and being able to hold those
551
00:21:49,770 --> 00:21:52,869
JO GRACE: feelings and understanding what talking about
552
00:21:52,870 --> 00:21:55,349
JO GRACE: feelings may result in, which can result in
553
00:21:55,350 --> 00:21:58,289
JO GRACE: disclosures or big feelings that are hard
554
00:21:58,290 --> 00:22:01,269
JO GRACE: to manage, then that's a really positive
555
00:22:01,270 --> 00:22:02,489
JO GRACE: approach as well.
556
00:22:02,490 --> 00:22:04,079
JO GRACE: A really essential approach.
557
00:22:04,080 --> 00:22:06,079
JENNIFER DIXON: We've talked a lot about the positives of
558
00:22:06,080 --> 00:22:08,479
JENNIFER DIXON: the programme. Prajapa, could you tell me
559
00:22:08,480 --> 00:22:10,059
JENNIFER DIXON: a bit more about what the challenges were
560
00:22:10,060 --> 00:22:11,619
JENNIFER DIXON: around delivering the emotional resilience
561
00:22:11,620 --> 00:22:12,620
JENNIFER DIXON: programme?
562
00:22:13,500 --> 00:22:14,859
PRAJAPA SENEVIRATNE: Yes I can, Jen, and I think rather
563
00:22:14,860 --> 00:22:16,619
PRAJAPA SENEVIRATNE: than challenges, I would frame it as
564
00:22:16,620 --> 00:22:18,379
PRAJAPA SENEVIRATNE: learning because there was so much
565
00:22:18,380 --> 00:22:20,679
PRAJAPA SENEVIRATNE: learning for the NSPCC during the
566
00:22:20,680 --> 00:22:22,259
PRAJAPA SENEVIRATNE: planning and also the delivery of
567
00:22:22,260 --> 00:22:23,699
PRAJAPA SENEVIRATNE: the programme, as we heard through
568
00:22:23,700 --> 00:22:25,219
PRAJAPA SENEVIRATNE: the evaluation.
569
00:22:25,220 --> 00:22:27,060
PRAJAPA SENEVIRATNE: I'll briefly run through some of the
570
00:22:27,061 --> 00:22:29,439
PRAJAPA SENEVIRATNE: key learnings. So firstly, it took
571
00:22:29,440 --> 00:22:31,419
PRAJAPA SENEVIRATNE: time for children to feel
572
00:22:31,420 --> 00:22:34,019
PRAJAPA SENEVIRATNE: comfortable with NSPCC staff.
573
00:22:34,020 --> 00:22:35,919
PRAJAPA SENEVIRATNE: They were external presenters and
574
00:22:35,920 --> 00:22:37,399
PRAJAPA SENEVIRATNE: the programme required a trusting
575
00:22:37,400 --> 00:22:38,739
PRAJAPA SENEVIRATNE: relationship so that the children
576
00:22:38,740 --> 00:22:40,391
PRAJAPA SENEVIRATNE: were able to share their feelings
577
00:22:40,392 --> 00:22:43,019
PRAJAPA SENEVIRATNE: and really engage in the activities.
578
00:22:43,020 --> 00:22:46,299
PRAJAPA SENEVIRATNE: Time was key and time was not always
579
00:22:46,300 --> 00:22:48,139
PRAJAPA SENEVIRATNE: afforded to us because we had to fit
580
00:22:48,140 --> 00:22:50,899
PRAJAPA SENEVIRATNE: it all within one classroom time
581
00:22:50,900 --> 00:22:53,339
PRAJAPA SENEVIRATNE: slot within the day.
582
00:22:53,340 --> 00:22:55,319
PRAJAPA SENEVIRATNE: Secondly, we learned that, because
583
00:22:55,320 --> 00:22:57,219
PRAJAPA SENEVIRATNE: we were delivering it to so many
584
00:22:57,220 --> 00:22:59,379
PRAJAPA SENEVIRATNE: different age groups, a greater
585
00:22:59,380 --> 00:23:01,299
PRAJAPA SENEVIRATNE: variety of delivery methods were
586
00:23:01,300 --> 00:23:03,439
PRAJAPA SENEVIRATNE: needed and it was recommended that
587
00:23:03,440 --> 00:23:06,239
PRAJAPA SENEVIRATNE: sessions included puppets, slides,
588
00:23:06,240 --> 00:23:08,419
PRAJAPA SENEVIRATNE: short videos and pictures to keep
589
00:23:08,420 --> 00:23:10,099
PRAJAPA SENEVIRATNE: the children engaged throughout the
590
00:23:10,100 --> 00:23:11,589
PRAJAPA SENEVIRATNE: one-hour session.
591
00:23:11,590 --> 00:23:13,269
PRAJAPA SENEVIRATNE: We learned that some of the resources
592
00:23:13,270 --> 00:23:14,769
PRAJAPA SENEVIRATNE: within the programme had already
593
00:23:14,770 --> 00:23:16,049
PRAJAPA SENEVIRATNE: been introduced to the children
594
00:23:16,050 --> 00:23:18,009
PRAJAPA SENEVIRATNE: through other programmes and events.
595
00:23:18,010 --> 00:23:19,929
PRAJAPA SENEVIRATNE: And this showed us the importance of
596
00:23:19,930 --> 00:23:21,689
PRAJAPA SENEVIRATNE: really understanding what programmes
597
00:23:21,690 --> 00:23:24,689
PRAJAPA SENEVIRATNE: exist currently in schools so that
598
00:23:24,690 --> 00:23:26,249
PRAJAPA SENEVIRATNE: we are fully aware of this when
599
00:23:26,250 --> 00:23:28,389
PRAJAPA SENEVIRATNE: introducing any programme or
600
00:23:28,390 --> 00:23:29,929
PRAJAPA SENEVIRATNE: resource kit.
601
00:23:29,930 --> 00:23:31,469
PRAJAPA SENEVIRATNE: The evaluation also learned that
602
00:23:31,470 --> 00:23:33,309
PRAJAPA SENEVIRATNE: schools were facing quite a lot of
603
00:23:33,310 --> 00:23:35,869
PRAJAPA SENEVIRATNE: challenges every day with resources
604
00:23:35,870 --> 00:23:38,369
PRAJAPA SENEVIRATNE: and pressures on staff capacity.
605
00:23:38,370 --> 00:23:40,509
PRAJAPA SENEVIRATNE: So we need to bear this in mind when
606
00:23:40,510 --> 00:23:42,299
PRAJAPA SENEVIRATNE: scaling up a programme of this
607
00:23:42,300 --> 00:23:44,559
PRAJAPA SENEVIRATNE: nature. This is where the emotional
608
00:23:44,560 --> 00:23:46,719
PRAJAPA SENEVIRATNE: resilience resource pack comes in,
609
00:23:46,720 --> 00:23:49,619
PRAJAPA SENEVIRATNE: as it gives schools and teachers a
610
00:23:49,620 --> 00:23:52,279
PRAJAPA SENEVIRATNE: toolkit to dip in and out of and
611
00:23:52,280 --> 00:23:54,379
PRAJAPA SENEVIRATNE: build into their lesson plans as and
612
00:23:54,380 --> 00:23:55,380
PRAJAPA SENEVIRATNE: when needed.
613
00:23:56,820 --> 00:23:58,739
JENNIFER DIXON: Thanks Prajapa. So, following the success
614
00:23:58,740 --> 00:24:01,059
JENNIFER DIXON: of the programme Jo, largely you in our
615
00:24:01,060 --> 00:24:03,539
JENNIFER DIXON: team, created the facilitator's guide.
616
00:24:03,540 --> 00:24:05,799
JENNIFER DIXON: As Prajapa's mentioned, there's other
programmes
617
00:24:05,800 --> 00:24:07,039
JENNIFER DIXON: out there as well.
618
00:24:07,040 --> 00:24:08,519
JENNIFER DIXON: What advice would you give to someone who
619
00:24:08,520 --> 00:24:09,939
JENNIFER DIXON: wants to run and implement their own
620
00:24:09,940 --> 00:24:11,659
JENNIFER DIXON: emotional resilience programme with young
621
00:24:11,660 --> 00:24:12,549
JENNIFER DIXON: people?
622
00:24:12,550 --> 00:24:15,689
JO GRACE: I think the first thing would be absolutely it
623
00:24:15,690 --> 00:24:18,109
JO GRACE: needs to be done in partnership with the
624
00:24:18,110 --> 00:24:21,129
JO GRACE: schools or— actually, as Prajapa had
625
00:24:21,130 --> 00:24:24,009
JO GRACE: mentioned about going downstream, we
626
00:24:24,010 --> 00:24:26,329
JO GRACE: started with the older years and then the
627
00:24:26,330 --> 00:24:28,629
JO GRACE: younger years within the schools.
628
00:24:28,630 --> 00:24:31,309
JO GRACE: We ultimately ended up developing emotional
629
00:24:31,310 --> 00:24:33,729
JO GRACE: resilience for nurseries in the early years as
630
00:24:33,730 --> 00:24:36,709
JO GRACE: well because the need was there at that
631
00:24:36,710 --> 00:24:38,929
JO GRACE: very, very early stage and if we can start
632
00:24:38,930 --> 00:24:41,429
JO GRACE: children's emotional resilience and recognising
633
00:24:41,430 --> 00:24:44,259
JO GRACE: their big feelings, you know, from age
three
634
00:24:44,260 --> 00:24:47,139
JO GRACE: onwards, that's an amazing step towards
635
00:24:47,140 --> 00:24:49,319
JO GRACE: building their resilience as they grow into
636
00:24:49,320 --> 00:24:52,039
JO GRACE: adulthood. So working in partnership, I think,
637
00:24:52,040 --> 00:24:53,339
JO GRACE: is key.
638
00:24:53,340 --> 00:24:56,099
JO GRACE: Co-creation is also key.
639
00:24:56,100 --> 00:24:58,859
JO GRACE: Have the feedback from parents, from staff,
640
00:24:58,860 --> 00:25:01,159
JO GRACE: from children, from anybody that's involved in
641
00:25:01,160 --> 00:25:04,639
JO GRACE: it. Take that learning and again,
642
00:25:04,640 --> 00:25:07,519
JO GRACE: like Prajapa mentioned, it's iterative,
643
00:25:07,520 --> 00:25:09,779
JO GRACE: it's a moving process.
644
00:25:09,780 --> 00:25:12,399
JO GRACE: You don't just write it and then get stuck on
645
00:25:12,400 --> 00:25:15,589
JO GRACE: it. You have to learn and adapt as
646
00:25:15,590 --> 00:25:16,969
JO GRACE: things change.
647
00:25:16,970 --> 00:25:19,789
JO GRACE: We eventually found a couple of storybooks that
648
00:25:19,790 --> 00:25:21,769
JO GRACE: worked really well.
649
00:25:21,770 --> 00:25:24,049
JO GRACE: We found a game, Buckaroo, which was a
650
00:25:24,050 --> 00:25:27,029
JO GRACE: wonderful example of getting overloaded with
651
00:25:27,030 --> 00:25:28,789
JO GRACE: your feelings when the donkey bucked.
652
00:25:28,790 --> 00:25:31,429
JO GRACE: And so there was some fun, real fun activities
653
00:25:31,430 --> 00:25:34,569
JO GRACE: built into it. So again, make your programme
654
00:25:34,570 --> 00:25:38,349
JO GRACE: fun, keep it quite short and quite light.
655
00:25:38,350 --> 00:25:41,349
JO GRACE: You want the children to want to come back for
656
00:25:41,350 --> 00:25:44,129
JO GRACE: more. And I suppose the biggest key thing,
657
00:25:44,130 --> 00:25:46,169
JO GRACE: going back to that previous question we just
658
00:25:46,170 --> 00:25:48,589
JO GRACE: discussed, is about the relationships.
659
00:25:48,590 --> 00:25:51,049
JO GRACE: It's about the relationships with whoever's
660
00:25:51,050 --> 00:25:54,249
JO GRACE: facilitating. It's about the relationships with
661
00:25:54,250 --> 00:25:57,389
JO GRACE: the school staff, their teachers, their nursery
662
00:25:57,390 --> 00:26:00,809
JO GRACE: educators, whoever it might be, building that
663
00:26:00,810 --> 00:26:03,689
JO GRACE: safe, trusted, nurturing relationship
664
00:26:03,690 --> 00:26:06,949
JO GRACE: where children feel safe enough to test
665
00:26:06,950 --> 00:26:10,029
JO GRACE: out and talk about their big feelings and
666
00:26:10,030 --> 00:26:12,109
JO GRACE: to share how they're feeling or the things
667
00:26:12,110 --> 00:26:14,709
JO GRACE: they're struggling with so that they can learn
668
00:26:14,710 --> 00:26:17,649
JO GRACE: from that. I think the one other thing that I
669
00:26:17,650 --> 00:26:20,729
JO GRACE: would add is about always ensuring
670
00:26:20,730 --> 00:26:22,529
JO GRACE: that the parents are part of it.
671
00:26:22,530 --> 00:26:25,549
JO GRACE: We used to send information home to parents
672
00:26:25,550 --> 00:26:28,029
JO GRACE: to let them know what we were doing, what
673
00:26:28,030 --> 00:26:31,109
JO GRACE: activities the children were taking part in and
674
00:26:31,110 --> 00:26:33,509
JO GRACE: what the aim of the programme was that we were
675
00:26:33,510 --> 00:26:35,509
JO GRACE: doing with the children.
676
00:26:35,510 --> 00:26:37,979
JO GRACE: They would often go home and tell their parents
677
00:26:37,980 --> 00:26:39,339
JO GRACE: stories about it.
678
00:26:39,340 --> 00:26:41,079
JO GRACE: One of the key features of the programme was
679
00:26:41,080 --> 00:26:44,139
JO GRACE: mindfulness and the children really loved
680
00:26:44,140 --> 00:26:47,259
JO GRACE: the active mindfulness exercises that
681
00:26:47,260 --> 00:26:49,619
JO GRACE: we did. So we taught them things like finger
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00:26:49,620 --> 00:26:52,219
JO GRACE: breathing and superhero breathing.
683
00:26:52,220 --> 00:26:54,338
JO GRACE: One their favourites was bumblebee breathing
684
00:26:54,339 --> 00:26:57,439
JO GRACE: and we were shared a story by
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00:26:57,440 --> 00:27:00,459
JO GRACE: a parent about how they were now using that at
686
00:27:00,460 --> 00:27:02,699
JO GRACE: bedtime, as part of the routine.
687
00:27:02,700 --> 00:27:04,819
JO GRACE: Because their child found it really, really
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00:27:04,820 --> 00:27:06,479
JO GRACE: soothing. And actually the parent was quite
689
00:27:06,480 --> 00:27:08,739
JO GRACE: comforted by it as well, that they would
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00:27:08,740 --> 00:27:11,419
JO GRACE: breathe together and hum and make this kind of
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00:27:11,420 --> 00:27:13,399
JO GRACE: buzzing sound together, and they would lie
692
00:27:13,400 --> 00:27:16,019
JO GRACE: there laughing on the bed after they'd done it.
693
00:27:16,020 --> 00:27:18,939
JO GRACE: So just make sure parents are a core part of it
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00:27:18,940 --> 00:27:19,940
JO GRACE: as well.
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00:27:20,690 --> 00:27:23,129
JENNIFER DIXON: So from our conversation today, what I'm
696
00:27:23,130 --> 00:27:24,649
JENNIFER DIXON: getting is that we would highly recommend
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00:27:24,650 --> 00:27:27,209
JENNIFER DIXON: that schools prioritise emotional
698
00:27:27,210 --> 00:27:29,589
JENNIFER DIXON: resilience within their settings, as well
699
00:27:29,590 --> 00:27:31,329
JENNIFER DIXON: as other groups if they can. We've
700
00:27:31,330 --> 00:27:33,029
JENNIFER DIXON: mentioned our facilitator guide, which is
701
00:27:33,030 --> 00:27:35,469
JENNIFER DIXON: just one of the number of different tools
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00:27:35,470 --> 00:27:37,429
JENNIFER DIXON: available for people.
703
00:27:37,430 --> 00:27:38,749
JENNIFER DIXON: One of the big things that has come across
704
00:27:38,750 --> 00:27:41,669
JENNIFER DIXON: from both you and Prajapa speaking is the
705
00:27:41,670 --> 00:27:43,029
JENNIFER DIXON: importance of being responsive to
706
00:27:43,030 --> 00:27:46,069
JENNIFER DIXON: children and listening, active real
707
00:27:46,070 --> 00:27:47,409
JENNIFER DIXON: listening to children.
708
00:27:47,410 --> 00:27:49,465
JENNIFER DIXON: And making it fun. So they want to come
709
00:27:49,466 --> 00:27:51,999
JENNIFER DIXON: and speak to you and build that trust.
710
00:27:52,000 --> 00:27:54,359
JENNIFER DIXON: But I think we're also just very aware of
711
00:27:54,360 --> 00:27:56,559
JENNIFER DIXON: the capacity constraints for teachers and
712
00:27:56,560 --> 00:27:58,099
JENNIFER DIXON: just quite how much they're balancing
713
00:27:58,100 --> 00:27:59,699
JENNIFER DIXON: within the classroom and how many
714
00:27:59,700 --> 00:28:01,359
JENNIFER DIXON: children's needs that they have to meet
715
00:28:01,360 --> 00:28:03,099
JENNIFER DIXON: all at one time, and it's a very hard
716
00:28:03,100 --> 00:28:06,019
JENNIFER DIXON: job. I think what we learned overall
717
00:28:06,020 --> 00:28:07,959
JENNIFER DIXON: is that actually supporting emotional
718
00:28:07,960 --> 00:28:09,499
JENNIFER DIXON: resilience in children is a collective
719
00:28:09,500 --> 00:28:12,779
JENNIFER DIXON: effort; so that could be your local Scout
720
00:28:12,780 --> 00:28:14,640
JENNIFER DIXON: groups, your Rainbows groups as well, you
721
00:28:14,641 --> 00:28:16,159
JENNIFER DIXON: know, bringing in these topics in loads
722
00:28:16,160 --> 00:28:17,879
JENNIFER DIXON: of different arenas.
723
00:28:17,880 --> 00:28:19,639
JENNIFER DIXON: Just places where children have adults
724
00:28:19,640 --> 00:28:21,599
JENNIFER DIXON: they can lean on that feel trusted and
725
00:28:21,600 --> 00:28:23,839
JENNIFER DIXON: safe, and that they can create this sense
726
00:28:23,840 --> 00:28:25,239
JENNIFER DIXON: of connection and safety with.
727
00:28:25,240 --> 00:28:26,939
JENNIFER DIXON: Thank you for both answering all my
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00:28:26,940 --> 00:28:28,959
JENNIFER DIXON: questions and speaking with me today.
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00:28:28,960 --> 00:28:29,739
JO GRACE: Thank you.
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00:28:29,740 --> 00:28:31,659
PRAJAPA SENEVIRATNE: Thank you! If anyone would like to
731
00:28:31,660 --> 00:28:33,419
PRAJAPA SENEVIRATNE: read our evaluation report on our
732
00:28:33,420 --> 00:28:35,419
PRAJAPA SENEVIRATNE: emotional resilience programme, you
733
00:28:35,420 --> 00:28:37,099
PRAJAPA SENEVIRATNE: can find the link in the show notes
734
00:28:37,100 --> 00:28:39,239
PRAJAPA SENEVIRATNE: attached to this podcast, or on our
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00:28:39,240 --> 00:28:40,640
PRAJAPA SENEVIRATNE: NSPCC Learning website.
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00:28:44,810 --> 00:28:47,149
OUTRO: Thanks for listening to this NSPCC Learning
737
00:28:47,150 --> 00:28:48,569
OUTRO: podcast.
738
00:28:48,570 --> 00:28:51,049
OUTRO: At the time of recording, this episode's content
739
00:28:51,050 --> 00:28:53,809
OUTRO: was up to date, but the world of safeguarding and
740
00:28:53,810 --> 00:28:56,249
OUTRO: child protection is ever-changing.
741
00:28:56,250 --> 00:28:58,189
OUTRO: So, if you're looking for the most current
742
00:28:58,190 --> 00:29:00,489
OUTRO: safeguarding and child-protection training
743
00:29:00,490 --> 00:29:03,429
OUTRO: information or resources,
744
00:29:03,430 --> 00:29:06,109
OUTRO: please visit our website for professionals at
745
00:29:06,110 --> 00:29:08,387
OUTRO: nspcc.org.uk/learning.