The third edition of this essential resource provides clear overviews of key topics underpinned by the latest research, along with easy-to-implement practical suggestions. It is vital reading for ELSA trainees as well as anyone wanting to provide the best possible support for the emotional wellbeing of the young people they work with.
This is an essential resource for educators working to support emotional wellbeing in children and young people. Written by the team behind the Emotional Literacy Support Assistant (ELSA) training programme, it provides practical suggestions that can be implemented straight away to make a positive difference in the life of the young person.
Fully updated, the third edition of this bestselling guide includes a new chapter on trauma and adverse childhood experiences, as well as expanded material to support neurodivergent children, help those who struggle with worry, and work more closely with parents and carers. The chapters give a clear overview of each topic underpinned by the latest research in educational psychology, descriptions of vulnerabilities as well as case studies, 'let's get practical' ideas, and reflective moments. Topics include:
- self-esteem
- friendship skills
- social skills
- therapeutic stories
- understanding anger and anxiety
- dealing with loss and bereavement.
With fresh colour illustrations throughout, this resource will be vital reading for ELSA trainees as well as anyone wanting to provide the best possible support for the emotional wellbeing of the young people they work with. It is designed for use with individuals, groups or whole classes.
CONTENTS
1. Introduction 1
ELSA 4
Psychological theory 5
Maslows hierarchy of needs 5
Emotional literacy 8
Research around ELSA 10
Building relationships and modelling appropriate skills 12
About this third edition 14
2. Keys to good communication 21
Introduction 23
Connecting with children and young people who have experienced trauma 26
Elements of communication 28
Non-verbal communication 28
Some useful verbal strategies 28
Use of pauses and silence 29
Barriers to communication 30
Working with parents and carers 31
Lets get practical 32
Case studies 34
3. Recognising and managing feelings 37
Introduction 39
The impact of feelings 40
Brain physiology 42
Lets get practical 45
Ideas for helping children become more aware of their brain physiology 45
Activities for developing emotional awareness 47
Case studies 50
Working with parents and carers 52
4. Self-esteem 55
Introduction 57
1. Security (trusting, warm relationships) 58
2. Selfhood 60
3. Affiliation/belonging 62
4. Mission/motivation 63
5. Competence 66
Case study 70
Working with parents and carers 72
5. Working with angry feelings 77
Introduction 79
Understanding and managing anger 80
The assault cycle 81
Normalising anger 83
The firework model 84
The trigger 84
The fuse 85
Physiological changes 85
Calming strategies 87
Expressing angry feelings effectively 89
Working with puppets 90
Working with parents and carers 94
6. Anxiety 97
Introduction 99
Common triggers 101
Identifying children and young people who may be experiencing anxiety 102
Lets get practical 105
Case studies 115
Working with parents and carers 118
7. Friendship skills 121
Introduction 123
Lets get practical 125
Setting up a friendship group and clarifying the aims of the group 125
Selecting pupils 127
The group meetings 127
Content of the sessions 128
Tricky behaviour 130
Case studies 133
Working with parents and carers 135
8. Therapeutic stories 139
Introduction 141
Denial 143
Stages of change 144
Case study 145
Hearing about new strategies 148
A consistent approach 149
Lets get practical writing a therapeutic story 150
Case study 151
The use of ready-made stories 155
Case studies 156
Working with parents and carers 158
9. Social skills and writing social stories 161
Introduction 163
The nature of communication 165
Basic social communication skills 166
A staged approach to teaching social skills 167
Lets get practical 168
Eye contact 168
Facial expression 169
Gesture 169
Posture 170
Proximity 170
Touch 171
Social skills groups 173
Lego® therapy 174
Child-friendly principles of attunement 175
Social stories 176
Case study 179
Working with parents and carers 180
10. Supporting children through loss and bereavement 183
Introduction 185
The process of grieving 188
Developmental responses to death 190
Death of a close relative 192
Case studies 194
Death in a school (and case study) 196
Complex grief 198
Family break-up 199
Lets get practical 202
Case study (family break-up) 204
Looking after yourself 205
Working with parents and carers 206
11. Resilience 209
Introduction 211
Factors underlying resilience 212
Risk factors 214
External protective factors 215
Internal protective factors 217
Lets get practical 219
Case study 223
Working with parents and carers 224
12. Supporting children who have experienced trauma or adverse childhood
experiences (ACE) 227
Introduction 229
Understanding trauma 230
Types of adverse childhood experiences 230
The impact of trauma on development 231
Lets get practical 233
Trauma-informed care 233
Developing a positive relationship 233
The tree of life 234
Teach emotional literacy / self-regulation skills 236
Professional development for staff 239
Case study 240
Working with parents and carers 242
Appendix 1: Target-setting in intervention programmes 245
Appendix 2: A therapeutic story created by an ELSA within a friendship skills
group 249
Gillian Shotton is an Educational Psychologist and writer with a passion for supporting the emotional wellbeing of children. In the 2000s, she worked with Sheila Burton to create the Emotional Literacy Support Assistant (ELSA) programme. In addition to her work on ELSA, Gillian has authored several influential texts aimed at assisting those working with emotionally vulnerable children. She is the author of A Session-by-Session Guide to Life Story Work and The Feelings Diary, both of which provide practical guidance for supporting children emotionally. Her writing offers valuable strategies for helping children process their experiences and build resilience. She is currently working with bMindful Psychology, supporting both schools and childrens homes to enhance the emotional wellbeing of the young people in their care. Beyond her professional achievements, Gillian is passionate about enjoying nature and mindfulness to enhance wellbeing.
Sheila Burton is the founder of the ELSA initiative and worked as an Area Principal Educational Psychologist in Hampshire prior to retirement. Her special interest as an educational psychologist has always been emotional wellbeing, and during her career she has had experience of running many therapeutic groups for children and young people. Sheila is the author of the ELSA Trainers Manual and Excellent ELSAs. She set up the ELSA Network to support ELSAs and the educational psychologists who train them, remaining actively involved as its Chair. In her retirement she continues to provide ELSA training and supervision for an educational psychology service in her locality. Sheila is also Chair of Trustees for an educational charity in Uganda. Her other main interests are sailing and enjoying time with her husband, children and their seven grandchildren.
