Strategies for Children with SEMH Needs by Sofia Hussain
'In
the moment thinking’ Two
strategies for children with SEMH
Needs
Sofia
Hussain
Reactive Strategies for Regulation
– Early Years Conference
Dr Sofia Hussain and, Early Years Educational
Psychology Group
Senior Educational Psychologist
Special thanks to Mary Stephens and,
Educational Psychology Team (Inclusion Support
Services)
We would appreciate your views continued 1………
1.
W
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Some of the
ways you
may
feel. ..
Do you know what your colleagues need?
Do you know what YOU need?
C
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u
l
d
y
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m
p
l
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t
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h
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s
:
If
'this' happens with 'child_X,_I may feel
‘1
and/or 2’
and I need for
‘do this’
'this' or
'that' - can 'peer Y
'
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Try Not To: What should we be avoiding?
•
Getting 'too close' or
‘big’ or ‘crowding
•
Ignoring completely
•
Assuming they're still
chronological age and using complex language
•
Trying to handle this by yourself
•
Not logging the incident and analysis
P
r
e
v
e
n
t
a
t
i
v
e
:
Risk assessments- environment & staffing. Plan the 'escape route' to the sensory
room ahead
Plan the fiddle or soothing box/distractors/transition toys ahead
H
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Log functional behaviour assessment
Identify supports you need {complete the statement on slide 6.R
e
a
c
t
i
v
e
:
M
A
I
N
L
Y
Careful tone/language/body...
We would appreciate your views continued 2………
1.
What has been the most concerning or biggest 'red'
behaviour you have seen in children?
2.
How does this make you feel as a practitioner?
3.
What do you think will help you 'in the moment'?
4. What do you think will help the child 'in the moment'?
Philosophy: Low level arousal approach
Ethos:
Practical, child-centred and non- confrontational.
2 Principles:
Recognise we may inadvertently trigger a stress response and responses
to behaviour should be trauma informed.
Components:
Reducing demands, avoiding triggers and provocative non-verbal
behaviours. Sounds simple but can be very challenging!
C …. A …..
C
o
m
m
u
n
i
c
a
t
i
o
n
:
•
Keep speech to a minimum.
Visuals
w
ill be easier to
process.
•
Keep any speech used calm,
slow and simple. Use one or two
words at a time.
•
Don’t argue.
•
Don’t talk about the person to
others in the room.
A
t
m
o
s
p
h
e
r
e
:
•
Remove the trigger (s)
•
Remove other people
•
Create quiet, calm and comforts
•
Offer distraction and a way out of the
situation
•
Use a visual to offer an activity or
object
L….
M
…..
L
i
s
t
e
n
•
Allow time to recover and calm
•
Don’t make any demands
•
Allow rest as the person may be
exhausted
•
Review and record what went
well and what should be
changed
M
e
:
•
Keep your facial expressions relaxed
and neutral
•
Don’t share
•
Keep a relaxed posture
•
Leave your hands open and your
arms unfolded
•
Keep a safe distance
We would appreciate your views Continued 3………
1.
What has been the most concerning or biggest 'red' behaviour you have
seen in children?
2.
How does this make you feel as a practitioner?
3.
What do you think will help you 'in the moment'?
4. What do you think will help the child 'in the moment’?
5.
From today, what do you think has resonated with you most?
6.
What one or two things might you try moving forward?
7.
How could we improve the session?
8.
What should we keep from this session, if we do it again?
T
h
a
n
k
y
o
u
,
l
i
n
k
s
a
n
d
r
e
f
e
r
e
n
c
e
s
•
Please also see below for a list
of preventative and practical strategies
•
Early Years Inclusion Webcasts
from the Early Years Inclusion Team and Complex
•
C
o
m
m
u
n
i
c
a
t
i
o
n
N
e
ed
s
T
e
a
m
: Early Years Webcasts
R
e
f
e
r
e
n
c
e
s
Broad Approaches that Support the Autistic Learner (middletownautism.com)
Careknowledge (2018). The Low Arousal Approach: A Practitioner's Guide.
3-Positive-Behaviour-Support-Guidelines.pdf (lancashiresafeguarding.org.uk)
Exploring strategies for children with SEMH needs, this content discusses in-the-moment thinking and reactive strategies presented by Dr. Sofia Hussain. It delves into addressing concerning behaviors, practitioner emotions, and ways to support both practitioners and children. The approach emphasizes proactive and preventative measures alongside reactive strategies, aiming to create a supportive and trauma-informed environment for children with SEMH needs.
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Presentation Transcript
'In the moment thinking Two strategies for children with SEMH Needs Sofia Hussain
Reactive Strategies for Regulation Early Years Conference Dr Sofia Hussain and, Early Years Educational Psychology Group Senior Educational Psychologist Special thanks to Mary Stephens and, Educational Psychology Team (Inclusion Support Services)
We would appreciate your views continued 1 1. What has been the most concerning or biggest red behaviour you have seen in children? How does this make you feel as a practitioner? 2.
Some of the ways you may feel. .. Do you know what your colleagues need? Do you know what YOU need? Could you complete this: If 'this' happens with 'child_X,_I may feel 1and/or 2 and I need for do this 'this' or 'that' - can 'peer Y' running away from my problems
Try Not To: What should we be avoiding? Getting 'too close' or big or crowding Ignoring completely Assuming they're still chronological age and using complex language Trying to handle this by yourself Not logging the incident and analysis Preventative: Risk assessments- environment & staffing. Plan the 'escape route' to the sensory room ahead Plan the fiddle or soothing box/distractors/transition toys ahead Have a routine for quiet transition to other spaces for all the children Log functional behaviour assessment Identify supports you need {complete the statement on slide 6. Reactive: MAINLY Careful tone/language/body...
We would appreciate your views continued 2 1. What has been the most concerning or biggest 'red' behaviour you have seen in children? 2. How does this make you feel as a practitioner? 3. What do you think will help you 'in the moment'? 4. What do you think will help the child 'in the moment'?
Philosophy: Low level arousal approach Ethos: Practical, child-centred and non- confrontational. 2 Principles: Recognise we may inadvertently trigger a stress response and responses to behaviour should be trauma informed. Components: Reducing demands, avoiding triggers and provocative non-verbal behaviours. Sounds simple but can be very challenging!
C . A .. Atmosphere: Communication: Keep speech to a minimum. Visuals will be easier to process. Keep any speech used calm, slow and simple. Use one or two words at a time. Remove the trigger (s) Remove other people Create quiet, calm and comforts Offer distraction and a way out of the situation Use a visual to offer an activity or object Don t argue. Don t talk about the person to others in the room.
L. M.. Me: Listen Keep your facial expressions relaxed and neutral Don t share Keep a relaxed posture Leave your hands open and your arms unfolded Keep a safe distance Allow time to recover and calm Don t make any demands Allow rest as the person may be exhausted Review and record what went well and what should be changed
We would appreciate your views Continued 3 1. What has been the most concerning or biggest 'red' behaviour you have seen in children? 2. How does this make you feel as a practitioner? 3. What do you think will help you 'in the moment'? 4. What do you think will help the child 'in the moment ? 5. From today, what do you think has resonated with you most? 6. What one or two things might you try moving forward? 7. How could we improve the session? 8. What should we keep from this session, if we do it again?
Thank you, links and references Please also see below for a list of preventative and practical strategies Early Years Inclusion Webcasts from the Early Years Inclusion Team and Complex Communication Needs Team: Early Years Webcasts References Broad Approaches that Support the Autistic Learner (middletownautism.com) Careknowledge (2018). The Low Arousal Approach: A Practitioner's Guide. 3-Positive-Behaviour-Support-Guidelines.pdf (lancashiresafeguarding.org.uk)
