This PSHE programme is split into different sections covering aspects of the PSHE curriculum covering; health and well being, relationships, bullying and conflict and school and others. The resources come in two parts - a student worksheet pack and a guidance and discussion pack for facilitators. These resources can be used on their own or integrated with other resources. The resources are listed below. THEME ONE HEALTH AND WELLBEING Getting to know me Who am I? I’m ok Happy juice Social self awareness Showing empathy to others Keeping safe **THEME TWO RELATIONSHIPS ** Home What is family? Family scenarios Friends Friends scenarios Peer pressure THEME THREE BULLYING AND CONFLICT Teasing or bullying scenarios Bullying or teasing scenarios What is bullying? Have you bullied? What is cyberbullying? Hurt feelings A better way of saying it I’m sorry **THEME FOUR SCHOOL AND OTHERS ** Successes since… Working with others Equality

The intervention - is divided up into 7 sessions, covering different aspects of the programme. The student pack - contains between 19 - 24 worksheets which enable the student to develop skills, log their thoughts and feelings and to form the basis of the discussions. The facilitator pack - accompanies the student pack contains roughly 35 - 40 pages which support the worksheets, suggesting what to discuss, which issues to cover and how to encourage good debate. AIMS OF INTERVENTION This course is aimed at establishing a ‘relationship’ with a difficult student; looking at who and what they trust and why they make the decisions which get them into trouble. It differs from other ‘About me’ interventions as it’s main focus is on poor behavior, difficult relationships, poor decisions and choices of the student. This file is for students who get into trouble on a regular basis and they need to be redirected onto a more positive path. FACILITATOR NOTES This course digs quite deep into the student’s life and who is in it; you would benefit from looking at their files and seeing who lives with them and any difficult events which they have had to endure. Prepare yourself for possible student out bursts or eruptions of emotion whilst they go through the process. REFERRAL CRITERIA Swearing at staff Persistent refusal to follow instructions Any level of verbal/physical abuse Violent outbursts BASIC OVERVIEW OF THE INTERVENTION SESSIONS 1. Getting to know me – how the student views themselves, school and those around them. 2. Who do I need? – This session focuses upon who is important in their lives, good and bad! 3. Who am I? – This session is regarding what aspects of the student’s personality, affects their actions and attitude towards anger. 4. Red mist – This session is recognising that anger is often at the heart of poor behaviour, so how does anger affect them? 5. Stuck in the middle – This session deals with looking at behaviours from a different perspective. 6. Look at all that I have – This session is all about looking at what they can change and to plan for issues and deal with them, when they come up. 7. Ongoing support – looking to the future using the lessons learned.

This resource discuss different aspects of bullying, it covers teasing, bullying, victims, bullies and cyber bullying. It is the ideal resource to promote a discussion which covers all aspects involved, It would suit years 3 upwards the differentiation is in how the worksheet is explained and answered by the students.

This resource is designed to get children thinking about being proactive when they are feeling; sad. depressed and downright fed up!! It challenges them to try somethings which may help make them feel better. It includes a child worksheet and a facilitator plan about the worksheet. It links in to ; positive mental health, building resilience and bolstering self esteem.

This intervention looks at a child’s central family; who they are and how they all work together. The aim of the intervention is to educate both the adult and the child about the benefits of positive relationships and how negative relationships can have a destructive impact upon their lives, now and in the future. The last session is titled ‘How to do it better’, after having considered all aspects of relationships it’s about how best to keep relationships of any kind ‘healthy’. PARENTAL NOTES This intervention will be a difficult one because it asks questions of the family/ adult not just the child. In order to effect change we must consider our part in any one situation; in one of the most important relationships of your life we can help or hinder. These sessions are not to just highlight the issues but ultimately effect positive change; it is not to apportion blame!! The ultimate aim is to effect a positive change in family relationships which will ultimately lead to positive change in the life and future of the child. WHY THIS INTERVENTION? Does your child exhibit any of the following behaviours? (Some may not be connected to the issues within the family or they may be, children often use different coping methods when faced with difficulties) Self injury/harm Withdrawn/loner Openly expresses alcohol and drug use Expresses worthlessness/ fear/ anxiety Difficult relationships at home LENGTH OF INTERVENTION The sessions are divided into roughly one hour x 6 weeks plus follow up session, however, depending on the age and concentration level of your child you could split the sessions further. Each session will have 3 worksheets to complete, you could do one at a time. BASIC OVERVIEW OF THE INTERVENTION SESSIONS Who am I? Firstly how do you view yourselves? Does it provide a solid foundation for other relationships? What’s my starting point? Who’s with me? Relationships which you have with your family; who you both trust and how you both interact, the good, bad and the ugly. How do they do it? This session looks at situations from the outside and asks what works, difficulties in families and what makes a good family dynamic? Trouble shooting It’s not what you say…It’s how you say it; often we deal with situations in the wrong way, which often leads to trouble. How do relationships affect feelings? Relationships gone wrong, this session covers aspects of relationship conflict and how feelings affect relationships positively and negatively. How to do it better What’s the plan? Looking at the future and how to deal better with interactions, making better decisions and building solid relationships. Follow up - Reviewing progress made and celebrations of successes, keep on talking!

This course is designed for those students who struggle to control their emotions, their outbursts and their anger. It is about controlling emotions, which adversely affect the child, how do they react to particular situations? Do they have a cycle of destructive behaviour which they need help changing? Structured so that they are presented with examples of particular scenarios, then asked to work out the best responses to them. Basically we are looking to alter their automatic responses and replace them with more positive reactions to life’s events. PARENTAL NOTES This is a straight forward programme on the one hand, a child with obvious anger issues, but in order that they don’t live with that label or indeed live up to that label it is a difficult programme. There are obviously references to anger, but I have tried to envelop it into different issues and aspects of life so that it is more oblique and everything isn’t geared up around just anger. There are many facets to the programme and the development of the child through it. WHY THIS INTERVENTION Does your child exhibit any of the following behaviours? (Some may not be connected to the issues within the family or they may be, children often use different coping methods when faced with difficult ties) Out bursts at staff or pupils at school Outbursts involving injury to themselves (punching doors, glass etc) Emotional outbursts at odds with the situation Destructive behavior at home Challenging adults Angry threatening outbursts Tears and remorse after ‘events’ LENGTH OF INTERVENTION The sessions are divided into roughly one hour x 6 weeks, plus follow up session, however, depending on the age and concentration level of your child you could split the sessions further. Each session will have 3 or 4 worksheets to complete. BASIC OVERVIEW OF THE INTERVENTION SESSIONS !. In control? This session looks at where they are now at the beginning of the intervention, how do they feel about themselves and their issues? 2. Whose looking at me? Looking at different perspectives of their personality; considering attitudes and feelings about anger in particular. 3. Cycles of events This session looks at their cycle of behaviour, how it normally happens and what patterns there are. 4. I’ve done it again. Acknowledging and admitting to their feelings and failings, in order to move forward with positive change 5. Different perspectives Looking at changing and the perspective, scenarios and reframing; considering different ways to look at the same situation 6. Plans This session considers how a more in control student may look, making

This intervention programme centres around body image, negative perceptions and media influences. The media more than at any other time holds a power and influence on how young people see themselves and present themselves. The programme considers; how they see themselves, how they are affected by how they look, who influences them, the negative and positive media messages and how they can regain their strength and self worth. FACILITATOR NOTES The intervention can be a challenging one for children and for parents because when we look at the evidence we have all been affected by it to some degree or another. So I would say look at the parent booklet and consider all the points it raises, plus do some research before you begin the programme which will make the whole course more relevant. WHY THIS INTERVENTION? Does your child exhibit any of the following behaviours? (Some may not be connected to the issues within the family or they may be, children often use different coping methods when faced with difficulties) I think every child would benefit from this intervention especially the following; Reported issues with diet Significant purposeful weight loss Repeated flouting of the school’s uniform code Obsessed about their body image LENGTH OF THE INTERVENTION 6 weeks plus one follow up session BASIC OVERVIEW OF THE INTERVENTIONS Labels - What do they think of themselves, what do others think and how that all makes them feel. Feelings - How self aware are they? Have they been bullied, teased or ridiculed; how do their feelings affect their behaviour? Influences - Who and what influences how they feel and act and how does this affect their lives and choices. Negative Media -Media influences and how they can impact and influence the individual and society in general. Positive Media -Taking a fresh look at the media and how some are trying to normalise images and go against the current trend. Stronger - Getting children to view themselves in a more positive light, looking at positive influences and how confidence manifests itself. Progress - A review of what progress has been made and how they look at themselves and portrayed images.