10 fabulous mindfullness worksheets to use with children or young people or indeed adults. Useful for PSHE and working with those who are needing to focus or suffer with anxiety. These worksheets are used currently with whole classes or individuals.

This resource will help children understand the basics of CBT. Our thoughts affect our feelings, our feelings affect our behaviour or actions and those behaviours or actions reinforce our thoughts. Included in the pack: A poster to display as a reminder A 24 page workbook Flash cards of thoughts. feelings and actions Credit card sized cards to take way from sessions as a reminder

The activities, lesson plans and assembly plans in this toolkit - which meet the learning objectives for the PSHE curriculum - will help children to think about who they are as a person, recognise what they are good at, identify positives things about themselves, learn from their experiences and set goals. There are also activities to support staff wellbeing. For more primary mental health resources visit www.mentallyhealthyschools.org.uk

Garden symbolised word grid - identifies what might be found in the garden. Widget Symbols Symbolised SEN SEND Lower Ability Support Special Education Needs Disabilities Pastoral ASD Autism Behaviour.

A set of 18 pocket sized set of reminders for children who have trouble managing their anger. Strategies to use when stressed. Blank cards are included for specific instructions and can be written on with a pen. These can be useful when used with the Stressometer - one at home and one at school with consistent messages can help your child to regulate themselves. Print them off (I suggest you laminate them) and pop on a keyring. Or print as large posters round the room These are also available to purchase professionally made on a keyring from my Ebay store £4.99 inc delivery. eBay item number:132130271377

An 11 page resource for parents and carers to be given when children are receiving the 7 week PB course. Information about PBs, a detailed explanation of each weeks activity and an activity sheet for them to do at home supporting that weeks theme. Really excellent resource to embed the PB delivery at home and raise awareness for the family. This pack also includes free handouts for parents/carers including: How does my body tell me I am feeling unsafe My body rules My early warning signs Posters A range of other PB resources available including delivery booklets

This emotion wheel can help students to pinpoint more complex emotions they feel. When stuck in the moment and finding it hard to explain, this visual will help the student feel less pressured to find the right words. The black and white version can be used for the students to colour in their own interputations of what they think each colour should be.

Introduction to Mental Health for KS3 PSHE / Citizenship. Full lessson including resources. Includes: Ddiamond 9 activity on healthy lifestyles Quiz on mental health Information on different mental health disorders including anxiety, OCD and self harm. Group work on spotting and helping with mental health Badge competition Leave a review and chose another resource for free! Email below Thanks for taking a look. Any money earned from resources goes into printing educational and SEN materials and games for local schools. If you need any information or spot any errors please do not hesitate to email me directly Amewingcat@gmail.com.

The accompanying editable version of the feelings check-in sheet to allow for customisation. I have used this for many years with a whole range of children and it has helped children develop their emotional literacy, in terms of the vocabulary they use, their understanding of actions and feelings which result, and developing trusting relationships with adults at school.

This is a modified version of the ABC model which is used in a wide range of school and clinical settings to modify undesirable behaviour. It is used by staff to help them reflect on the environmental triggers for behaviour for individuals and whole groups or in targeted behaviour interventions for whole people What is different about this: The language encourages reflection on self and behaviours rather than blaming someone else. The emphasis on the language is “you” and your behaviour and the choices made. This is very important because bad stuff happens to everyone and those people who mindfully respond to situations generally get a better outcome for themselves and others. Those who externalise their problems “so and so upset me” rarely change their behaviour because they have a ready-made excuse. The drip drip drip of focus on “your choice” “your behaviour” is the only means I know of helping them realise they may not have control over what happens to them but they can control how they respond. The other main difference is that there isn’t just ABC – antecedents, behaviour, consequences but also D. Decision. When things have gone wrong in a situation it is tempting for everyone to do an autopsy. This isn’t helpful. The events are already “gone” and one the slab (to continue the metaphor). D is the “what next” “do something different” it could be setting a personal target. Or if things have gone well, encourage reflection on what well and making it “even better”. If this is about trying something different then try to change one behaviour at a time. So this takes the analysis from the past into trying to make future actions better or even better next time.

Fully editable word document to help support parents with a teenager with OCD. This can be adapted to include your own Schools Logo and address, and the colour scheme can also be changed to suit your own needs There are 16 Parent guides in the series, which can be purchased separately, or as a whole series for a discount. Each guide has a section with practical tips for parents, as well as a section signposting websites that have free resources, support and communities to widen the support available to parents. The guides are written for Teens, but could just as easily be used for parents of younger children.

11 lessons with activities made for a complex class. Easy to adapt. Planning has differentiation as well as nonsense words. Good luck. Happy teaching.

A brief A4 resource outlining obsessive compulsive disorder; definitions, treatments, symptoms, and statistics. This is ideal for printing, postering, clinical contexts, and training purposes :) note: The cover image is blurred deliberately, the original image is not !

Welcome to Volume 10 of the captivating “Self-Regulation Color Workbook for Kids” series. Manga Skills. Get ready to explore the enchanting world of Raccoons and their unique connection to self-regulation. This irresistible workbook is specially designed for children aged 8-12+ who are eager to develop essential skills and nurture their emotional well-being. (Created by Certified International MBACP Counsellor ) this comprehensive workbook immerses you in over 90 pages of captivating content expertly crafted to foster self-regulation, boost self-esteem, and cultivate a growth mindset. Over 30 strategies ! This Workbook provides ample space for exploration and engagement, ensuring an immersive and empowering learning experience. Discover the fascinating traits of Raccoons and their inherent self-regulation abilities. Through charming Manga illustrations, interactive exercises, and engaging activities, children will learn invaluable techniques for emotional control, impulse management, and developing a positive mindset. Uncover the secrets of Raccoons’ natural self-regulation skills and apply them to your own life, unlocking the transformative power within. This extraordinary workbook goes beyond traditional approaches, captivating young minds with its unique blend of storytelling, empowering strategies, practical exercises, and a transformative 30-day journal. With the inclusion of Cognitive Behavioral Therapy (CBT) and Solution Focus exercises, you will unlock your true potential, build self-esteem and confidence, and foster a growth mindset. Whether you are a parent, educator, or therapist, this workbook is an indispensable resource in your collection. Its comprehensive approach, focus on self-esteem and confidence building, growth mindset, and the unique connection between raccoons and self-regulation make it an invaluable tool for supporting your child’s emotional well-being, personal development, and resilience. Seize this irresistible opportunity to empower your child with the self-regulation skills they need to thrive. Unleash the unique connection between raccoons and self-regulation and witness your child’s growth as they develop emotional intelligence, resilience, and a strong sense of self. Embark on a transformative journey filled with raccoon wisdom and self-discovery.

Each letter is on an A4 size sheet with a beautiful pattern to color. Great for a quick bulletin board, door display and they look amazing as sun catchers on window panes too. These are happy, keep busy pages with a calming effect on the mind. You may use them for early finishers, sponge activity and sub plans too as your students will enjoy coloring the letters. Children from all grades just love Pattern Art and each child comes up with a unique Art work.

Welcome, Pennant Banner, Bulletin Board Letters for Geometric Pattern Coloring Each letter is on an A4 size sheet with a pattern to color. Great for a quick bulletin board, door display and they look amazing as sun catchers on window panes too. These are happy, keep busy pages with a calming effect on the mind. You may use them for early finishers, sponge activity and sub plans too as your students will enjoy coloring the letters. Children from all grades just love Pattern Art and each child comes up with a unique Art work.

This is a visual resource supported with words which can be used across key stages to support communication to a child or young person who needs a reminder to take time out before or during 'crisis' behaviours. It is a card suitable for lanyards which can be laminated. This is a simple yet very useful resource to help avoid sensory overloads.

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 intervention leads on from a level one intervention as it probes a little deeper and asks more of the student; it is designed to address more complex issues. It is for those students particularly who suffer with anxiety and stress which affects them day to day; affecting their engagement in school and life in general. Their behaviour will have become a concern for practitioners and family alike, the student may acknowledge that they may need help or they may be resistant at first. FACILITATOR NOTES In order to lead this course you will need to have forged some trust between yourself and the student. You need to carry out the student analysis and evaluate what they have already done to address their issues. These students may have been involved in numerous programmes, try and establish how they engaged or didn’t. REFERRAL CRITERIA This could come from a range of issues depending on your particular area of need. Swearing at staff Poorly motivated Poor attitude Generally disengaged Unable to work in a group Low mood Poor communication skills Lots of issues outside of school School refuser Only a few friends BASIC OVERVIEW OF THE INTERVENTIONS 1.Me so far - a general getting to know you session setting out the themes for the weeks to come and expectations for the group. 2.Fear and control - Talking about feelings, establishing what has been learnt so far and how to take positive steps in moving forward. 3.How do I fit in? - A general pedagogy of a child’s interactions; family and friends. Looking at how these affect their mood and general well being. 4.Who can help? - This session is about what affects the student, how they struggle within certain scenarios and how they can begin to rethink their needs and priorities. 5.What are you feeling? - This session is a little more in depth about the student themselves; looking at their empathy and self awareness. 6.Progress - this session concentrates on the future and sets out strategies and habits for the future. 7.Check up - general check up and celebration of what the students have achieved.

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 intervention leads on from a level one intervention as it probes a little deeper and asks more of the student; it is designed to address more complex issues. It is for those students particularly who suffer with anxiety and stress which affects them day to day; affecting their engagement in school and life in general. Their behaviour will have become a concern for practitioners and family alike, the student may acknowledge that they may need help or they may be resistant at first. FACILITATOR NOTES In order to lead this course you will need to have forged some trust between yourself and the student. You need to carry out the student analysis and evaluate what they have already done to address their issues. These students may have been involved in numerous programmes, try and establish how they engaged or didn’t. REFERRAL CRITERIA This could come from a range of issues depending on your particular area of need. Swearing at staff Poorly motivated Poor attitude Generally disengaged Unable to work in a group Low mood Poor communication skills Lots of issues outside of school School refuser Only a few friends BASIC OVERVIEW OF THE INTERVENTIONS Me so far - a general getting to know you session setting out the themes for the weeks to come and expectations for the group. Fear and control - Talking about feelings, establishing what has been learnt so far and how to take positive steps in moving forward. How do I fit in? - A general pedagogy of a child’s interactions; family and friends. Looking at how these affect their mood and general well being. Who can help? - This session is about what affects the student, how they struggle within certain scenarios and how they can begin to rethink their needs and priorities. What are you feeling? - This session is a little more in depth about the student themselves; looking at their empathy and self awareness. Progress - this session concentrates on the future and sets out strategies and habits for the future. Check up - general check up and celebration of what the students have achieved.

Classroom poster for children to reflect upon what they might do when they’re feeling sad. Strategies can be used in school or at home.

Efforts taken by schools and colleges to promote the physical and mental health of the student population creates a virtuous circle, reinforcing attainment and achievement that in turn improves student wellbeing, enabling students to thrive and achieve their full potential. With half of all diagnosable mental health disorders established by the age of 14, there is a strong case to promote children and young people’s mental health. There are a range of risk and protective factors that impact on mental wellbeing. These span individual factors, family, learning environments and the wider community. The evidence tells us that the learning environment plays an important and valued role in helping protect and promote student mental wellbeing. Public Health England and the Anna Freud National Centre for Children and Families are committed to improving health outcomes for children, young people and their families, and collaborated to fund and develop this toolkit. The toolkit aims to raise awareness amongst school and college staff of the range of validated tools that are available to help measure subjective mental wellbeing amongst the student population. This, in turn, will help school and college leaders make use of school and college level data to identify the mental wellbeing needs of students and determine how best to address these.