This resource is great for addressing poor behaviour in any lesson. Discussing 'bad' class rules and then discussing why means that students are more likely to take ownership of the new rules. It promote healthy discussion and reasoning skills.

To look at how behaviour impacts real life and circumstances; comparing how discipline is used in the British army to behaviour in life in general. A short session using the British army as a reference to talk about behaviour and discipline. Fit into the PHSE curriculum or for use with small groups of disengaged students. Facilitator guidance and student worksheet. Click on the link for more resources http://www.sunshinegroups.co.uk/

This worksheet is designed to test wether children are paying attention, are they reading the instructions properly. This is a fun task but the message is serious; students not reading questions properly and not answering what was asked is a significant issue affecting test results. It is a fun starter or ending task suitable for any classroom based lesson.

This resource is to record where a child is at with regards to interventions and support which they have received; it is also useful to establish their needs and to establish what support and interventions should be implemented.

This is a detailed guidance sheet for any practitioners conducting small group work. It describes each stage of the planning process; it is useful to have a check list so that you don't miss any stage out. It is basically an information sheet providing information.

This document gathers information about the child to provide evidence for records of the child.

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 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 course is aimed at establishing a ‘relationship’ with a difficult child; 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 its main focus is on poor behavior, difficult relationships, poor decisions and choices of the student. FACILITATOR NOTES This course digs quite deep into the child’s life and who is in it. Prepare yourself for possible student out bursts or eruptions of emotion whilst they go through the process. REFERRAL CRITERIA Swearing at staff/parents/family Persistent refusal to follow instructions Any level of verbal/physical abuse Violent outbursts Getting into trouble with the police WHY THIS INTERVENTION? Does your child exhibit any of the following behaviours? (Some may not be connected to the issues within the family but they may be exhibiting them at school.) Self injury/harm Withdrawn/loner Openly expresses alcohol and drug use Expresses worthlessness/ fear/ anxiety Difficult relationships at home Disengagement in school 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 Getting to know me – How the student views themselves, school and those around them. Who do I need? – This session focuses upon who is important in their lives, good and bad! Who am I? – This session is regarding what aspects of the child’s personality, affects their actions and attitude towards anger. Red mist – This session is recognising that anger is often at the heart of poor behaviour, so how does anger affect them? Stuck in the middle – This session deals with looking at behaviours from a different perspective. 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. Ongoing support – looking to the future using the lessons learned.

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.

This PSHE programme is split into different sections covering aspects of the PSHE curriculum covering; health and wellbeing, emotions, relationships and living in the wider world. 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. Below are the sections with the worksheets listed. THEME ONE HEALTH AND WELLBEING Why am I feeling this way? The worry box Low mood Symptoms of anxiety How to be happy Strengths THEME TWO EMOTIONS AND HOW TO DEAL WITH THEM Labels given to me It wasn’t me!!! What do I have the power to change? What would Bob do? Managing feelings Assertive V aggressive THEME THREE RELATIONSHIPS Social skills awareness Important people My den Families THEME FOUR LIVING IN THE WIDER WORLD Jar of life The Habit poem Grateful for??? 3 truths This is your life Stronger than you know Staying safe

This PSHE programme covers; health and well being, relationships, living in the wider world and looking ahead. 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. THEME HEALTH AND WELLBEING Your personality More about me 5 most important How much are you worth? Standing on my own Stronger than you know THEME TWO RELATIONSHIPS Respect V disrespect Who do I trust? Peer pressure Relationship scenarios Moral dilemmas - relationships Moral dilemmas - owning up THEME THREE LIVING IN THE WIDER WORLD Can you follow instructions? Successes since…… The Habit poem - Who am I? Routine Failure Who decides? THEME FOUR LOOKING AHEAD How confident are you? Self-motivation Hopes, dreams and ambitions Looking at you Goals and obstacles Choice My targets

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

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 is an intervention aimed at students who suffer from low confidence, anxiety, phobias and are generally lost in their world. It differs from many of the programmes because it focuses more on them and how they navigate their world; aiming to establish triggers to their behaviour and addressing them, giving the student skills and tools to escape from their negative world. PARENTAL NOTES These students tend to be unsure of themselves and extremely vulnerable; so managing them through this intervention programme will be a delicate task. Your will know what your child goes through a little, but maybe not their triggers and thought processes. In order to effect change we must consider all things which contribute to a situation including our part in any one situation; in one of the most important relationships of your life you can help or hinder without realising. The ultimate aim is to effect positive change and instill more confidence in your child; addressing their issues and offering support and guidance where needed. WHY THIS INTERVENTION? Does your child exhibit any of the following behaviours? Withdrawn/loner Expressing fear or anxiety Cries often Expresses worthlessness Self injury/harm Avoids certain situations due to anxiety **This is a difficult one as some of these children ‘hide’ very well and can be highly functioning students apart from certain aspects of their life. I worked with one student who was in the ‘popular’ gang, but who suffered from one of the worst cases of anxiety and phobia I have ever seen. So just bear in mind that some may ‘act out’ and exhibit different behaviours. LENGTH OF INTERVENTION The sessions are divided into roughly one hour x 6 weeks plus a 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 How strong am I? - Getting to know you basics, with an emphasis on feelings and emotions. What pushes my buttons? - Seeking out possible negative events and issues which may have influenced the anxiety and phobia. What is my go to response? - Establishing what the ‘normal’ behaviour is and discussing alternatives. What are my triggers? - Looking at what/who may be triggering the situations, feelings and difficulties. How do I want to be? - Continuing the reframing and alternative positive framework for the future. The way forward - Cementing the positives and making plans for future issues. Follow up - General, but ongoing positive focus.

This PSHE programme covers; health and wellbeing, mental health, relationships and body image. 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. THEME ONE HEALTH AND WELLBEING Who am I? Triggers Patterns of thinking Fear Types of behaviour THEME TWO MENTAL HEALTH Reframing anxiety Reframing depression Standing on my own Positives in my life Feeling better THEME THREE RELATIONSHIPS Timeline Heroes What’s love got to do with it? Relationship scenarios Perfect partner THEME FOUR MENTAL HEALTH Negative into a positive How do I feel? Happy Juice Glass heavy Three days in your life THEME FIVE BODY IMAGE Normal?!? Ideal body???!!! Media influences When I receive a compliment

This PSHE programme covers; health and well being, relationships, motivation and goals and alcohol and risk. 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. THEME ONE HEALTH AND WELLBEING Me by me School life I’m ok Let’s talk Go to response Avoidance Strengths Picturing a happier more confident me THEME TWO RELATIONSHIPS Love Love Love Identity How much do they love me? What is considered a healthy relationship? THEME THREE MOTIVATION AND GOALS Timetable review Views on attendance Good habits for teens Smart goals Where is your focus? Stress scenarios Instructions THEME FOUR ALCOHOL & RISK Alcohol questionnaire Alcohol and risk Sex and safety Saying no

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

The intervention - is divided up into 12 sessions, covering different aspects of the programme. The student pack - contains 12 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 24 - 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 programme is aimed at tackling poor attendance; carrying out the attendance groups during form time, to be able to monitor their attendance weekly. The sessions enable short bursts of relevant discussion that hold their interest and alter their view point, with no more lessons missed. The ultimate aim is to improve each student’s attendance. FACILITATOR NOTES For these sessions you will need access to the student’s attendance records and to familiarize yourself with the school’s attendance policy and liaise with the attendance officer to identify students and any possible issues to be aware of. REFERRAL CRITERIA Attendance below 85% Persistently late for school Persistently late for lessons *Check with attendance officer if there are any exclusions, due to an ongoing medical issues. BASIC OVERVIEW OF THE INTERVENTION SESSIONS 1.Expectations and rules – general overview of the course and its aims. 2.Views on attendance – how the students see attendance in general. 3.School in general – are there wider issues affecting their attendance at school. 4.Patterns of absence – to see if there are any ‘patterns’ to their absence. 5.% absence and figures – how days off stack up and affect their attendance percentage. 6.Mid way review/celebration – A review of student’s progress and achievements thus far. 7.How ill am? What is the aim? – encouraging the student to come in if they are just a bit ‘ill’. 8.Lates, how do they affect jobs? – looking at how this impacts their future? 9.Jobs etc – continuing the theme from last week’s session. 10. Attitudes questionnaire – has their attitude improved since they have been in the group? 11.Views on – looking at truancy and the dangers it involves. 12. Celebration/graduation – success from the group and choices for the future.

AIMS OF INTERVENTION This course is a slightly different ‘About me’ intervention; it covers similar ground but with the added slant of ‘superhero’. It is aimed at looking at a student’s identity and how they make sense of the world; it is especially good for those students who always follow others and have lost their way a little. It enables them to explore their qualities and skills and be their own super hero!! FACILITATOR NOTES You may need to do some research on ‘superheros’ for this group; there are reference to superheros throughout the sessions, but you will have all the information you need. The course will cover different aspects of their life and personality and how they are trying to find their place in the world. You will be their guidance on this journey of discovery! REFERRAL CRITERIA Associates with older/younger social groups Expresses worthlessness Trouble getting along with peers Struggles to work independently LENGTH OF INTEVENTION 6 weeks plus follow up session GROUP SIZE & AGE 4 - 6 KS2 students, no more unless there are two facilitators. This could also be delivered on a one to one basis. BASIC OVERVIEW OF THE INTERVENTION SESSIONS Who am I? This session is a general get to know you session, how they others view themselves their school life. What makes me, me? This session looks at how different aspects of their behaviour affect them. Highlighting their SUPERHERO qualities. Where am I from? Who they are, is greatly affected by who they have supporting them at home. Do they feel that they have adversities like SUPERHEROS? What powers do I have? Accepting of our feelings and being powerful in the present and hope for the future. Power shield for SUPERHEROs What do I want to be? This session looks at how others view them and how they would like to be seen. What is their ’SUPERHERO ’alter ego? Where do I want to be? This session is all about making the right choices and focussing upon the positives. BOB = SUPERHERO Superhero me. Focussing upon whatever issues have arisen.