Mentor-ADEPIS Teacher Training 30 June 2017 Using Social-Emotional Learning to Empower Young People Lauren Bond and Emma Dove UNIQUE Behaviour Consultancy

1. UNIQUE
Social and Emotional
Learning
Presented by Lauren Bond and Emma Dove

2. WHY ARE WE HERE?
• Specialist substance misuse services saw fewer young people
in 2015 -16 than in the previous year (Public Health England,
2017)
Down 7%
• The UK has highest rate of adult drug use in Europe (European
Monitoring Centre for Drugs and Drug Addiction, 2015).
• UNICEF (2007) UK ranking for children’s well-being?
Bottom of the 21 richest countries
‘State of Education Survey report 2017’ The Key
• % of leaders who have seen an increase over the past 2 years
in stress/anxiety/panic attacks among pupils?
79%
• % of secondary leaders who have seen an increase in the
pupils’ of substance abuse?
42%

3. CASEL (2015)

4. BENEFITS OF SEL
• SEL school based interventions significantly
improved social and emotional skills, attitudes,
behaviour and academic gains (Durlak et al, 2011).
• Lower self control in childhood was found to predict
poor health, lower wealth and increased likelihood
of having committed crime by adulthood (Moffit et
al, 2011).
• In a review of 207 SEL programs there were
suggested gains of 11% on test outcomes, 25% on
social and emotional skills and a reduction of 10% in
classroom behaviour issues (CASEL, 2009).

5. SEL INTERVENTION
CASEL (2015)

6. UNIQUE
Celebrating Differences
Promoting SEL in the
classroom

7. CASEL (2015)

8. MASLOW’S HIERARCHY
OF NEEDS

9. INTERVENTION
Times are changing, our approaches need
to follow suit – Rob Long
Reliable rules and practices help to
regulate brain pathways ( Gerhardt 2004)

10. ANXIETY BASED BEHAVIOURS
• ADHD/ADD
• ASD/ASC
• ATTACHMENT DISORDER
• ODD
• REDUCED EXECUTIVE FUNCTION
• MALTREATMENT

13. The part of the brain critical to fight, flight or freeze
responses overdevelop compromising the part of
the brain used for logic, empathy, cause and
effect and reasoning. This affects the child’s ability
to think, to retrieve information and manage
behaviour. It diminishes the capacity of the frontal
lobe associated with reasoning, planning, parts of
speech, movement, emotions, and problem
solving.

14. THE PILLARS OF SUPPORT
PREDICTABILITY
•Visual Timetables
•Oops Card
CONSISTENCY
•Staff Support
•Reward/Consequence
System
ACCURACY
•Say what you mean
and mean what you
say
•Short, concise
feedback

15. • Use a timer to moderate anxiety during short, timed, independent tasks
• Clear, structured and differentiated tasks which can be completed with
little help from the teacher, with materials all nearby . This reduces the
potential threat of “not knowing” something and feeling unsupported
• The learning task is the starting point for pupils who find relationships
challenging . By differentiating the task it allows the pupil to gauge the
thoughtfulness of the teacher and helps to build trust in the relationship
• Work with peer mentors to learn how to work independently and ask for
help when needed. The child will feel more comfortable accessing help
from his/her peers
• Give the focus child a small, transitional object that can take your place
for short periods of time
• What we pay attention to we see more of. Comment on the children’s
progress when they are working independently and praise them in a
concise, matter-of-fact fashion.

16. • Reliable and predictable routines, activities and rituals
• To strive to make sure the child feels safe in his/her environment and
that their experience at school is as predictable and consistent as
possible to limit anxiety
• A reliable routine helps the child adapt to the school environment.
This reduces his/her high level of anxiety which minimises the
potential for a crisis reaction
• Provide a calm space

17. CONTACT DETAILS
• Lauren Bond
• lb.unique@aol.co.uk
• Emma Dove
• ed.unique@aol.co.uk