Organisation Pledge
Organisation:
Restraint Reduction Lead:
Date:
Priority 1:
Incorporate Zones of Regulation strategies into bespoke traininng packages to aid in the development of pupils/students emotional literacy. Children would be first taught to recognise their own physical responses to certain emotions. The next stage would be to bring this into the first person context so that children could identify how they respond on an emotional scale. Finally it is hoped that children will be able to use strategies to manage responses to the above mentioned negative feelings. The emphasis being that children should become more proficient in managing their own behaviour by identifying their triggers, analysing where they are and then distracting/diffusing their emotional responses before they escalate any further.
Measure of Success:
Feedback from recipients who receive Zones of Regulation training regarding its usefulness and applicability within their setting. This would be achieved via a form at the end of the training session. We would then solicit long term feedback via post intervention behaviour analysis to assess whether the above intervention has materialised into high profile behaivour reductions. Such information would help us to tailor the package in a way which meets their needs.
Priority 2:
Using a combination of Boxall profile strategies and resources, and the Revised Child Anxiety and Depression Scale, we plan to further utilize psychological profiling and associated resources as a way to triangulate opinions and approaches to better inform our strategies. The results of these would then filter into our annual review cycle so appropriate building-in of strategies can take place along with appropriate resourcing.
Measure of Success:
It is hoped that removing barriers to learning would enable children to remain in class longer to make the most of their educational opportunities. Children will become more robust in being able to accept academic challenge meaning they will be able to tolerate a steeper learning curve than they have been able to accept previously. It is also anticipated that children will develop strategies to cope with peer disputes arising from social situations. Or should any conflict arise, the emotional response should be either lower level or shorter in duration.
Priority 3:
The School development plan has allocated staffing and budget towards the area of mental health and wellbeing. Many aspects are being forged as time goes ahead. £2600 has been allocated to train x2 staff to become accredited trauma informed practitioners. The aim is for these staff to deliver interventions addressing mild to moderate mental health problems such as anxiety, conduct disorder and PTSD.
Measure of Success:
Children are asked to complete RCADS (Revised Cheilren's Anxiety and Depression Scale) Here the children will screen themselves. Parents will also screen their children for additional assessment. It is hoped that scoring will demonstrate that behaviour traits will reduce over a given period of time highlighting the impact of the abovementioned intervention.
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