Pembrokeshire Early Help Team wellbeing work

Actions and outcomes

There is a real need to offer support to pupils with social communication difficulties and autism which targets their wellbeing and provides coping strategies. A support offer of Wellbeing Sessions for pupils has been created and delivered in Pembrokeshire.

 

The offer of support from the Advisory Teacher for Inclusion and Wellbeing is not therapeutic in nature, but serves to offer support in terms of strategies, resilience building and understanding and managing emotions. The aims of the wellbeing work are to help pupils identify areas of difficulty, understand how stress/anxiety can present and to learn strategies to calm and relax. The wellbeing group sessions are also a place to practice social skills, enhance self-esteem, connect with others and to nurture a sense of belonging. Some of the support work includes:

 

  1. Wellbeing groups (12 sessions)

These sessions have been evaluated and adapted over time. A wellbeing measure and questionnaires are used to monitor impact.

 

  1. One to one wellbeing work (6 sessions)

 

A space to connect and share worries. Strategies and approaches include: visuals to support conversation, psycho education (fight/flight/freeze etc.) situations and triggers, 5-point Scales, Social Stories, relaxation strategies. Pupils have a ‘toolkit’ at the end of sessions.

 

A Wellbeing Pack resource has also been created which is shared with pupils, school staff and parents as needed.

 

It is important to note that where referrals to Emotional Health and Wellbeing Team, school counsellor or CAMHS are deemed necessary, this would be prioritised and recommended when appropriate.

Feedback

Wellbeing Group:

 

School staff:

“There has been progress in the fact the attendees have been able to verbalise when they have had an issue. They have been able to seek help from other sources as well as formed a friendship…were able to attend a school trip where the timings were slightly different but neither became stressed about it. They were able to communicate with the adults there.”

 

Pupil feedback:

 

“I look forward to the sessions every week. I’ve learnt how to relax.” (girl, 14 years old)

Mum of pupil: “She looks forward to the sessions and they are helping her to feel more relaxed”.

 

 

Wellbeing One to One Sessions:

 

Pupil example (boy, year five):

Pupil was more settled in school and could communicate more effectively when he was feeling distressed, using his toolkit resources.

Wellbeing score at start: 23/60, wellbeing score at end: 34/60

 

Examples of Parent Feedback:

“So as your probably aware it’s **** last visit with **** on Tuesday ! I was wondering if there is any possibility this could be extended ? **** is finding the sessions really rewarding and it is making a massive impact on her all round…”

 

“***** has now submitted all his assignment for this year’s course, so is just attending the lessons he needs to, and is thought to be getting a triple merit grade – so on that front his stress levels have now dropped significantly…Thank you so much for your support, it really made a big difference to him.”

Lessons Learned

There needs to be sessions prior to the wellbeing group starting to help the pupils form relationships with staff who deliver the sessions. This is ideally done in a one-to-one situation.

 

The mix of pupils need to be carefully considered so the pupils feel comfortable and have opportunities to form relationships.

 

Psychoeducation is vital. Learning about anxiety symptoms and fight/flight/freeze response.

 

Clear expectations and a consistent ‘predictable’ session outline each week is important.

 

Sessions should always be supported by visuals.

Information

Health Board:
Hwyel Dda University Health Board
Local Authority:
Pembrokeshire
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