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Alice Rowntree

SENDCO

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Tom Goodchild

SENDCO Assistant and Class Teacher

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Anxiety Uncovered - Shaping the way young people think.

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Anxiety Uncovered - Shaping the way young people think.

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The show consists of 8 episodes which help and support young people to understand and manage anxiety - while supporting the adults who want to empower them to succeed. The show explores what anxiety is, why it affects us, and most importantly, how to manage it.

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Starting secondary school can feel like stepping into a whole new universe.

In this episode, I chat with students about the real worries that come with Year 7, from getting lost to making new friends, and even those wild myths about older kids that everyone swears are true. You'll also hear from Annabelle, fresh out of Year 7 with brilliant advice, plus Mrs Clarke from pastoral support sharing her best tips for both students and parents.

With practical strategies, mindset shifts, and a plenty of laughs throughout, this episode will leave you feeling ready to handle the big move with confidence.

04:12: Charlie and Harry share their biggest Yr7 worries

05:09: How to flip worries into opportunities

11:14: Why being yourself is the best strategy

14:02: Top 10 tips for making new friends

16:28: Annabelle busts more hilarious school myths

18:40: Mrs Clarke's turbo-charged transition tips

22:17: Joe's weekly anxiety-busting takeaway

This week's Downloadable Resource for the show is HERE
Disclaimer: The content shared in this podcast is for informational and educational purposes only. It's not a substitute for professional medical advice, diagnosis, or treatment. Always seek guidance from a qualified healthcare provider with any questions you may have regarding a medical or mental health condition. Please don't ignore or delay professional advice because of something you've heard on this podcast. Your wellbeing matters- and getting the right support is key.
If you are in crisis, please contact your Doctor.

If you or someone else is in danger, call 999 or go to A&E now

If you need urgent help for your mental health, visit NHS 111 online or call 111.

And if you're listening from outside the UK, please contact your local emergency services or support line.
Your mental health is as important as your physical health. You will not be wasting anyone's time.
Anxiety Uncovered Website

Anxiety Uncovered on Facebook

Anxiety Uncovered Instagram

Anxiety Uncovered on Tik Tok
Connect with Joe:
Instagram

X

Facebook

YouTube

Joe's Website

Email: joe@anxietyuncovered.com

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EP8 - The Truth About Starting Year 7 (And What Really Matters)

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Starting secondary school can feel like stepping into a whole new universe. In this episode, I chat with students about the real worries that come with Year 7,

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Lumi Nova is a therapeutic game that helps children aged 7-12 years self manage worries and build resilience. It is free to postcodes within Lincolnshire, as funded by the NHS.

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A therapeutic digital intervention (game) for childhood anxiety:

For 7-12 year olds (facing difficulties with anxiety)

Therapeutic basis: Psychoeducation and Exposure therapy

Embedded outcome measures

Built in safeguarding & accessibility features

Provides data to Authorised Professionals securely through the VitaMind Hub

Available on Android and iOS

Co-created with young people, guardians, teachers, clinicians, academics, game experts

Points of use:
Lumi Nova does not require constant clinical supervision.
INSTRUCTIONS FOR USE

Lumi Nova: Tales of Courage is a digital therapeutic that helps with the symptoms of worries or anxiety for children aged 7-12 years with mild to moderate needs, helping them learn skills to self-manage their worries/anxiety in an engaging intergalactic adventure game (app).

This app facilitates CBT (including psychoeducation and exposure therapy) recommended as a treatment intervention by NICE Anxiety disorders Quality standard and the Royal Australian and New Zealand College of Psychiatrists clinical practice guidelines for the treatment of anxiety disorders.
Lumi Nova is not intended to be used by:

1. Young people who do not have parental or carer supervision

2. Young people who are currently experiencing suicidal thoughts or are at risk of self harm

3. Young people that have severe anxiety or are in crisis

4. Young people with severe mental health symptoms or diagnoses, who are not supported by a healthcare professional.

READ FULL INSTRUCTIONS FOR USE

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A therapeutic digital intervention (game) for childhood anxiety: For 7-12 year olds (facing difficulties with anxiety) Therapeutic basis: Psychoeducation and Exposure therapy Embedded outcome measures Built in safeguarding & accessibility features Provides data to Authorised Professionals securely through the VitaMind Hub Available on Android and iOS Co-created with young people, guardians, teachers, clinicians, academics, game experts Lumi Nova does not require constant clinical supervision.

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A really great book and resource for strategies to implement at home. Look up the behaviour you see, find out why it may be happening and what you can do to support it.

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The A-Z of Therapeutic Parenting: Strategies and Solutions (Therapeutic Parenting Books)

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Buy The A-Z of Therapeutic Parenting: Strategies and Solutions (Therapeutic Parenting Books) by Sarah Naish (ISBN: 9781785923760) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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24 S's - A guide for raising a sensitive child

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24 S's - A guide for raising a sensitive child

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A really simple guide from Dan Hughes

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Often behaviours demonstrated at home and school can be a result of developmental trauma. Here's a useful checklist and advice sheet from Beacon House Trust.

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Resources and advice shared at the coffee morning for parents/carers on 05.12.24

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There's still no such thing as naughty - I really recommend this book if you're struggling with your child's behaviour at home. It's based on Neuroscience and provides really good strategies you can implement to help support your child's emotional regulation

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There’s Still No Such Thing As ‘Naughty’

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THE NO.2 SUNDAY TIMES BESTSELLER ‘THE MOST EYE-OPENING, GAME-CHANGING AND LIBERATING BOOK ON PARENTING I’VE READ.’ FEARNE COTTON ‘CHANGED MY LIFE’ JOE WICKS ‘THIS BOOK IS ONE THAT WILL PLAY A PIVOTAL ROLE IN HOW WE VIEW CHILDREN AND THEIR BEHAVIOURS FOR YEAR TO COME.’ GIOVANNA FLETCHER ‘A BRILLIANT, BRILLIANT BOOK.’ CH

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The Anxious Generation

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'Jonathan Haidt is a modern-day prophet, disguised as a psychologist . . . He points the way forward to a brighter, stronger future for us all' Susan Cain

'Compelling, readable - and incredibly chilling . . . remarkably persuasive' 'One of the most terrifying books I have read . . . some of the statistics Haidt quotes are truly shocking' Evening Standard The Anxious Generation

After more than a decade of stability or improvement, the mental health of adolescents in many countries around the world deteriorated suddenly in the early 2010s. Why have rates of depression, anxiety, self-harm and suicide risen so sharply, more than doubling in many cases?

In this book, Social Psychologist Jonathan Haidt argues that the decline of free-play in childhood and the rise of smartphone usage among adolescents are the twin sources of increased mental distress among teenagers.
Haidt delves into the latest psychological and biological research to show how, between 2010 and 2015, childhood and adolescence got rewired. As teens traded in their flip phones for smartphones packed with social media apps, time online soared while time engaging face-to-face with friends and family plummeted, and so did mental health. This profound shift took place against a backdrop of diminishing childhood freedom, as parents over-supervised every aspect of their children's lives offline, depriving them of the experiences they most need to become strong and self-governing adults.

reveals the fundamental ways in which this shift from free-play to smartphones disrupts development - from sleep deprivation to addiction - with separate in-depth analyses of the impact on girls and boys. Grounded in ancient wisdom and packed full of cutting-edge science, this eye-opening book is a life raft and a powerful call-to-arms, offering practical advice for parents, schools, governments, and teens themselves.

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The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness

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Buy The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness 1 by Haidt, Jonathan (ISBN: 9780241647660) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Print to use at home. This can be laminated and pictures drawn or words written into the various boxes

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Stop, think, do visual traffic light

Print and laminate or ask for a copy from school to use at home!

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Guidance on how to use and implement the visual traffic light for 'stop, think, do'

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Home to the National Sleep Helpline

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A decent night's sleep will help children to learn more effectively and make them less susceptible to minor ailments,

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Going to the toilet social story - widgit

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Winning and losing social story - widgit

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Communication cards for children who find it difficult to verbalise their wants and needs. Not all cards have to be used, these could be cut out and selected as to which are most appropriate.

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A selection of different communication boards based on different routines/activities at home. Not all pictures featured have to be used, these could be cut out and introduced gradually.

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LPCF is specifically tasked with working alongside the Local Authority and Health to help ensure that the services they plan, commission, deliver and monitor meet the needs of children with Disabilities and Special Educational Needs.

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Local offer for ESBA support.

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Emotional Based School Avoidance (EBSA) is a term used to describe a child or young person who has severe difficulty in attending school due to emotional factors. This can result in prolonged absences from school.

EBSA can present differently across individuals, but can show as:

low or intermittent attendance

high sensitivity or reactivity

low mood and anxiety (fear of talking to teachers, fears around academic performance)

social isolation

signs of emotional distress that affects their ability to function at school, such as difficulties forming relationships with teachers and peers

developmental differences that fundamentally shape perception and action in ways that cause significant challenges in emotional self-regulation and social functioning (autistic spectrum disorder, ADHD).

What isn't EBSA?

It is crucial to have a clear and accurate understanding of EBSA to enable accurate identification of children or young people experiencing EBSA. There is a clear difference between those children or young people that are absent from school as a result of EBSA as opposed to parentally condoned absence (where a caregiver deliberately keeps or supports keeping a child or young person away from school for various reasons) or truancy, which is linked to non-anxiety-based absenteeism.

For situations such as this there are other routes of support and challenge that schools should take.

Why does EBSA happen?

EBSA can occur suddenly or develop gradually over time. Behaviours can also range from occasional reluctance to attend school to complete avoidance resulting in non-attendance. EBSA should not be thought of as a deliberate act of defiance as it is a complex issue with no single cause.

Reasons are often complex and multi-faceted across environmental factors (both at home and school) as well as individual child factors.

Any identified factors are unlikely to be static and fixed. What led to the initial school avoidance may not be what leads to persistent avoidance and non-attendance. What appears to be the cause of the issue may be the consequence.

Risk factors

There are a number of risk factors that can influence EBSA. These can include, but are not limited to, difficulties with managing and regulating emotions, low levels of self-confidence or self-esteem, high levels of family stress, relationship difficulties or academic demands. It is often the interaction between risk factors (across school, family and child or young person) that results in EBSA behaviours.

Resilience factors

While risk factors have been identified that place children at greater risk of EBSA, it is important to also consider, identify and build areas of strength or resilience available for the child, family and school. These resilience factors help to protect children and young people from maintaining EBSA behaviours, and promote successful school inclusion. Resilience factors can include, but are not limited to, emotion regulation strategies, motivation for change, willingness to work in partnership and an openness and commitment to trying to understand how the child or young person may be different and how this may affect them at school.

Push and pull factors

Risk and resilience factors can also be separated into push and pull factors. EBSA is most likely to occur when the risks overwhelm the resilience, and when the pull factors (that encourage school avoidance) take over the push factors (that encourage school attendance).

Anxiety

EBSA is often associated with feelings of anxiety in children and young people. Think of anxiety as the brain's alarm system being overly sensitive (very sensitive to breaking news). It's constantly guessing that something bad might happen, even when there is no real danger. It's like your body sending a red alert that something is not right (an error), but you're not exactly sure what the problem is. This could make a child or young person feel worried, nervous, or scared more frequently than usual. It's like their brain is seeing shadows in the dark and interpreting them as monsters, even though they are safe in their bedroom.

For children and young people who are going through this, these feelings might be so strong and unpleasant that they start to worry about how to make them less intense. Just like how you might feel nervous before a big test or game, it's normal for everyone to feel anxious or unsure at times. But for children and young people who struggle going to school because of their anxiety or experience of error, these feelings are not just a little bit nervous or unsure - they are very intense and uncomfortable and frequently uncontrollable.

Some children and young people experience such heightened levels of anxiety that it negatively impacts on their ability to attend and cope in school. Children and young people's avoidance of school reflects an attempt to preserve emotional security by shielding themselves from the stress, threats or social isolation they feel at school. Their avoidance may increase the certainty of feeling better away from stress and reduce the uncertainty about dealing with challenges at school. However, it also makes it increasingly difficult to return because it strengthens their beliefs about experiencing unpleasant feelings, which cause much distress and limits the opportunities to gradually overcome their difficulties. Moreover, the social network weakens, the academic gaps grow, and the fear of returning to school takes over. The complex context of school feels less and less safe and predictable as a result.

Anxiety may be the triggering, but also a maintaining factor of EBSA. The greater the avoidance of situations that cause fear or distress, the more difficult it will become to deal with it. With each individual situation, it is therefore crucial for schools and involved agencies to work together with the child or young person and their family and as early as possible to understand why the child or young person is reluctant to attend school. Lincolnshire's Emotional Based School Avoidance (EBSA pathway) enables this to happen.

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Emotional based school avoidance (EBSA) - Lincolnshire County Council

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PDA society (Pathological Demand Avoidance)

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PDA society (Pathological Demand Avoidance)

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PDA (Pathological Demand Avoidance) is widely understood to be a profile on the autism spectrum, involving the avoidance of everyday demands and the use of ‘social’ strategies as part of this avoidance. PDA individuals share autistic characteristics and also have many of the ‘key features’ of a PDA profile.

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Strategies to support PDA

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Private occupational therapist, offers observations and and assessments within school

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Welcome to Boost Potential Ltd. We are an Independent Children's Occupational Therapy practice working with children with a variety of additional educational needs across the East Midlands and beyond.

We aim to provide a bespoke personal service to children and families so that they are able to access a service that they deserve to enable them to reach their potential in daily life.

I am Jo Judge, a Specialist Children's Occupational Therapist. I qualified as an Occupational Therapist in 2009 from the University of Derby......

Paediatric Occupational Therapists work with children and young people to maximise their potential in specific areas and to increase independence at home, school and leisure activities

If you require a specific service to meet your child's needs or Education and Health Care Needs plan, please do not hesitate to contact me to discuss your requirements further.

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Boost Potential | Occupational Therapy | East Midlands

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Welcome to Boost Potential Ltd. We are an Independent Children's Occupational Therapy practice working with children with a variety of additional educational...

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Editable version

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To be downloaded and edited with visual prompts

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A fantastic journal to support children recognise and convey their emotions. This is something that can be done together!

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With more than 150,000 books sold, this 3rd edition of the Happy Confident Me Daily journal for kids aged 6-10 includes different questions and quotes every day and promotes increased happiness, self-confidence, optimism, growth mindset, resilience and gratitude. it is different from other gratitude journals as kids get a free page each day to give them space to further write doodle or draw, kids get to mention the different feelings they felt each day, and they get a great activity to learn a key character building skill each week.
Developed by Psychotherapist Annabel Rosenhead and Parenting Expert and best-selling Author Nadim Saad, this beautifully illustrated, full colour journal offers children different inspiring quotes and questions every day . It opens up 6 to 10 years olds' abilities to better understand themselves, reflect on the positives each day and find it easier to discuss their feelings and identify their emotions. equip your kids to be stronger, happier and more confident. daily quotes to inspire
In a world where mental health issues among the younger generations are on the rise, this is the first of a series of Happy Confident Me Journals (see more on www.happyconfident.com). These journals take kids on a journey of 10 weeks of journaling, to allow new more positive habits to be formed and better and fun weekly activities , each day your child has four questions to complete about their day.
Packed with this is the only journal of its kind on the market today: YOUR KIDS WILL LEARN

To focus on the positive things they can be grateful for each day

To identify their feelings each day, both positive and negative

To understand themselves better

To develop a greater sense of pride in their actions

PARENTS WILL BENEFIT FROM

Stronger connection with your children thanks to sharing their thoughts and feelings

Being able to discuss feelings with your kids more openly

Helping your kids express themselves more clearly

Finding new ways to motivate your children

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HAPPY CONFIDENT ME Daily Journal - Gratitude and growth mindset journal to boost children's happiness, self-esteem, positive thinking, mindfulness and resilience

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HAPPY CONFIDENT ME Daily Journal - Gratitude and growth mindset journal to boost children's happiness, self-esteem, positive thinking, mindfulness and resilience

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Specialise in Autism, ADHD and social and communication difficulties
The Working Together Team is a National Autistic Society Advanced Status Accredited Service.

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Skip to content ↓

Different Together

Unique Together

Working Together.

Inclusion for Children & Young People in Lincolnshire

The Working Together Team is a National Autistic Society Advanced Status Accredited Service. We advocate best practice and provide specialist support to empower mainstream settings to ensure autistic children & young people thrive through collaborative working with families and professionals.

3 Key Areas of Difference

​​​​​​​

Social Understanding and Communciation

Differences in understanding social behaviour and the feelings of others, which informs the development of friendships and relationships.

Flexibility, Information Processing and Understanding

Differences in perception, planning, understanding concepts, predicting, managing transitions, passions for interests, and ability to absorb auditory or spoken information.

Sensory Processing and Integration

Differences in perceiving sensory information. Hypo, hyper, touch, sight, hearing, small, castle, vestibular inner ear and proprioceptive.

The young person is at the heart of every decision. This is evident from the very start of the referral process through to supporting settings to embed person centred strategies that enable autistic young people to succeed in mainstream school settings.

NAS Accreditation Review Team

It was a real privilege to be on the course and have the support my family have received from the team. Thank you.

Parent on Teen Life Course

Thank you all again for the programme. I really enjoyed it and found it so helpful, I'd go as far as to say life changing!!

Parent on Teen Life Course

A really engaging and inspiring session. It was great to see and hear so much passion for inclusion

School leader

X from WTT especially explained Autism perfectly and of all the training I have done over the years, I feel I came away having learnt and understood so much and can't wait to share with my colleagues.

Pre-school SENCO

A huge thank you, our meeting this morning has been an enormous help at refocussing our thinking regards supporting X and how we should move forward. It has also been a valuable reminder at how we need to evidence the smaller steps

Learning Mentor

Training was brilliant and well received, I've already had a thank you from a member of staff and it's heartening to see them reflect and look at how strategies can benefit a whole class.

SENCo

This Autism session is already brilliant. Do all teachers on teacher training get this, they should, as should every teacher or person who comes into contact with young people. This is so informative, accessible and relevant.

Post-16 setting

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Skip to content ↓ Different Together Unique Together Working Together. The Working Together Team is a National Autistic Society Advanced Status Accredited Service. We advocate best practice and provide specialist support to empower mainstream settings to ensure autistic children & young people thrive through collaborative working with families and professionals.

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Follow this link for Physiotherapy, Speech and Language (SALT) and Occupational Therapy. Referral can be made online using the form.

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Our services :: Lincolnshire Children’s Therapy Services

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Each child is unique and individual, and will develop skills at different rates. If your child is having difficulty developing certain skills they may benefit from specialist assessment, support and advice from our service.

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Gather your child's views on their feelings and emotions using the following template

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Evaluate your child's sensory environment at home, use the documents below to come up with actions

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Positive sensory profiling - parent questionnaire

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Positive sensory profiling - parent questionnaire

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Positive Sensory Profiling Parent Questionnaire

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This can be completed at home to form a profile of a child's sensory needs. A child may be hyposensitive (seeking sensory input) or hypersensitive (getting too much sensory input). Once you've completed it, open up the documents below based on the different senses to find strategies to support at home.

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Download this blank 5 point scale to use at home.

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Information about the 5 point scale

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Use this task sheet with your child to help them understand the order and breakdown of small tasks. There is an optional reward box at the end!

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The Coventry Grid compares the differences between Autism Spectrum Disorder (now known as ASC) and attachment. A useful tool to highlight at home to identify your child's behaviours!

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High quality interactions - shREC approach

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High quality interactions - shREC approach

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The shREC approach lists strategies to support high quality interactions. It has been published and shared by the Education Endowment Foundation and can be applied to all children (not just early years!)

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A parent guide to working with schools to support your child

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Established and supported by the Department for Education, the AET promotes and supports partnerships throughout the education system to improve educational access, experience and outcomes for autistic children and young people.

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About the Autism Education Trust

The AET is a not-for-profit organisation, led by the National Autistic Society and  Ambitious about Autism, and supported by the Department for Education.
We work in Partnership.
Our training programme and education resources are created in partnership with our panel of Autistic Young Experts, parents/carers, and our network of Training Partners, education professionals, experts, and specialists.

All our materials bring to life the latest research in autism and the current, lived experiences of autistic children and young people in education.
The AET Board
The AET programme is governed by its Programme Board which determines its strategy, protects its values and supports, and holds the staff team to account for the delivery of its objectives.

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Since 2007 we have been helping you to develop good autism practice for autistic children and young people. Discover our vision, mission & journey.

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A fantastic book from the author of the Chimp Paradox (Steve Peters). It contains information about the neuroscience of the mind which is simplified for children.
He shows us how 10 habits can help children to understand and manage their emotions and behaviour. These 10 habits should and can be retained for life!

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My Hidden Chimp: From the best-selling author of The Chimp Paradox

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My Hidden Chimp: From the best-selling author of The Chimp Paradox : Peters, Prof Steve: Amazon.co.uk: Books

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Chimp Paradox toolkit - Recognising emotions

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Chimp Paradox toolkit - Recognising emotions

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Although this is called the anxiety toolkit, it is a fantastic tool to help support children to recognise and label their emotions

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General activities for you to carry out at home with your child, to develop their speech and language

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How to use scaffolding to help children's language

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A guide to developing vocabulary in the Early Years

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Ages and stages of communication development (5-11 years)

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Checklist to help you identify areas of development for your child

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Age of children and the development of different speech sounds

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Although this is not used within Lincolnshire, it provides excellent information about sensory processing needs, as well as advice towards a tiered approach to support your child.

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Derbyshire Sensory Processing Needs Toolkit- interactive