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EBSA guidance for schools_Practical Support FINAL

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EBSA Guidance for Parents and Carers - Practical Resource Pack September 2025

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Supporting children with school anxiety - parent guide

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Supporting children with school anxiety - parent guide

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Visual Wheel - Psychosocial Screening Measure

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Visual Wheel - Psychosocial Screening Measure

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Visual Wheel - Psychosocial Screening Measure

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Visual Wheel - Psychosocial Screening Measure

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Four-part animated series

1. Adverse Childhood Experiences

2. The impact of Adverse Childhood Experiences

3. Supporting Children impacted by adversity: A Trauma-informed Approach

4. Supporting professionals impacted by Trauma

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This four-part animated series explores Adverse Childhood Experiences, promoting the use of Trauma-informed Approaches when working with Children and Young People who have been impacted by adversity.

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Improving the patient experience for teenagers and young people

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To mark the launch of our upcoming series of webinars focusing on aspects of relational practice in neonatal care, we are excited to share this animated video exploring a relational perspective on palliative care. Please do have a watch, and then read on for more:Palliative Care can be a area of huge fear and challenge on our neonatal units. Parents are facing devastating loss while trying their best to hold onto hope. Professionals are trying their hardest to work together for the best outcomes

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https://www.bbcchildreninneed.co.uk/communication-cards/

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Children can sometimes struggle to express what they need to feel safe and comfortable talking about their worries and problems. This activity makes it easy for them to communicate this to you, so you can provide the right support.

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https://www.bbcchildreninneed.co.uk/pudseys-pause/

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Calm Harm is an award-winning app funded by teenage mental health charity stem4, to help manage the urge to self-harm. It was developed by Clinical Psychologist Dr. Nihara Krause MBE, in collaboration with young people and uses principles from an evidence-based psychological treatment called Dialectical Behaviour Therapy (DBT).

The urge to self-harm is like a wave. It feels the most powerful when you start wanting to do it.

Learn to ride the wave with the Calm Harm app by choosing activities from these categories:
, , Express Yourself , , and .

There is also a breathing exercise to help you be mindful and stay in the moment, regulate difficult emotions, and reduce tension.

When you ride the wave, the urge to self-harm will fade.

The Calm Harm app provides some immediate activities and techniques to help you break the cycle of self-harm behaviour and explore underlying trigger factors; the app supports you in building a 'safety net' of helpful thoughts, behaviours, and access to supportive people, as well as providing the opportunity to journal and self-reflect. The Calm Harm app also signposts to help.

The app is private, anonymous, and safe.

Please note that the Calm Harm app is not a substitute for the assessment and individualised treatment by a health or mental health professional.

Our app is for young people over the age of 13.

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Calm Harm is a free app to help teenagers manage the urge to self-harm. Available on Google Play & App Store.

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Grounding - Midlothian Psychological Therapies Service

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Grounding Techniques: Futuristic Worry Calm Harm App

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An animation to show the power/benefit of mindfulness

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An animation to show the power/benefit of mindfulness

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Why Mindfulness Is a Superpower: An Animation

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Mindfulness - Midlothian Psychological Therapies Service

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Why Mindfulness is a Superpower: Animation Cove App Smiling Mind App

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Breathing - Midlothian Psychological Therapies Service

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Window of Tolerance - Midlothian Psychological Therapies Service

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Audio Recordings

Please find below some Compassion Focused Therapy audio recording of mindfulness and imagery exercises. These have been designed to be used together from guidance from your therapist.

If you have any questions about any of these practices, please discuss this with your therapist.

We would like to acknowledge Professor Paul Gilbert, Dr Chris Irons and Dr Elaine Beaumont.

Useful Videos
Center for Clinical Interventions: Self Compassion The Compassionate Mind Foundation: Resources Listening to shame - TED Talk: Brené Brown
Handouts

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Compassion Focused Therapy: Resources - Midlothian Psychological Therapies Service

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Audio Recordings Please find below some Compassion Focused Therapy audio recording of mindfulness and imagery exercises. These have been designed to be used together from guidance from your therapist. If you have any questions about any of these practices, please discuss this with your therapist.

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6-session Self-Help resource for making sense of trauma and its impact on the mind & body

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6-session Self-Help resource for making sense of trauma and its impact on the mind & body

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Includes videos, audio practices and booklets - designed as a while you wait resource

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Post-Traumatic Stress Disorder - Midlothian Psychological Therapies Service

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Courage to Continue - Making Sense of Trauma Welcome to this 6 weeks course, which aims to help you make sense of Post Traumatic Stress Disorder (PTSD) and think about how it can affect our mind and body. We have made these resources available for you to use as a self-help resource, either while you wait for psychological therapy. It can…

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Anxiety about medical procedures or going to hospital

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Anxiety about medical procedures or going to hospital

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https://library.sheffieldchildrens.nhs.uk/anxiety-about-going-to-the-hospital-or-medical-procedures/

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Sheffield Children's NHS Foundation Trust

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Anxiety about going to the hospital or medical procedures

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Support for parents of children with a chronic illness

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Support for parents of children with a chronic illness

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https://library.sheffieldchildrens.nhs.uk/support-for-parents-of-children-with-a-chronic-illness/

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Sheffield Children's NHS Foundation Trust

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https://library.sheffieldchildrens.nhs.uk/living-with-a-chronic-illness/

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Sheffield Children's NHS Foundation Trust

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https://library.sheffieldchildrens.nhs.uk/anxiety-about-physical-health/

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Sheffield Children's NHS Foundation Trust

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Audio Guide - "I want to feel calm during procedures and pokes"

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Audio Guide - "I want to feel calm during procedures and pokes"

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Audio guide to follow, created by Stanford Children's Health.

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You chose: "I want to feel calm during procedures and pokes."
By admin

Step 1: Listen to this introduction audio.

ImaginAction can be really helpful for helping you feel more comfortable and control during medical procedures, but it is more useful if you do a little preparation first. Listen to this short intro to learn a few quick and easy steps that can help a lot!

https://web.stanford.edu/group/imaginaction/imaginaction-procedures-introduction.mp3

Step 2: Watch this video about controlling pain.

Controlling pain is easier when we understand how it works, and how we can change it with a few simple strategies! Take a few minutes to learn more by watching this video: You Are The Boss Of Your Brain. It's a good idea to watch it with your mom, dad, or any other adult that helps take care of you so that they can learn more ways to help you (and themselves!) too!

Step 3: Download a Game Plan.

Everyone feels better when we know what is going to happen next! You can use this Game Plan as a guide to help you decide what you want to help you during your next poke or procedure. You know yourself best, so you are the best one to decide! You also should share it with your medical providers and the adults in your world so they know how to best help you feel comfortable and in control!

Step 4: Choose one of the audio guides below.

We have three different ImaginAction choices for you for your next poke or procedure so you can choose what you like best! You can try them out beforehand if you have the time, or just dive right in if you don't. The more you practice, the better you get, so listening to recordings ahead of time is a good idea when you can!

Favorite Place

https://web.stanford.edu/group/imaginaction/imaginaction-procedures-favorite-place.mp3

Magic Carpet

https://web.stanford.edu/group/imaginaction/imaginaction-procedures-magic-carpet.mp3

Video Game

https://web.stanford.edu/group/imaginaction/imaginaction-procedures-video-game.mp3

Instructions:

Create some space for yourself! Let other people know you'd like not to be bothered for the next 20 minutes or so.

You can sit down, lay down, or listen in any position you like. Just find a spot that is comfortable for you right now.

You can use headphones or play the audio out loud, whichever it most comfortable for you. Most people find that listening on headphones if better for them, especially is they are in a place where other people are around. Headphones can help block out the outside world, and let people know you'd prefer not to be bothered.

Remember that you can just pay attention to ideas that help you, and let the rest just float away!

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I want to feel calm during procedures and pokes.

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You chose: "I want to feel calm during procedures and pokes." By admin Step 1: Listen to this introduction audio. ImaginAction can be really helpful for helping you feel more comfortable and control during medical procedures, but it is more useful if you do a little preparation first.

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Mental health support directory for the UK

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A list of resources and website links that can be deleted as needed for sharing in a letter to families.

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Abstract

Spatial thinking allows you to understand the location and dimension of objects, and how different objects are related. It also allows you to visualize and manipulate objects and shapes in your head. Not only is spatial thinking very important for everyday tasks, new research shows that it is essential for mathematics learning. Children and teenagers who are good at spatial tasks are also good at mathematics questions. We also know that some of the same parts of the brain that are used for spatial thinking are also activated when we do mathematics. The good news is that many studies have shown that you can improve your spatial thinking through "training." This means that practicing spatial games and doing spatial activities can improve your spatial performance. In this article we discuss ways by which you can improve your spatial thinking and we look at evidence that suggests that spatial training may also improve mathematics.

Introduction

How do you know how to organize objects, such as packing a suitcase or fitting your books into your schoolbag? How do you know to put your shoes on the right feet and how to button your shirt correctly? How do you find your way around a shopping center, and how do you know what to do if you get off the bus at the wrong stop? These tasks all rely on spatial abilities. People depend on their abilities hundreds of times every day without noticing. Even beyond everyday activities, most people, including teachers, do not realize that spatial thinking can influence how well you do in school, especially in classes. So, what is spatial thinking, and is it possible to become an expert spatial thinker?

Spatial Thinking: How Do We Measure It?

We use spatial thinking to understand the location (position) and dimensions (such as length and size) of objects, and how different objects are related to each other. It is important to understand that spatial thinking is not just one skill, but a set of different skills. Some of the most important spatial skills, and the tests scientists use to measure them, are described below.

Mental Rotation

Mental rotation allows us to turn (manipulate) images in our heads. You can try an example if you close your eyes and imagine an object like a car. Now, can you imagine what the car would look like if it was turned upside down? To do this you have to use mental rotation. In Figure 1, you can see a mental rotation test. Can you choose which picture on the bottom is the same as the picture on the top? To figure this out, you must turn the cows in your head. Then you can tell that the cow on the left is the same as the cow above it. No matter how much you turn the cow on the right, it will always be facing the wrong direction. Completing this test requires mental rotation. It is not only possible to turn objects in your head, you can also imagine what an object would look like if it was broken in half, folded, or bent.

Figure 1 - Sample mental rotation task.

Disembedding

Disembedding skills are the spatial skills needed to separate one object or picture from a more complicated background. This allows us to understand how complicated structures are made up from separate parts. A very simple example of this is shown in Figure 2. Can you find the orange shape in the more complicated image?

Figure 2 - Sample disembedding task.

Spatial Scaling

Spatial scaling is the ability to transform information between representations of different sizes. For example, spatial scaling is needed to be able to understand that the picture of a park you see on the map on your phone represents the same park that you are standing in. Another example is when we assemble furniture like a wardrobe using paper instructions with small diagrams. To build the wardrobe you must be able understand that the small picture of a wardrobe door in the diagram represents the life-size door that you have unpacked and need to assemble. In each picture in Figure 3, there is a ball positioned between two trees. Which picture on the bottom is the same as the one on the top? You will notice that the two pictures on the bottom are not the same size as the one on the top. This means that you must use spatial scaling when comparing them (correct answer is left).

Figure 3 - Sample spatial scaling task.

Navigation

Navigation skills are vital for moving around our environments and getting us to the places we need to go. To navigate properly you must be able to understand the relationships between buildings, to use landmarks, to imagine what streets or buildings will look like from different perspectives, to learn routes, and to establish an understanding of the layout of your environment.

Spatial Thinking Is Important in School and Work

Beyond its obvious importance in everyday life, it turns out that spatial thinking is also important for how well you do in school, particularly for mathematics lessons. People who are good at spatial thinking tasks also get high scores in mathematics tests. The link between good spatial thinking and good mathematics performance exists in people of different ages. For example, research has shown that infants who are better at constructing building blocks do better in counting and number tests []. For children in primary school, many researchers have shown that different types of spatial thinking are important for different mathematics tasks []. Children who are good at spatial scaling are also good at positioning numbers on a number line, and children who are good at mental rotation are better at doing calculation tasks with missing numbers like 3 + □ = 5. For adults, having good spatial skills is very important for certain jobs. For example, engineers need spatial skills to visualize the structure of a bridge or building, geologists need spatial skills so that they can navigate landscapes, doctors need spatial skills to make sure that they give injections in the right position and to read x-rays properly, and biologists need spatial skills to understand how food moves through the different parts of our digestive system. Research shows that people who have good spatial skills when they are teenagers are more likely to have jobs in Science, Technology, Engineering, and Mathematics when they are adults.

What If I Am Not Good at Spatial Tasks?

The good news is that if you are someone who is not particularly good at spatial activities, you do not have to worry. Spatial thinking is one cognitive skill that seems to respond particularly well to being trained. Many research studies have attempted to improve spatial ability through different types of . Although the word training is often associated with physical exercise, when cognitive (brain) scientists use the word training, they usually mean practice. This means that "Spatial Training" usually involves practicing paper and pencil spatial tasks, completing spatial games on a computer, or doing spatial activities like building structures with blocks. Many studies have shown that if you practice, your spatial thinking can be improved [].

The even better news comes from new research that shows that if you improve your spatial thinking, you also improve in mathematics tests. When training in one skill leads to improvements in another, it is called transfer. Studies on other types of thinking show that it is very difficult to get brain training to transfer to untrained skills. You can read about other types of brain training and whether they work here []. Therefore, spatial training is quite unusual and important as there is evidence that training spatial thinking does transfer to other skills, for example mathematics.

Recent research that I completed showed that children obtained higher scores on a mathematics test after they watched a short video on spatial thinking []. Other researchers have also shown that using tangrams, which are a type of jigsaw puzzle, and other spatial games can improve mathematics skills []. Unfortunately, spatial thinking is not usually taught in schools. However, there are many ways that you can easily introduce it into your life at home and in school. This includes using more diagrams and graphs to help you when you are learning new topics in school, using more spatial language, including words like above, over, around, through, parallel, symmetrical, and gestures when you are explaining difficult ideas to your friends or younger siblings, practicing constructing things with blocks, Lego or puzzles, putting together furniture or even wrapping presents. It is also possible that some computer games like Minecraft (where players must use 3-D blocks to build structures like houses and cities) or games that require players to navigate mazes or unfamiliar spaces, might also improve spatial thinking.

Why Is Spatial Thinking Important for Mathematics?

As researchers, one question that we are still trying to answer is why spatial and mathematics skills are linked. In other words, why are people who are good at spatial thinking also good at mathematics? One possibility is that the same parts of the brain that we use for spatial tasks are also used for mathematics. One way to see what parts of the brain are activated (turned on) when we do specific types of activities is through functional Magnetic Resonance Imaging (fMRI). This technique uses a scanner that shows what parts of the brain are active at different times. For example, it can be used to tell what part of the brain becomes active when we do a mathematics activity. Research shows that some spatial and mathematics skills both rely on a similar part of the brain, the parietal lobe []. This means that training programs that encourage us to use spatial thinking might strengthen the connections between neurons (brain cells) in this part of the brain. This would be helpful for both spatial thinking and mathematics.

Conclusion

The next time you are trying to squeeze as many clothes as you can into your suitcase, or you are carefully following the map on your phone, remember how valuable your spatial abilities are. Perhaps even more than literacy and numeracy skills, spatial thinking abilities have a huge impact on how we get around and function in our day to day lives. Additionally, as outlined in this article, taking more opportunities to practice our spatial thinking might also improve our mathematics skills. Let us make space to develop our spatial thinking!

Glossary

Spatial Thinking: ↑ How the brain processes the position and shape of different objects.

Mathematics: ↑ A subject relating to number and quantities.

Cognitive Training: ↑ Practicing or rehearsing specific thinking skills with the intention of improving them.

Conflict of Interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We would like to wholeheartedly thank those who assisted in the translation of the articles in this Collection to make them more accessible to kids outside English-speaking countries, and for the Jacobs Foundation for providing the funds necessary to translate the articles. For this article, we would especially like to thank Nienke van Atteveldt and Sabine Peters for the Dutch translation.

Original Source Article

↑Gilligan, K. A., Hodgkiss, A., Thomas, M. S., and Farran, E. K. 2019. The developmental relations between spatial cognition and mathematics in primary school children. Dev. Sci. 22:e12786. doi: 10.1111/desc.12786

References

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Make Space: The Importance of Spatial Thinking for Learning Mathematics

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Spatial thinking allows you to understand the location and dimension of objects, and how different objects are related. It also allows you to visualize and manipulate objects and shapes in your head. Not only is spatial thinking very important for everyday tasks, new research shows that it is essential for mathematics learning.

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Brain Regions Helping Kids Achieve Their Goals

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Brain Regions Helping Kids Achieve Their Goals

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A Core Set of Brain Regions Helps Kids Achieve Their Goals

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Your brain is always adjusting to the changing swirl of activities and interactions you have every day. Every time you accomplish a goal, you are exercising what are called the brain’s executive functions. These skills include resisting impulses, switching between tasks, and updating information in your memory. We asked whether these different skills relied on the same brain areas, and whether young people used the same brain areas as adults. We took pictures of kids’ and teens’ brains to see which areas of the brain they were using while they played three simple games related to these executive functions. We found that youth used similar brain regions to adults while playing the three games, and that many parts of the brain were used across all three games. These results help us understand how kids use their brains to be successful and how these skills develop.

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Additional reading -

https://kids.frontiersin.org/articles/10.3389/frym.2023.1080802

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We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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You are currently using a browser that is no longer supported, and may contain security vulnerabilities. To get the best experience with www.albertafamilywellness.org, we suggest using a newer version of Internet Explorer/Edge or using another supported browser such as Google Chrome.

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Dame Kelly Holmes Trust Mentoring Programme Clinician FAQs

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Dame Kelly Holmes Trust Mentoring Programme Clinician FAQs

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Dame Kelly Holmes Trust Mentoring Programme Referral Page

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Dame Kelly Holmes Trust Mentoring Programme Referral Page

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Anyone can refer, you just need to get the parents verbal consent to refer and document this on EPIC (smartphrase: .damekellyholmes).

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Voicing My Choices: A Planning Guide for Young Adults

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Voicing My Choices: A Planning Guide for Young Adults

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When living with a serious illness there are often things in life that are out of your control. Voicing My CHOICES gives you a way to express something very important — your thoughts about how you want to be comforted, supported, treated, and remembered.

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Explore wellbeing resources and support options across London for children, young people, adults, families, and professionals.

Enter your postcode/address and specify what support you are looking for to find tailored support.

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Explore over 450 wellbeing options across London for children, young people, adults, families, and professionals.

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Parents Experiences of The Psychological Impact of a Neonatal Stay

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The culture of a unit and how this can be developed to support parents

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The culture of a unit and how this can be developed to support parents

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How culture can be developed to support parents with the psychological impact of a neonatal stay

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How the psychological impact can be compounded by experiences of marginalisation

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How the psychological impact can be compounded by experiences of marginalisation

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Equitable outcomes for black families - https://youtu.be/mwprrqqRlgY

Practical tips & reflections for antiracist practice - https://youtu.be/LDBtJRwhQnk

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How the psychological impact of a neonatal stay can be compounded by experiences of marginalisation

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The psychological impact of a neonatal stay

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The psychological impact of a neonatal stay

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The Psychological Impact of a Neonatal stay

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App has helpful step-by-stage age-specific walkthrough tours to support with making plan in preparation for procedures (tailored to different hospitals, e.g. useful if you are working with a GOSH patient who might be having surgery elsewhere)

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We believe that by providing engaging, interactive and age-appropriate content designed to psychologically prepare and support families throughout healthcare interactions, we can improve healthcare experiences and health outcomes for all.

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Little Journey supports children and their families before, during and after healthcare interactions, reducing anxiety and improving health outcomes

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Preparation books for going to hospital (outpatient and inpatient), having surgery or a blood test

Communication tools

Certificates

Reward charts

Timetable

Hospital passport

Social stories for blood tests, MRI scans, surgery, X-ray, going to hospital and vaccinations

End of life resources including heart-shaped notes, gratitude tree, stars of support, memory jar, what makes me feel safe worksheet, balloons of comfort, and feelings garden

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Starlight is the national children’s charity that exists to champion the importance of play and defend every seriously ill child’s right to it.

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A series of videos created for neonatal healthcare professionals exploring topics such as FICare delivery and health inequalities.

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Laboratory tours for children and becoming 'Trainee Scientists'

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See this link for more child friendly neuro-onc resources; Resources – Little Brainstrust

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Six different types of boxes available including sensory distraction, play essentials, build & feel, active gaming, baby and play well.

Box applications close on the 14th each month.

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Starlight is the national children’s charity that exists to champion the importance of play and defend every seriously ill child’s right to it.

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Accessing healthcare as a neurodiverse child - Insights on what might help

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Accessing healthcare as a neurodiverse child - Insights on what might help

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Accessing healthcare as a neurodiverse child: Insights from 158 families

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We surveyed caregivers across the UK to explore the differing needs of neurodiverse and neurotypical children within hospital settings. Read the full stats.

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An independent review of disagreements that arise in the care of critically ill children in England.

https://www.nuffieldbioethics.org/publication/independent-review-disagreements-in-the-care-of-critically-ill-children/

https://www.gov.uk/government/publications/disagreements-in-the-care-of-critically-ill-children

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This new palliative care framework moves away from a list of specific conditions, and instead proposes a model that recognises the inherent uncertainty present in the care journey for so many babies and their families. The document outlines an integrated framework of perinatal palliative care which is appropriate for all instances where there exists uncertainty about a baby’s outcome. This model emphasises that palliative care is not synonymous with end-of-life care but rather represents an active and total approach to care which can be delivered from the point of diagnosis and alongside treatments directed at survival. It includes symptom management and parallel planning, but also empowering parents to be involved in the care of their baby and in decisions.

https://www.bapm.org/resources/palliative-care-in-perinatal-medicine-framework

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How to talk about children's Palliative Care

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How to talk about children's Palliative Care

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This guide explains how to talk about children’s palliative care to non-experts: the general public, families, other health teams.

https://heard.org.uk/articles/childrens-palliative-care-project-page/

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Guide to talking about end of life issues with young adults with life-limiting conditions

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Guide to talking about end of life issues with young adults with life-limiting conditions

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This guide aims to support professionals to improve quality of life and provide peace of mind for young people and their families, by sharing insights from young people themselves and their families about discussing the end of life. The guide describes feelings they experience when having conversations on this sensitive subject and gives ideas about how to approach it. It also aims to be a useful prompt that young people can use to broach the subject of end of life planning with family, friends and professionals.

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Guide to talking about end of life issues with young adults with life-limiting conditions

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Guide to talking about end of life issues with young adults with life-limiting conditions

# data[].attributes.body
This guide aims to support professionals to improve quality of life and provide peace of mind for young people and their families, by sharing insights from young people themselves and their families about discussing the end of life. The guide describes feelings they experience when having conversations on this sensitive subject and gives ideas about how to approach it. It also aims to be a useful prompt that young people can use to broach the subject of end of life planning with family, friends and professionals.

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NICE Guideline: End of life care for infants, children and young people with life-limiting conditions

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NICE Guideline: End of life care for infants, children and young people with life-limiting conditions

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This guideline covers the planning and management of end of life and palliative care for infants, children and young people (aged 0 to 17 years) with life-limiting conditions. It aims to involve children, young people and their families in decisions about their care, and improve the support that is available to them throughout their lives.

https://www.nice.org.uk/guidance/ng61

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The Body Scanner! Mindfulness for Children

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Phénylcétonurie - Association Les Feux Follets

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PKU Kids video - Phenylketonuria explained to children

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Goals in Therapy - The Goal-Based Outcome (GBO) Tool

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Goals in Therapy - The Goal-Based Outcome (GBO) Tool

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Working with goals is a collaborative process, best done within a shared decision-making framework. If we listen well to our clients, their goals emerge from the stories they tell us about their lives, their difficulties, and things they would like to be different. Listening to these stories is part of what we all do in good, everyday therapeutic or clinical conversations. Using the GBO is a small step beyond usual clinical practice where, once the goals have emerged from conversation, we might help the client shape them, agree them together, and write them down to check we have both understood them. Once agreed we can be curious about where the client feels they are at in their journey towards making the changes in their lives that are important to them.

The Goal-Based Outcomes (GBO) tool is a simple and effective method to track and measure progress and outcomes of an intervention. It is one of the most widely used tools across mental health settings. The GBO grew out of mental health and can be used in any setting that is change-focused and goal-oriented, including physical health, high performance environments and sport.

The tool tracks what is arguably the most important thing to measure in any intervention: "Is this helping you make progress towards the things that you really want help with?"

The GBO is currently available in 9 different languages. If you want to help translate the GBO tool into another language please get in touch .
Download the GBO Tool with Guidance Notes

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Working with goals is a collaborative process, best done within a shared decision-making framework. If we listen well to our clients, their goals emerge from the stories they tell us about their lives, their difficulties, and things they would like to be different.

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The GBO tool is a way of evaluating progress towards goals in clinical work with children, young people, and their families and carers. The GBO compares how far a child or young person feels they have moved towards reaching a goal that they have set for themselves at the beginning of an intervention, on a scale between 0 and 10.

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GBOs compare how far a child or young person feels they have moved towards reaching a goal that they have set for themselves at the beginning of an intervention

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Did you know that poor pain management is almost ALWAYS behind the freakout?!

The Meg Foundation gives kids, parents, and caregivers science-backed superpowers to help manage the pain experience and fend off any freakout monsters in the process.

To get started, tell us how it hurts:

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Did you know that poor pain management is almost ALWAYS behind the freakout?! The Meg Foundation gives kids, parents, and caregivers science-backed superpowers to help manage the pain experience and fend off any freakout monsters in the process. To get started, tell us how it hurts:

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Did you know that poor pain management is almost ALWAYS behind the freakout?!

The Meg Foundation gives kids, parents, and caregivers science-backed superpowers to help manage the pain experience and fend off any freakout monsters in the process.

To get started, tell us how it hurts:

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Did you know that poor pain management is almost ALWAYS behind the freakout?! The Meg Foundation gives kids, parents, and caregivers science-backed superpowers to help manage the pain experience and fend off any freakout monsters in the process. To get started, tell us how it hurts:

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A book explaining enzyme replacement therapy using a 'Treetop Toy' analogy to treat metabolic conditions

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This hardback activity book offers invaluable practical and sensitive support for bereaved younger children. Beautifully illustrated, it suggests a helpful series of activities and exercises accompanied by the friendly characters of Bee and Bear.

The book offers a structure and an outlet for the many difficult feelings which inevitably follow when someone dies. It aims to help children make sense of their experience by reflecting on the different aspects of their grief. At the same time, the book manages to find a balance between remembering the person who has died and having fun.

Price includes P&P costs.

We can only ship to addresses in England, Wales and Scotland. If you're in Northern Ireland, please email us on info@winstonswish.org and we can process your order separately.

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Muddles, Puddles and Sunshine - Activity book for grieving children

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This illustrated activity book offers invaluable practical and sensitive support for bereaved younger children. Muddles, Puddles and Sunshine suggests a series of activities and exercises to help children let out their feelings and remember the person who died. Written by childhood bereavement charity Winston's Wish.

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Free games and tools for young people to explore grief

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Free games and tools for young people to explore grief

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Apart of Me is a safe space for young people grieving someone they love.

Our free game and tools help you explore your grief, your way.

Everything we make is co-designed with young people, because you know what helps.

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Apart of Me | Helping young people cope with grief

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Apart of Me is a multi-award winning charity registered in the UK but with a global reach, giving millions of young people grief support. Our aim is to prevent mental health problems developing as a result of grief and trauma. We blend cutting edge design with world-leading clinical expertise, and we co-design all our products and services with young people, ensuring their effectiveness.

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UK Training Centre for Narrative Therapy

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UK Training Centre for Narrative Therapy

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Archives of teachings that happen weekly

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Friday Afternoon Videos Archives - The Dulwich Centre

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From 1983 onwards, Dulwich Centre was known for holding free events on Friday afternoons. These ‘Friday Afternoons at Dulwich’ would begin at 4.30pm so that people dropped by on their way home after the working week. They always consisted of a good speaker sharing some aspect of their practice that was currently intriguing and challenging to them and this was then followed by discussion and drinks! Now, on Friday afternoons we are placing up on this website a video, maybe an audio recording, or a link to something very interesting. Of course, you can view this wherever you are in the world at a time that suits you, and then contribute to the discussion and debate. We are delighted that this new momentum of online discussion is continuing the ‘Friday Afternoons at Dulwich’ tradition. We will welcome your suggestions as to topics that we could cover and if you come across particularly interesting video or audio recordings please let us know c/o dulwich@dulwichcentre.com.au We are also in the process of working out possibilities for translating the transcripts of Friday Afternoons into a range of other languages. Disclaimer: Please note that the views expressed in Friday Afternoons videos and forums are those of the presenters and forum participants and do not necessarily reflect the views of Dulwich Centre Publications or Dulwich Centre Foundation. Dulwich Centre Publications and Dulwich Centre Foundation does not accept responsibility for them. Nor can we accept responsibility for the effects of using the ideas shared in these presentations in your own contexts. Watching these video presentations is not a substitute for training or supervision in narrative practice, both of which we thoroughly recommend.

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Home of Narrative Therapy

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Welcome to the Dulwich Centre. A gateway to narrative therapy and community work.

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The most frequently used narrative maps for therapy

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32 steps to eating SOS course handout (1)

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NHS Eating Difficulties and ASD for parents and carers

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Book for younger children with lysosomal storage disorders 

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Book for younger children with lysosomal storage disorders 

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The book is suitable for younger children to explain lysosomal storage disorders (LSDs) which is an umbrella term for a group of metabolic conditions. The metabolic CNS team kindly gifted us a few in case this helps with our outpatient work and we can give them out to children or their siblings for them to keep. The book is quite general about LSDs given each condition within this umbrella is very rare, so you may need further handouts to explain a specific condition and symptoms. This website is best for condition-specific understanding: https://metabolicsupportuk.org/information-and-advice/az-of-imds/ or our disease library on the shared drive: I:\Psychological Services\Metabolic Psychology\Disease Library

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Made by Rachel

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Made by Rachel

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Made by Rachel

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Made by Rachel

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Made by Rachel

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Printable Do Not Disturb Sign for sessions

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Printable Do Not Disturb Sign for sessions

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Talking to Children about Life-Limiting Illness - for Parents

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Talking to Children about Life-Limiting Illness - for Parents

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Leaflet made by Rachel

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Talking to children about their life-limiting illness

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Parenting a Child with a Health Condition - self-care guide (with a section on preparing for admissions)

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Parenting a Child with a Health Condition - self-care guide (with a section on preparing for admissions)

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Created by Fadila

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Parenting a child with a health condition- self-care guide (with section on preparing for admissions)

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Parenting a Child with a Health Condition - self-care guide

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Parenting a Child with a Health Condition - self-care guide

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Created by Fadila

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Parenting a child with a health condition- self-care guide