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Togetherness, the NHS team raising awareness and sharing relationship-focused information about emotional health and wellbeing through accessible training and learning.

Emotional resilience for the everyday

Accessible, evidence-based tools from children's and adolescent mental health experts to support all parents and families to help raise confident, kind, resilient people who can thrive in our changing world.

Togetherness is the new home of the Solihull Approach, a trusted model for raising emotional wellbeing and resilience, developed by Dr Hazel Douglas MBE, Clinical Psychologist and Child Psychotherapist, and her team as an integrative framework that has delivered more than 25 years of impact for families and also practitioners.

Togetherness online learning pathways for parents and families

Bitesize learning pathways written for parents to build confidence for raising kind, emotionally aware, resilient children who can thrive across all walks of life. Tailored journeys bring psychology and experience together to share proven theories and tested ideas for meaningful change in relationships for happier family lives. You will find pathways for:

Join the growing number of people benefiting from Togetherness. Contact us to learn more about training, resources and accreditation.

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Emotional resilience for the everyday Accessible, evidence-based tools from children's and adolescent mental health experts to support all parents and families to help raise confident, kind, resilient people who can thrive in our changing world. Togetherness is the new home of the Solihull Approach, a trusted model for raising emotional wellbeing and resilience, developed by [...]

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Family Hubs. Advice Line weekdays 10am-4pm 0800 538 5458

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Family hubs in Devon - Devon County Council

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Contact family hubs for advice and support, or just someone to talk to. Family hubs help you find the right help, in the right place, at the right time.

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Course free with code TAMAR

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Home > Learn Learn Find your pathway to better emotional health Follow a step-by-step learning journey to build emotional health, resilience and confidence. The evidence-based Solihull Approach model that underpins the bitesize topics has been tested by researchers as well as hundreds of thousands of parents to give you confidence it will make a positive […]

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Welcome to DiAS Devon Information, Advice and Support Here at DiAS we have a dedicated team offering legally-based and easily accessible information and advic

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Mrs Dudytsch is our Family Support Advisor and is in school every day.

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Devon Forces Family provides information for anyone who has ever served in any branch of the armed forces and is now living in Devon, or is planning to move here.
If you have been affected as a result of the news surrounding Afghanistan, you can find support available here.

Support is available for all members of the military community, including people getting ready to leave the forces, recent service leavers, older veterans and family members. This also includes members and ex-members of the Royal Fleet Auxiliary who are now recognised as part of the Royal Naval Service. This site has been designed to help you navigate that support and find the help you need quickly and easily. Here you'll find information about national services and local support in Devon, Plymouth and Torbay.

Use the buttons below to find the help you need.

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Devon Forces Family provides information for anyone who has ever served in any branch of the armed forces and is now living in Devon, or is planning to move here. If you have been affected as a result of the news surrounding Afghanistan, you can find support available here.

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Home-Start works in British Forces bases in Cyprus as well as with families in bases, garrisons and barracks in the UK.

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Being a young carer can be rewarding but we know it can also feel tough. Find out what support you can get and the places you can go to to get help.

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Young carers - Devon Safeguarding Children Partnership

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A young carer is a person under 18 who provides or intends to provide care for another person. This can relate to care for a family member or friend of the family who is physically or mentally ill, frail elderly, disabled or misuses alcohol/ substances.

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Young carers - Children, families and education

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Support is available to people under 18 years old who provide care for another person

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If you, or a member of your family have a learning disability, Mencap may be able to send you free energy saving items (while stocks last).

The items, funded by British Gas Energy Trust, are only available to people who contact the Learning Disability Helpline for energy and money advice.

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Information and advice and support about food, energy and money management for people with a learning disability.

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Being a parent or educator in the digital age can be challenging. Here are some tools and advice to help you keep children and young people safe from online harms like grooming, pornography and bullying.

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ADHD is the most common neurodevelopmental disorder in childhood, affecting around five per cent of children and about two and a half per cent of adults worldwide. There's a common stereotype of a boy running around the classroom, but ADHD is actually much more complicated. And, often, more problematic than that. As well as being an issue itself, ADHD has been proven time and time again, to be a risk factor for issues with mental health. As well as educational and employment problems in later life. As well as other issues, such as substance abuse and getting into trouble with the authorities. In our course-

Understanding ADHD- we cover four broad areas: One, what is ADHD? What do we mean by symptom? And, what's a disorder? Two, what's it like to live with ADHD? Three, what do we know about the causes or risk factors, both genetic and environmental? And four, treatment- both pharmaceutical and non-pharmaceutical. Many of our students are teachers, educators more generally, or parents themselves. And, consequently, we have included practical, evidence-based content throughout this course. So, alongside the latest research, we'll also follow the journey of several families who have children with ADHD, who join us to speak about when they first realised something wasn't right, right through to diagnosis and treatment. We also speak with a number of professionals who work with children with ADHD.

And when you hear these stories, you'll see that it's clear that whilst we are making progress, there's still some room for improvement. And we'll also address some of the controversies of ADHD. Like, why medication is often the go-to treat. The issue of side effects and the role of diet. So, join us over the next four weeks, as we take an evidence-based, practical tour through ADHD.

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Understand ADHD - Online Course | King's College London

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Explore the latest research about ADHD including ADHD diagnosis, treatment and ADHD symptoms with this online ADHD course from King's College London.

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Sadly we are unable to maintain the course for free, due to funding. The cost of the course is kept at a low level of £5. There is a 25% discount for non-profit organisations (charities, schools, government, etc). For bulk orders and group pages please contact hello@xeleratelearning.com

£5.00. This course was funded by the Home Office Early Intervention Fund.
Who is this course for?
Practitioners, professionals and volunteers who work with children, young people and their families.
How do I access the course?
You can access the course by clicking the link on the right hand side. You can use the course on a PC, or mobile device.
Will I get a certificate?
Yes, you can download your certificate if you answer 90% of the 'Knowledge Check' questions correctly.

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What is Family Learning?

If you are a parent, grandparent or carer of pre-school or school age children, Family Learning is for you. Family Learning is fully funded so no cost to you.

How does your child learn English, maths, science and languages at school? Family Learning takes the mystery out of today's teaching methods so you and your children can enjoy learning together.

Do you enjoy being creative with your child? We offer themed crafting activities which are not only fun but help to improve well being and social and practical skills.

Ever considered a cooking on a budget course? We help you to be more savy with your shopping budget and cook a meal to take home with your child.

Want to focus on life skills with your child? We offer baby massage and family first aid and so much more......
Where can you access Family Learning?
Family Learning delivers free courses in:

· Local schools

· Children's centres

· Community venues across Plymouth.

· OCSW venues including Hyde Park House and Tothill Community Centre

To find out if there is Family Learning happening in a venue near you, or if you would like to run Family Learning in your venue call 01752 660713 or email: info@oncoursesouthwest.co.uk

Courses are designed to help benefit parents, grandparents and carers in a way that:

· helps them to understand the school curriculum

· supports children's learning by improving practical & social skills

· supports their own wellbeing, confidence and development

· contributes positively to the family home

· supports them to meet people in a similar situation.

Click the button below for more information.

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Free family learning activities. Includes Crafts, Maths, English, Science, languages, cooking, budgeting, first aid and BSL. - On Course South West

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What is Family Learning? If you are a parent, grandparent or carer of pre-school or school age children, Family Learning is for you. Family Learning is fully funded so no cost to you. How does your child learn English, maths, science and languages at school?

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ADHD and What I Would Tell #MyYoungerSelf | Michael Phelps

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By Amanda Morin

Some of the biggest names in movies, music, and sports are people who struggled in school with learning and thinking differences. Here are a number of the celebrities who found their passion and overcame their challenges.

Whoopi Goldberg (dyslexia)

Long ago, before Whoopi Goldberg was diagnosed with dyslexia and before she knew how common this learning difference is, kids in school called her "dumb." But her mother told her not to listen to them. Her mom told her she could be anything she wanted to be. Goldberg believed her and grew up to become a comedian and talk-show host - and one of only about a dozen people to have won a Grammy, an Academy Award, an Emmy, and a Tony Award. She says that thinking differently has been a factor in helping her succeed.

Daniel Radcliffe (dyspraxia)

As the star of the Harry Potter movies, actor Daniel Radcliffe can be seen zipping around on his broomstick and saving the day during Quidditch matches. In real life, he has dyspraxia, or developmental coordination disorder (DCD), which can make it difficult for him to tie his shoes. Handwriting also continues to be a challenge. He was 9 when his mother encouraged him to audition for a play. "I was having a hard time in school," he said. His mom thought acting would boost his confidence. She was right!

Steven Spielberg (dyslexia)

Legendary film director Steven Spielberg wasn't diagnosed with dyslexia until he was in his 60s. School administrators thought he was lazy. He was bullied by classmates, and his troubles in school played a part in his career. Not only did making movies give him a place to channel his energies, but feeling like an outsider helped him co-write The Goonies, a hit movie about a quirky group of friends who didn't quite fit in at school. He said finding out as an adult that he has dyslexia was like "the last puzzle piece to a great mystery that I've kept to myself."

Justin Timberlake is many things. He's a singer-songwriter, actor, and entrepreneur. He's also one of the many adults - and musicians - in the U.S. who have ADHD. Early in his career, Timberlake co-starred on Disney's All New Mickey Mouse Club with Ryan Gosling, who as a child was diagnosed with ADHD and was bullied before he became a Mouseketeer and movie star.

Cher is an Academy Award‒winning actress and Grammy-winning singer. But she struggled in school with undiagnosed learning differences. "I couldn't read quickly enough to get all my homework done and for me, math was like trying to understand Sanskrit," she wrote in her autobiography The First Time. "The only way I learned was by listening to the teachers in my classroom." She didn't find out about her dyslexia until years later when she took her child to get evaluated for learning and thinking differences.

Octavia Spencer (dyslexia)

Octavia Spencer has won an Academy Award and a Golden Globe for her acting. She's also a children's author who knows what a challenge reading can be for some kids. That's because Spencer has dyslexia. She vividly recalls how scared she was as a child when she had to read aloud in class. "I was paralyzed with fear because I kept inverting words and dropping words," she has said. However, she stresses that dyslexia shouldn't prevent kids from pursuing their dreams. "[It] doesn't really mean that you're not intelligent - it just means that your brain functions differently," she has said.

Former NFL quarterback Tim Tebow has dyslexia. His father and brother do, too. Learning differences can run in families. He was diagnosed in elementary school and found ways to work around his reading difficulties. Tebow is one of many NFL players who have been open about their learning and thinking differences. "It has to do with finding out how you learn," he said. "I'm not somebody that opens a playbook and just turns and reads and reads. So I just made flashcards. I take each one, and then boom, when I'm traveling, I just flip through it. That really helped me. Writing it down, flipping through and quizzing myself, that was a great way for me to do it."

Henry Winkler (dyslexia and math issues)

Keira Knightley (dyslexia)

After Keira Knightley was diagnosed with dyslexia at age 6, she used her love of acting to help motivate her to read. Knightley struck a deal with her parents that if she worked on her reading every day, they would agree to hire her an agent. The Pirates of the Caribbean star made good on her half of the bargain, using movie scripts to practice reading. She went on to become one of Hollywood's highest-earning actresses.

Anderson Cooper (dyslexia)

CNN news anchor Anderson Cooper hasn't let dyslexia stand in the way of his success. He also won't allow his reading issues to stand in the way of his love for books and literature. His own book, Dispatches from the Edge: A Memoir of War, Disasters, and Survival, was on the New York Times best-seller list.

Celebrity chef Jamie Oliver has built an empire with his best-selling cookbooks, prime-time TV shows, restaurants, and cookware. He also has dyslexia and said he didn't finish reading his first book until he was 38. " I get bored easily," he said. But the sci-fi sequel to The Hunger Games managed to keep him engaged. "I read Catching Fire. I loved disappearing into a story."

Award-winning TV journalist Lisa Ling struggled in school from the time she was a child all the way through college. She eventually dropped out of college, went on to become a producer, special correspondent and, eventually, an investigative journalist with her own show. While reporting on ADHD, she discovered that her own struggles are because she, too, has ADHD. It was a relief and allowed her to look at herself in a new way. "In a strange way I do feel like it has helped me. I can hyperfocus on things that I am excited and passionate about," she has said.

About the author

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Celebrities With Dyslexia, ADHD, and Dyscalculia

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Some of the biggest names in movies, music, and sports are people who struggled in school with learning and thinking differences. Here are a number of the celebrities who found their passion and overcame their challenges. Whoopi Goldberg (dyslexia) Long ago, before Whoopi Goldberg was diagnosed with dyslexia and before she knew how common this learning difference is, kids in school called her "dumb."

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Did you know these 9 famous people are dyslexic?

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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The UK Safer Internet Centre is a partnership of three leading online safety organisations - SWGfL, Childnet International and the Internet Watch Foundation. It’s co-funded by the European Commission and has three main functions: an Awareness Centre, a Helpline and a Hotline.

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Connecting Safely Online matters to all young people, especially those with SEND, and with their help, and in collaboration with Youthworks & Facebook, we've created advice to make their time connecting with others safer.

Visit advice hub

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Information, Advice and Support to Keep Children Safe Online

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Working with online safety experts, we're here to guide you through the many issues children can experience when using the internet

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Our bereavement charity aims to ensure that children, young people, and their parents/carers in Plymouth and the immediate surrounding area have support at a sad and difficult time.

This may be because a loved one has died or a significant person has a terminal illness. Our work is centered around grieving children, young people and their families and we always aim to do our best to help them through a difficult and uncertain time.

Families need support at different times and may be facing lots of challenges. We are respectful of each child and their family's individual experiences and circumstances. We will be creative in our work and strive for excellence in all areas of the charity.

Copyright © 2023 Jeremiahs Journey. All rights reserved. Registered Charity in England & Wales. Registered charity number: 1144431 and company no. 07517748. Web design by Matrix

We use cookies to ensure that we give you the best experience on our website. We use cookies. Accept Find out more

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Children's Bereavement Charity | Jeremiah's Journey, Plymouth

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We support grieving children & their families to help them through difficult times. Our bereavement charity is based in Plymouth, Devon.

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We're here to help you no matter how long you've been grieving. Learn more about our different bereavement support services here.

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We help children, young people, parents, and families to rebuild their lives when a child grieves or when a child dies.

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It can be extremely difficult when you lose someone you knew. Whether you've lost a family member, a friend, or a pet, you may feel a whole range of emotions. Grief is an emotional response to this loss, and is a process rather than an event. It may affect how you feel physically, mentally and socially.

You might be grieving because of:

the death of a family member, like a parent, grandparent or sibling

the death of a friend, or someone you knew at school

the death of someone by suicide

a change in a relationship

an illness of someone close to you, like cancer or dementia

the loss of a relationship, like someone moving away or no longer being in your life regularly

the loss or death of a pet animal

Whoever you have lost, you need time and space to grieve and come to terms with their death.

Our Activists share their experiences of grief:

There's no right or wrong way to grieve. You might feel angry, sad or depressed, or even guilty or relieved. You might be numb and not feel anything. The way you grieve might be influenced by your culture, beliefs, or how your family and community understand loss. How you react might be different to how other people around you react. You might not feel anything for a while, and may experience delayed grief. There might be some occasions when you are expecting it, like when you experience one of many 'firsts', such as your first Christmas without that person. Or these feelings might catch you unaware sometimes. Grief can come up at any time.

It takes time to work through grief and it's best not to do it alone. Sometimes you might be surprised by feelings of sadness when you don't expect them - or you might keep worrying about other people's health, or your own. These feelings are all normal. Most of us get through with the support of family and friends.

If you're struggling to come to terms with a death, finding daily life hard and things don't seem to be getting any better, it can help to talk to someone. Tell a trusted friend, family member or teacher how you're feeling. If you're feeling very worried, you can talk to your GP about counselling and professional support.

It can be normal to feel guilty. But remember, the loss you have experienced is not your fault. And if you stop feeling sad or in pain, it does not mean that you don't care enough. You are allowed to move on in your life, and it is not a sign that you don't care enough for the person you have lost.

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How To Deal With Grief and Loss | Mental Health Advice

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It can be extremely difficult when you lose someone you knew. Whether you've lost a family member, a friend, or a pet, you may feel a whole range of emotions. Grief is an emotional response to this loss, and is a process rather than an event.

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A PARENT'S GUIDE

If your child is making the switch from primary to secondary school, it's important to understand what challenges they may face online and how to support them, see our guide to do just that.

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If your child is making the switch from primary to secondary school, it's important to understand what challenges they may face online and how to support them, see our guide to do just that.

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Moving up! The transition to secondary school

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This animation and accompanying teacher toolkit is aimed at supporting pupils who have recently started Year 7, or are due to start soon.

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Our dedicated sleep service is here to help.

Alongside our Sleep Tips booklet and relevant guides, we also offer one-to-one support. This involves completing an application form for your child and two weeks' worth of sleep diaries which we'll send out to you as long as you come under our criteria for support.

If you need one-to-one support and are a parent/carer or a professional referring a family with their consent to having sleep support, please click the button below to contact the sleep service.

If you have a question or query about our services please email us at [email protected].

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Sleep tips Our Sleep Tips booklet introduces and explains different techniques for you to try that may improve your child's sleep. It covers ten main topics including bedtime routines, daytime napping, comfort objects and moving bedtime backwards or forwards. It gives lots of illustrated hints and tips for putting the...

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With your help, we can keep offering free support to those who need us.

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Our Sensory world

As well as bladder and bowel function, and development, it is often very useful to consider how sensations affect a child's response to using the toilet.

When we think of how children understand their world, this includes understanding the impact of their sensory experiences. As they grow they experience a wider world, including nursery school, wearing pants and going to bathrooms. How they perceive and understand sensations may influence the strategies needed to help children learn to use the toilet. This can affect many children, and especially those with developmental difficulties or with autism.

We experience ourselves and the world around us through our senses. Most people have the ability to filter out a great deal of the sensory information they receive. Children often cannot do this so well, and can become easily overwhelmed.

We have emotional reactions to sensory experiences, and these may be influenced by memory and imagination as well as the physical sensations. There are some sensory experiences which we may love, such as the feel of being stroked, or looking at a flower, whereas there may be others which we dislike, such as the sound of fingernails on a chalkboard or a particular taste such as sprouts! We all appreciate sensory experiences differently, with often individual emotional reactions and memories.
Adjusting the sensory input can make a difference for many children to help them to learn toileting skills. As children grow they often learn to adapt and become comfortable to the sensations they experience.
Sensory information

This is received from our sensory organs and gives us information about our world. The sensory systems include: touch, balance, body position, vision, hearing, taste and smell.

Other sensory information is also received from our internal body organs including bowel and bladder awareness, which affects the ability to learn continence.

Our responses to sensory information may be affected by a range of factors; including our previous sensory experiences or how alert or stressed we are, and maturity.

Sensory problems

Increased sensitivity:

Some children may be especially sensitive to the sensations they feel, and find them upsetting. They may perceive certain noises as unbearably loud, and touch may feel painful. This can lead to children avoiding sensory input they find upsetting.

Reduced sensitivity:

This is where sensation may be reduced and the child doesn't appear to register it. Some of these children may try to actively seek sensory input; these children often rock, spin or slap their hands to stimulate themselves with increased sensory sensation.

These different reactions can vary across the senses, meaning they crave input from one sense but actively avoid it in another.

Sensory aspects of toileting

Toileting, like eating, is an extremely sensory experience. Many children find that bathrooms and toilets are upsetting or scary.
They may have difficulties in understanding the sensations experienced by their own body, and knowing how to react to them.
It is useful to look at the different sensory experiences a child has and try to analyse and understand which aspects are causing difficulty. This helps in appreciating a child's perception and difficulties, and to create an environment where the child feels more relaxed, secure and comfortable.
Touch:
Touch provides information about the sensations we feel on our skin and about the objects and textures we come into contact with. Children will feel surfaces as hard or soft, hot or cold, rough or smooth. The hands and genitals have high numbers of touch receptors, so are especially sensitive.

Children who are sensitive to touch may not like sitting on toilet seats, which may feel hard or cold. They could be upset by feeling wee or poo on their hands or body, and feeling splashes of water from the toilet. They may not like the sensation of toilet paper or wipes, solid or liquid soaps. Touch and contact with bathroom furniture and flooring may also affect them.

Children who have reduced sensation may not notice when they are wet or soiled, and may enjoy the extra tactile experience from playing with their poo. They may like the feeling of wee and poo in their pants or nappy, or the contact provided by wearing a nappy. They may like exploring the sensations gained from playing with bathroom products.
Balance:
The balance system gives information about movement and where our body is in space.
Children who are upset by balance sensations may feel unsteady on the toilet, particularly if their feet can't reach the floor. The memory of previous experiences of feeling unstable can continue to affect their confidence. Some children may find an open space or gap at the side of the toilet affects their position sense, and they may feel more secure in toilet cubicles with walls on either side. The reflections from tiling or mirrors or changes in floor surfaces may make them feel unsteady.

Children who have reduced sensation or sensory seekers may feel a need to rock to stimulate their balance system, and find it difficult to sit still on the toilet.

Body awareness (Proprioception):

This sensation tells us where our body is in relation to the world around us, helping us know which parts of our body are moving and allowing us to control movements without looking. It also gives information about the pressure needed to manipulate objects.

Children who have increased awareness may have more sensation from sitting on the toilet, and they may be aware of the contrast of the hard toilet seat and the space inside. They may find these feelings uncomfortable or even painful.

Children who have reduced sensation seek increased stimulation and may enjoy the deep pressure they get from wearing a nappy. Nappies and tight clothing may increase the awareness of their body position and help coordinating movement. They may be unsure of their position on the toilet, or where to put their feet. Some children may try to feel their body better by pushing themselves back to feel the toilet cistern behind them.

Children often find wiping themselves difficult. This can be linked with difficulties in coordinating their movements and using the right amount of pressure to clean themselves.
Vision:
Sight provides information about objects and people around us, enabling us to define the boundaries of things we can see.
Children who have increased awareness of visual stimulation or sensory avoiders may struggle with the confusing amount of visual input in a bathroom. This can come from bright lights, reflections from tiling, mirrors, windows and bathroom fitments. They may be overwhelmed by the range of colourful toiletry products, towels or patterned flooring. This visual input may be distracting and sometimes cause anxiety and distress.

Children who have reduced awareness or sensory seekers may struggle with distinguishing what it is they are supposed to be focusing on in the bathroom, or may be actively seeking reflections or bright lighting.
Hearing:
Hearing provides information about whether sounds around us are loud, soft, high, low, near or far.
Children who are very sensitive to sound may struggle with the variety and volume of sounds within a bathroom. These include echoes, running water, flushing toilets, fans, etc. Some children may find the sound of wee or poo landing in the toilet worrying. Hand-dryers can be particularly difficult for many children, and can feel like a loud and painful sound. Toilets and bathrooms are often echoing places, especially in larger school and public toilets.

Children who have reduced sensation or are sensory seekers may be unaware of or actively seek out some of the sounds within the bathroom. They may enjoy the sound of the toilet flush, and they may want to play with this rather than using the toilet. Some may enjoy the noises that may echo in a bathroom.
Taste and smell:
This provides information about different types and varieties of smell; many of which are present in different bathroom products. The experience of smell is often an emotional experience and very individual.

A child who very sensitive may find certain smells unpleasant or distressing. These smells could include wee and poo, their own or other people's. There are often strong perfumes in toiletries and cleaning products and these can be overwhelming, especially in a small bathroom.

Children who have reduced sensation or sensory seekers may not notice the smell of wee or poo if they are wet or soiled. Some may actively seek out strong smells, and sniff or play with bathroom products. They might enjoy the smell of poo, and may explore this by smearing poo.
Body signals (Interoception):
There are receptors located throughout the inside of our body, which gather information from the body and send it to the brain. Our brain helps to make sense of these messages, and enables us to feel things such as a full bowel or bladder or if we are hungry or thirsty.

Many children may not notice these sensations, or may miss them completely. For some children, who get the sensations sometimes, they are more likely to be unaware of them if they are tired or getting sensory input from another source, such as a computer game, which can distract their attention.

The bowel and bladder are smooth muscles, and the sensory signals they send to the brain are like soft whispers in comparison to messages from other parts of the body.

Some children may seek increased sensation from their body, and gain a positive reaction to the feeling of a full bowel or bladder. Interoception is also linked to feeling our emotions.

How to help children with sensory needs:

It helps to understand a child's individual needs and create the right environment for them. Children often have different sensory needs, and it is helpful to explore a child's reactions to the different sensations they experience.

Consider ways to reduce a child's anxiety and help them to feel relaxed. Use distraction, stories, music, and a special toy.

Look at the environment and reduce stimulation the child finds upsetting.

If children need increased stimulation look at ways of providing this, or give alternatives.

Many children may benefit from a mixture of sensory inputs scheduled into their day.

How to adjust sensory input

Reactions to sensation can be affected by stress, previous memories and experience.
It can be helpful to build a scheduled mixture of sensory inputs into a child's daily routine. The aim of this is to help their nervous system feel better organised, and support with attention and performance through providing a mixture of calming, alerting and organising activities.
Calming
This is helped by activities to relax the nervous system, and reduce anxiety and sensory overload.
Examples include stress balls or fiddle toys, weighted mats, rocking chair, soothing smells, low level lighting, relaxing music, sleeping bags, blankets or cushions or deep pressure massage, and calming music.
Alerting
Activities to help with alerting the nervous system, with the aim of helping the child become more focused and attentive.
Examples include bright lighting, loud music, strong smells, messy play, running games, ball bouncing, trampoline or alerting sensory toys.

Ways to alter sensory inputs:

Tactile, balance and body position

Consider if the toilet seat is right, and if necessary experiment with an alternative shape or cover that gives a different tactile feeling. A padded seat may feel softer and warmer.

Consider the texture of toilet rolls or wipes and work out which the child is happy with.

Consider the temperature of the bathroom and how this might affect the toilet seat, floor and environment.

Provide toys and activities which offer extra tactile input if needed.

Build in more opportunity for movement activities, including bouncing on therapy balls, wheelbarrow walks, doing push-ups against walls or things that the child can fiddle with.

Consider increased experiences at other times to give more opportunity for movement, such as wobble cushions, beanbags.

Limited awareness of wee or poo in nappy or pants

Use a nappy liner pad/folded kitchen paper or pants worn inside the nappy to increase awareness of wetness

Limited awareness of body sensations - 'not feeling the need to go'

Use visual reminders, timers, phone alarms or a vibrating watch as an indicator to go to the toilet

For some children, letting them go without pants in the summer so they can see and feel when they have done a wee, and learn to connect this sensation with themselves

Positioning on the toilet and feeling secure

Use a foot stool (this is always a good idea!)

Use a toilet seat with a smaller hole, such as a children's toilet seat insert

Install a handrail, both sides if needed

Have feet marks on the floor or stool to show where the feet should go to help correct positioning

Use a lap-pad to increase body awareness (can help increase sensation from their legs through the pressure that's provided)

Use a rolled-up towel or a cut up foam swim tube behind them, to show them how far back they should sit, increase awareness and provide a feeling of security

Allow the child to squat on the toilet if that is the best position for them

Use a device that allows them to squat e.g. Squatty Potty

Flooring - impact on balance, vision or temperature

Cover tiled or patterned flooring with a non-slip mat

Avoid having too many changes or varieties in colour or texture

Anxiety about wee or poo touching or splashing on their body or clothes

Put a piece of toilet paper in the toilet before using it to reduce risk of splashes

Teach the child how far down to pull their trousers, pants or skirt

Child wearing disposable gloves to avoid contact with wee or poo

Using wet wipes for cleaning themselves (remember - most are not flushable!)

Wanting the sensation of wee or poo in nappy or pants as this gives increased tactile experience

Explore options to increase tactile sensory input in other ways, for example tightly fitting clothing or fiddle toys

Wanting the sensation of wearing a nappy - as it may be providing deep pressure

Allow the child to wear tight fitting pants, leggings or shorts, for some children you may need to do this over the nappy initially

Provide deep pressure in other ways - using weighted lap-pads or blankets, massage or tight clothing

Gradually reduce the tightness of the nappy as the child gets more confident

Bathroom environment

It is often important to try and create a low arousal environment so the child feels more safe and secure.
Sights:
For those upset by too much visual input:

Reduce the amount of visual information on the walls, and think about the need for calming colours for walls and towels

Reduce glare from lighting - small press-on lights or low wattage bulbs may be useful

Think about reflections, and whether mirrors need to be changed, covered or removed

Some children may wear sunglasses to reduce visual input and these may be useful in the bathroom

Reduce visual overload by putting toiletries or equipment in boxes or out of direct line of vision

For those needing increased visual input:

Bright lighting may be needed

Provide visually stimulating input for the child to see, such as charts, pictures, cartoons, sensory lights or ceiling mounted fiddle toys or mobiles!

Sounds:
The sound of the hand-dryer petrified him...until we realised that he never knew that it actually stopped ....explaining how it worked helped him understand and manage his fear - he then wanted to stay and count how long it lasted before stopping!

For those upset by too much noise:

Use ear-defenders, earplugs or headphones for accessing some bathrooms, particularly public toilets

Use curtains, mats or towels to reduce the impact of echoes in the bathroom

Putting a piece of toilet paper in the toilet prior to using it can decrease the sounds that weeing or pooing can make

Avoid or reduce the use of hand-dryers

If a child finds flushing distressing, try recording the sound of the flush, and using this to gradually desensitise them

For those who need increased sound input: Provide alternative things to provide auditory input if this is what the child is seeking, for example musical or other toys with interesting sounds

For repetitive flushing, include a visual cue for a single flush followed by a different enjoyable activity

Smells:
For those who are upset by smells:

Reduce smell input by using non-perfumed toiletries and cleaning products, and consider detergents used on towels

Use odour neutralisers

Install an extractor device and ensure good ventilation

Allow a child to take something they like with them to sniff to distract from other smells

For those wanting to experience and explore smells:

Increase smell input by using air-fresheners

Allow a child to have something with them to sniff to provide them with strong olfactory input, by using a wristband with perfume or essential oil or scratch-and-sniff stickers

Build in experience of olfactory stimulation in their daytime routine

Download print read version of Sensory Needs and Toileting Factsheet (PDF file)

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Our Sensory world As well as bladder and bowel function, and development, it is often very useful to consider how sensations affect a child's response to using the toilet. When we think of how children understand their world, this includes understanding the impact of their sensory experiences.

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1. Drink plenty

The most important way to maintain healthy bowels is to drink lots of fluids. Keeping well hydrated ensures poo stays soft and easy to pass.

Children should have at least 6-8 drinks a day, preferably of water or a water-based drink like well-diluted fruit juice or squash. 2-3 drinks of milk a day are fine as part of a balanced diet.

The size of the drink will vary depending on their age: a 120-150ml cup is about right for a two year-old and a 150-175ml cup for a four to five year-old. Avoid drinks containing caffeine like tea, coffee and cola, and sweetened and fizzy drinks.

2. Eat a balanced diet

Having a balanced diet that includes fibre from fruit, vegetables, cereals (like oats, wheat and bran) and wholemeal bread also keeps the bowels healthy.

Fibre helps to retain fluid in the poo, keeping it soft and easier to push out.

3. Keep active

Exercise sends blood to the gastrointestinal tract which helps move food waste through the bowels quickly and easily. Running around and playing will help keep the bowels healthy.

4. Get into a good toileting routine

Children who have poo problems often have trouble knowing when they need to go to the loo so it's important to get them into a good toileting routine.

This should involve sitting on the toilet at the same times each day, ideally 20-30 minutes after each meal. This makes the most of the natural squeezing that happens after eating. Your child should also go to the loo before bed.

Other tips for the toileting routine are:

Explain constipation to your child: This will help them to understand what's going on in their body and what needs to happen for them to get better. Take a look at our Poo and Wee section together and the books for children about poo problems available in our shop. Have a go at playing our poo game and singing Dr Ranj's Poo Song.

Get into position: When they're sitting on the toilet, make sure your child's feet are firmly supported flat on a box or stool. Knees should be above the hips in a secure position. You might need a children's toilet seat to help with this. Your child should lean forward slightly, rest their elbows on their knees and gently push out their tummy.

Make it fun! We need to relax to let the poo out, so distracting your child with toys, games and books whilst they're sitting on the loo can help. Keep these ready by the toilet, so they can sit for 5-10 minutes at a time.

Stay relaxed: Gently rocking forwards and backwards and massaging the tummy in clockwise circles can help.

Help the bowel muscles to push down: Laughing, coughing or blowing can help with this. Try blowing bubbles - then it's fun too!

Give lots of praise for sitting on the toilet regularly and getting into a good routine. Your child obviously won't poo every time they go, but they should be praised for trying. For some children, being rewarded for every small, achievable step can make all the difference, so have a 'goody bag' of little, inexpensive rewards or treats at the ready.

Keep a poo diary: This will help you record the different types of poo your child is doing and the time of day they do them (ideally the poo should look like a smooth sausage - Type 4 in the Bristol Stool Form Scale). By keeping a close eye on your child's poo habits, you'll be able to spot the signs of constipation early -download ERIC's Poo Diary to help track your child's pooing.

Be patient: It will take lots of practice to get the poo in the loo!

5. Don't forget the bladder!

The bladder and bowels are closely related. If a child is constipated their bowel may be so full of stools that it presses against their bladder and causes bladder problems such as urinary tract infections (UTIs), urgency and frequency during the day, and bedwetting.

See our section on bladder problems for more information on how to deal with daytime wetting and bedwetting .

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The most important way to maintain healthy bowels is to drink lots of fluids. Keeping well hydrated ensures poo stays soft and easy to pass. Children should have at least 6-8 drinks a day, preferably of water or a water-based drink like well-diluted fruit juice or squash.

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The occasional fry-up or alcohol binge is unlikely to give you anything more than a short-lived stomach upset. But overindulge too often and you could be storing up trouble for yourself. Here's a tummy-friendly diet to aim for.

Fill up on fibre to prevent constipation

It's a good idea to try to eat more fibre or roughage, as most people in the UK do not get enough. A diet rich in fibre can help digestion and prevent constipation.

Aim for the recommended dietary intake of 30g of fibre a day.

For a healthy bowel, you need fibre from a variety of sources, such as:

wholemeal bread

brown rice

fruit and veg

beans

oats

Some people find cereals and grains bring on bloating and irritable bowel syndrome. If that's the case, get your fibre from fruit and vegetables instead.
Find out how to boost your fibre intake

Drink plenty of fluids to aid digestion

It's important to keep drinking, especially water. It encourages the passage of waste through your digestive system and helps soften poo.

Fibre acts like a sponge, absorbing water. Without fluid, the fibre cannot do its job and you'll get constipation.

A good way to make sure you're getting enough fluids is to drink a glass of water with every meal. Avoid caffeine drinks as they can cause heartburn.
Learn how to choose healthier drinks

Cut down on fat for a healthy gut

Fatty foods, such as chips, burgers and fried foods, are harder to digest and can cause stomach pain and heartburn.

Cut back on greasy fried foods to ease your stomach's workload.

Try to eat more lean meat and fish, drink skimmed or semi-skimmed milk, and grill rather than fry foods.

Go easy on spice to avoid tummy troubles

Many people love spicy food and it does not bother their digestive system. Others find their tummy is upset when they have spicy food.

It's not just scorching hot foods like chillies that trigger heartburn. Milder but flavourful foods like garlic and onion can also bring it on.

If spicy foods give you heartburn, stomach pain or diarrhoea, go easy on them in future.

If you already have a problem like heartburn or an irritable bowel, avoid them completely.

Beware gut symptom triggers

Some people find particular foods cause them problems. Acidic foods, such as tomatoes, citrus fruits, salad dressings and fizzy drinks, can trigger heartburn, while wheat and onions may cause irritable bowel syndrome.

And if you cannot digest lactose, the sugar in milk, you'll develop wind and diarrhoea after drinking milk or eating dairy products, including cream, cheese, yoghurt and chocolate.

Try to stay away from foods and drinks that trigger your digestive symptoms. Keep a food diary to work out which foods cause your symptoms.

Choose the right drinks to ease digestion

Drinks with caffeine, such as coffee, colas, tea and some fizzy drinks, boost acid in the stomach, leading to heartburn in some people.

Fizzy drinks in general tend to bloat the tummy, which can also lead to heartburn.

To make digestive problems less likely, choose drinks that are not fizzy and do not contain caffeine, such as herbal teas, milk and plain water.

If you cannot do without your coffee or tea, limit your intake to 1 or 2 cups a day.

Try tummy-friendly yoghurt

Probiotics are so-called "friendly bacteria" that are also found naturally in the gut.

They have been linked to all sorts of digestive health benefits, including helping irritable bowel syndrome and traveller's diarrhoea.

You can take probiotics as supplements available from health food shops, or in live yoghurt, which is a good natural source.

You'll need to take them every day for at least 4 weeks to see any beneficial effect.
Find out more about probiotics

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The occasional fry-up or alcohol binge is unlikely to give you anything more than a short-lived stomach upset. But overindulge too often and you could be storing up trouble for yourself. Here's a tummy-friendly diet to aim for. It's a good idea to try to eat more fibre or roughage, as most people in the UK do not get enough.

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Tips for filling in the form on your computer

You will find it much easier to fill the form in on a laptop or desktop computer than on a mobile or tablet. Save the downloaded Word document to an area on your computer where you will be able to find it later.

Typing in your answers:

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When you've typed in your answer, you can use the Tab key to keep moving through the answers. Or you can use your mouse and double click in the next answer box.

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If you have any questions about completing this form please call us on 0330 0245 321 or email cfhd.devonspa@nhs.net

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Read about what happens after we've received the form(s).

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Referral forms - Children and Family Health Devon

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Filling in the forms Watch this video about filling in the forms. Or you can listen instead. We would prefer that you fill out the form on a computer. You will need Microsoft Word. (If you don't have Microsoft Word you can print the form out and fill it in by hand.

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SEND tips and advice - BBC Parents’ Toolkit - BBC Bitesize

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Activities, advice and personal stories about parenting and special educational needs and disabilities to help you support your family.

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All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

Some students with autism will be very driven by their particular skills and interests and if these are utilised appropriately, it will increase motivation and success in learning.

Some examples of strengths commonly associated with autism are:

Specialist knowledge in topics of interest

Exceptional memory for facts and figures

Very high level of motivation in topics and activities that are of interest

Ability to carry out tasks with a high degree of accuracy

Excellent attention to detail

Ability to follow instructions and rules very accurately when taught in the correct way

Exceptional skills in creative arts, such as Art and Music

Ability to see the world from a different perspective and so bring a different insight

Ability to bring an innovative approach to problem solving

Tendency to be honest and non-judgemental

Tendency to have a strong sense of loyalty in all social relationships

Unique sense of humour

Passionate about hobbies and interests

Enthusiasm for favourite interests with a drive to share this enjoyment with others

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Strengths and Skills in Students with Autism - Best Practice Resource

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All students, whether or not they have a diagnosis of autism have a unique set of skills, strengths and talents. When working with students with autism, it is particularly important to identify the student's strengths. This will be the key to unlocking their potential in engagement, learning and interaction.

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The Ordinarily Available Targeted Support Framework - Support for schools and settings

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The Ordinarily Available Targeted Support framework (under development) sets out:

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Devon’s Send Local Offer is here to help you find out about the support services available in Devon and how to access them.

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personal & social issues: self-awareness & self-esteem (children's / teenage)

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What to Do When You Worry Too Much: A Kid's Guide to Overcoming Anxiety (What-to-Do Guides for Kids)

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Buy What to Do When You Worry Too Much: A Kid's Guide to Overcoming Anxiety (What-to-Do Guides for Kids) Illustrated by Dawn Huebner, Bonnie Matthews (ISBN: 8601404200342) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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A Volcano in My Tummy: Helping Children to Handle Anger: A Resource Book for Parents, Caregivers and Teachers

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As a teacher, leader and teacher trainer, Paul has been working with the most difficult behaviours in the most challenging contexts for the last 30 years. Miraculously Paul studied at Homerton College Cambridge after countless attempts to sabotage his own education. Paul works across Local Authorities building relational practice in schools and Childrens' Services.

Paul fell in love with teaching while working as a Teaching Assistant at 19. Teaching inspired him. It still does.

Paul has advised the Department for Education on Teacher Standards, given evidence to the Education Select Committee and worked with the Ministry of Justice on Behaviour and Restraint in Youth Custody.

His book When The Adults Change, Everything Changes 2017, Crown House has been a best seller for 6 years selling 150,000 copies.

On September 5th 2023, Penguin (Cornerstone Press) will publish When The Parents Change Everything Changes.

Tweets too much on @PaulDixTweets.

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When the Parents Change, Everything Changes: Seismic Shifts in Children's Behaviour

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Now in a revised and updated 6th edition, the groundbreaking, research-based approach to understanding and parenting children who frequently exhibit severe fits of temper and other challenging behaviors, from a distinguished clinician and pioneer in the field.

What's an explosive child? A child who responds to routine problems with extreme frustration-crying, screaming, swearing, kicking, hitting, biting, spitting, destroying property, and worse. A child whose frequent, severe outbursts leave his or her parents feeling frustrated, scared, worried, and desperate for help. Most of these parents have tried everything-reasoning, explaining, punishing, sticker charts, therapy, medication-but to no avail. They can't figure out why their child acts the way he or she does; they wonder why the strategies that work for other kids don't work for theirs; and they don't know what to do instead.

Dr. Ross Greene, a distinguished clinician and pioneer in the treatment of kids with social, emotional, and behavioral challenges, has worked with thousands of explosive children, and he has good news: these kids aren't attention-seeking, manipulative, or unmotivated, and their parents aren't passive, permissive pushovers. Rather, explosive kids are lacking some crucial skills in the domains of flexibility/adaptability, frustration tolerance, and problem solving, and they require a different approach to parenting.

Throughout this compassionate, insightful, and practical book, Dr. Greene provides a new conceptual framework for understanding their difficulties, based on research in the neurosciences. He explains why traditional parenting and treatment often don't work with these children, and he describes what to do instead. Instead of relying on rewarding and punishing, Dr. Greene's Collaborative Problem Solving model promotes working with explosive children to solve the problems that precipitate explosive episodes, and teaching these kids the skills they lack.

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the explosive child [sixth edition]: a new approach for understanding and parenting easily frustrated

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The Explosive Child [Sixth Edition]: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children

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Do you ever chew gum or fidget with a pen during a meeting at work? Do you take a walk to stay alert during the afternoon lull?

When you do these things, you're providing the sensory input your body needs to remain focused and attentive throughout the day.

For kids with sensory processing issues, these needs are even more intense. Without exposure to the input they need, they can struggle with demonstrating appropriate behavior, remaining alert, and keeping themselves organized and in control.

A sensory diet is a program of sensory activities kids perform during the day to ensure they're getting the input their bodies need. An occupational therapist usually designs it.

Whether the concept of sensory diets is new to you or you're looking for more specific information for your child, the following guide can help.

What's the medical community's stance on sensory diets?

Studies show that kids with sensory processing issues respond to sensory input differently than other children. Their sensory responses affect their behavior.

Research on treatments for sensory processing issues has been inconsistent for a number of reasons, including:

Homogenized study groups. It's difficult for researchers to find study groups of children who all have the same sensory needs. Children with sensory processing issues all have very unique presentations.

Intervention techniques. There's not one single set of sensory interventions followed by all occupational therapy practitioners. This lack of consistency makes it difficult to study the effectiveness of these interventions. That said, while experts are calling for more rigorous and reliable research in this area, most therapists use at least some sensory interventions. Anecdotally, many therapists and families describe positive results from using sensory strategies.

Sensory input and techniques

The term "sensory input" refers to experiences that stimulate the various sensory systems of our bodies. Some people with sensory processing issues demonstrate behaviors indicating they need more input to their sensory systems.

Sensory systems include the following:

Proprioceptive system

Kids who seek out rough play and jumping or crashing may need more input to this particular system. Proprioception is one of our movement senses. It contributes to coordination and body awareness.

Input to the proprioceptive system may include:

stomping

jumping

deep pressure

working against resistance

Vestibular system

This is our other movement sense. It's related to balance and how we perceive our body's orientation in space.

Some kids need constant movement and can't sit still. Others appear sluggish or lethargic. In these cases, the following vestibular input can help meet the child's needs:

Tactile input

Tactile input involves the sense of touch. Kids who constantly touch and fidget with objects or who are always touching others may need more tactile input. These children may benefit from the following:

fidget tools

tactile sensory bins

deep pressure

Auditory input

Sensory experiences that involve sound refer to auditory input. When kids are constantly humming, yelling, and making other noises, they may need more auditory input than other children.

Good auditory experiences for kids who seek out this kind of input include:

listening to music with headphones

playing with toys that make noise

playing instruments

Visual input

Kids who require more visual input may look closely at objects. They may seek out moving or spinning objects. They may have difficulty focusing on information presented visually.

Activities that provide visual stimulation may incorporate light or moving objects, such as:

flashlight play

toys that light up

toys with moving parts

Olfactory and oral sensory systems

These two systems are how we process smell and taste. When kids seek out input to these systems, they may lick or smell objects like crayons or toys. Chewing also provides proprioceptive input, so kids may bite or chew on objects (think pencils or shirt collars).

These kids may benefit from exploring smells through play with the following:

chewy toys

chewing gum

chewy or crunchy snacks

scented markers

essential oils

Keep in mind that while some kids with sensory processing issues need more sensory input in one or more of these areas, other kids may be hypersensitive to certain types of sensory experiences. These children may require less input. They may also require strategies to prevent negative reactions to these experiences.

Sensory diet examples

Effective sensory diets are tailored to the child's needs and have elements that can be easily incorporated into a child's routine.

Below are two examples of sensory diets:

For a child who seeks out rough play, has trouble calming themselves, and chews on objects

For a child who can't sit still and constantly touches and fidgets with objects

Products

There are a number of sensory products an occupational therapist may recommend to help kids meet their sensory needs. Some of these items include:

Sensory sock

A sensory sock is a stretchy sack that a child can fit inside. It provides calming deep pressure and movement against resistance. You can find one here.

Abilitations StayN'Place Ball

A weighted yoga ball can be a good tool for kids who seek out movement. They can sit on it or use it to bounce or roll on during sensory breaks. You can find one here.

SmartKnit seamless socks

These socks have no bumps or seams inside. They can be a nice option for kids who are sensitive to the feeling of their clothes. You can find them here.

Waldorf rocker board

For kids who seek out movement input, a balance board is a tool that can be used to rock from side to side and play with balance. You can find it here.

Weighted vest

Subtle deep pressure and resistive input to a child's torso can be calming for them. A weighted vest can accomplish this. You can find them here.

Weighted blanket

Weighted blankets can provide deep pressure to the entire body. Like weighted vests, they can be used as a calming sensory strategy. You can find one here.

Crash pad

Jumping, rolling, or crawling on a crash pad can provide tactile and proprioceptive input for kids who seek out rough play. You can find one here.

Sample sensory diets

These sample sensory diets can help explore different types of sensory input with kids while noting their responses.

Resource guide

The following resources can be useful supplemental tools if you're looking to incorporate a sensory diet into your child's life.

Therapy Shoppe

For a range of sensory toys and tools, the Therapy Shoppe offers everything from oral sensory chewing products to weighted and tactile products.

Social Thinking

If you're looking for various products that support appropriate social skill development in kids, you'll want to head over to Social Thinking.

Fun and Function

Fun and Function is a popular retailer that offers a variety of sensory and other therapeutic products.

'Sensory Processing 101'

" Sensory Processing 101 " is a book designed to promote a deeper understanding of the sensory systems and sensory processing.

Takeaway

Children with sensory processing issues may need strategies throughout the day to help them stay on track with appropriate behaviors and interactions. A sensory diet may be an effective way to structure a child's routine while providing the sensory input they need.

Claire Heffron, MS, OTR/L, is a pediatric occupational therapist with 12 years of experience in school-based settings. She's one of the founders of The Inspired Treehouse, a blog and online business that provides child development information and products for parents, teachers, and therapists. Claire and her partner, Lauren Drobnjak, are also the executive directors of The Treehouse Ohio, a nonprofit organization that provides free and low-cost developmental playgroups for kids and continuing education for child development professionals.

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A sensory diet is a program of sensory activities that kids perform during the day to ensure they're getting the input their bodies need. Whether the concept of sensory diets is new to you or you're looking for more specific information for your child, our guide can help.

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Self-harm, or self-injury, describes a wide range of things people deliberately do to themselves that appear to cause some kind of physical hurt. It can still be very hard for parents and carers to know about - or witness - self-harming behaviour in their children.

Cutting the arms or the back of the legs is the most common form of self-harm, but it can take many forms, including burning, biting, hitting oneself, banging head onto walls, pulling out hair (trichotilliomania), inserting objects into the body or taking overdoses.

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Reasons for self-harm
A person may self-harm to help them cope with negative feelings and difficult experiences, to feel more in control, or to punish themselves. It can be a way of relieving overwhelming feelings that build up inside, to:

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keeping themselves covered; avoiding swimming or changing clothes around others

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4. Remember the self-harm is a coping mechanism. It is a symptom of an underlying problem.

5. Keep open communication between you and your child and remember they may feel ashamed of their self-harm and find it very difficult to talk about. Here are some ways you could start the conversation.

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Self-harm, or self-injury, describes a wide range of things people deliberately do to themselves that appear to cause some kind of physical hurt. It can still be very hard for parents and carers to know about - or witness - self-harming behaviour in their children.

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