Group Interventions

Resilience Groups

This group intervention is for those vulnerable students who constantly seek adult re-assurance and advice within the school environment. It aims to build their confidence by developing positive strategies to enhance their independence and organisational skills. 
 

Cognitive Behavioural Interventions

This is an evidence-based intervention that supports groups of children to manage anxiety, stress and/or behavioural triggers. Evidence based courses for groups include: ‘Think Good: Feel Good’, ‘Friends For Life’, and ‘Why Try’ (sessions according to need). 
 

Circle of Friends

This small group intervention is focused on helping an individual child’s difficulties.  It draws on the help and social support of the whole class and then focuses on the support of 5/6 peers and a familiar adult.  The psychologist will lead the whole class session; provide support to set up the small circle of friends; and consult with the familiar adult helping them to prepare and lead the subsequent meetings. 
 

Social Skills Groups

The group consists of sessions on improving communication, co-operation, managing difficult situations and building/maintaining relationships. This group work is suitable for all ages. 
 

Pyramid Club (After-school Club Intervention)

This is an evidence-based intervention that supports children who are shy, anxious, withdrawn or quiet children who struggle with friendships and internalise, rather than externalise, their difficulties. You will receive training to support you to become a club leader, providing you with the tools and resources to run a 10 week after-school club with a group of around 10 children (Year 3 to Year 8). The club will help them to; build confidence, develop their coping skills, improve their emotional wellbeing, improve relationships with their peers, participate more, and achieve higher at school. 
 

Attention and Listening Skills Intervention

It is well understood that children’s attentions skills are important for all aspects of learning, language and play development. This training and intervention package provides Early Years and Key Stage 1 staff with the opportunity to develop their understanding and practice in improving children’s attention skills. The 1.5 hour training session supports staff to increase their understanding of attention skills and how they develop, and to set up and run a small group intervention for children. The training package includes access to an Activity Pack including a manual, session plans and 40 user-friendly colour coded activity cards, which staff can use to plan and run their group sessions. 
 

Working Memory (MeeMo)

Working Memory is our ability to hold onto information and process / use it in some way and has been demonstrated to be the single most important cognitive process that predicts children’s academic achievement outcomes at all assessment stages. The MeeMo is a 6 week working memory card based intervention that supports a whole class to improve their working memory through rehearsal.  
 

Lego Therapy

Lego Therapy is a social skills intervention for children with Autistic Spectrum Condition or related social communication difficulties. Lego Therapy involves children occupying specific roles within a structured group context and working collaboratively to build Lego models 

 

Solution Circles

A solution circle is a systematic 30 minute session which can be facilitated by an Educational Psychologist. It involves a small group of adults, one of which is the ‘problem presenter’ who has a problem that needs a way forward or solution. It follows a set structure and aims to use the resources, ideas and expertise within the group to develop positive solutions with the problem that is presented 
 

Circle of Adults

The circle of adults’ intervention is a problem solving approach where the Educational Psychologist works with key adults in the school. The aim is to build an in-depth perspective of the emotional needs that underlie challenging behaviours and to agree strategies that promote the wellbeing and inclusion of children with complex needs. The approach provides staff support and has been positively evaluated in a range of settings, including primary, secondary and special schools.