1 00:00:03,120 --> 00:00:06,059 INTRO: Welcome to the NSPCC Learning Podcast, where 2 00:00:06,060 --> 00:00:08,379 INTRO: we share learning and expertise in child 3 00:00:08,380 --> 00:00:10,959 INTRO: protection from inside and outside of the 4 00:00:10,960 --> 00:00:12,419 INTRO: organisation. 5 00:00:12,420 --> 00:00:15,459 INTRO: We aim to create debate, encourage reflection and 6 00:00:15,460 --> 00:00:17,659 INTRO: share good practise on how we can all work 7 00:00:17,660 --> 00:00:20,559 INTRO: together to keep babies, children and young 8 00:00:20,560 --> 00:00:21,560 INTRO: people safe. 9 00:00:24,180 --> 00:00:26,519 JENNIFER DIXON: Hello and welcome to this NSPCC Learning 10 00:00:26,520 --> 00:00:28,639 JENNIFER DIXON: podcast on emotional resilience. 11 00:00:28,640 --> 00:00:30,019 JENNIFER DIXON: My name is Jennifer Dixon and I'm the 12 00:00:30,020 --> 00:00:32,079 JENNIFER DIXON: team manager in the Scotland Hub. 13 00:00:32,080 --> 00:00:33,619 JENNIFER DIXON: I'm going to introduce two of my 14 00:00:33,620 --> 00:00:35,059 JENNIFER DIXON: colleagues who are joining me today, Jo 15 00:00:35,060 --> 00:00:36,060 JENNIFER DIXON: and Prajapa. 16 00:00:36,190 --> 00:00:39,749 JO GRACE: My name is Jo Grace and I'm a children's 17 00:00:39,750 --> 00:00:43,149 JO GRACE: services practitioner with the NSPCC coming 18 00:00:43,150 --> 00:00:45,149 JO GRACE: up almost 15 years. 19 00:00:45,150 --> 00:00:47,289 PRAJAPA SENEVIRATNE: Hello, I'm Prajapa Seneviratne and 20 00:00:47,290 --> 00:00:48,849 PRAJAPA SENEVIRATNE: I'm the Research and Evaluation 21 00:00:48,850 --> 00:00:52,749 PRAJAPA SENEVIRATNE: Officer at NSPCC in Scotland. 22 00:00:52,750 --> 00:00:54,929 JENNIFER DIXON: Thank you both for joining me today. 23 00:00:54,930 --> 00:00:56,149 JENNIFER DIXON: I'm going to facilitate some of the 24 00:00:56,150 --> 00:00:58,849 JENNIFER DIXON: questions and ask you both to talk about 25 00:00:58,850 --> 00:01:01,109 JENNIFER DIXON: one of the projects we all worked on in 26 00:01:01,110 --> 00:01:03,249 JENNIFER DIXON: Govan, but also to talk a bit more about 27 00:01:03,250 --> 00:01:05,189 JENNIFER DIXON: emotional resilience itself. 28 00:01:05,190 --> 00:01:08,089 JENNIFER DIXON: So first of all, Jo, to you, can you tell 29 00:01:08,090 --> 00:01:09,369 JENNIFER DIXON: me a bit about what is emotional 30 00:01:09,370 --> 00:01:10,989 JENNIFER DIXON: resilience to start with? 31 00:01:10,990 --> 00:01:13,509 JO GRACE: So I think probably the easiest way to start is 32 00:01:13,510 --> 00:01:15,709 JO GRACE: almost by giving a definition of what emotional 33 00:01:15,710 --> 00:01:17,309 JO GRACE: resilience is. 34 00:01:17,310 --> 00:01:20,169 JO GRACE: The main one that we used originated from 35 00:01:20,170 --> 00:01:23,069 JO GRACE: the Harvard Centre for the Developing Child 36 00:01:23,070 --> 00:01:25,969 JO GRACE: and they define resilience as having 37 00:01:25,970 --> 00:01:28,829 JO GRACE: the right support to cope, 38 00:01:28,830 --> 00:01:32,049 JO GRACE: adapt and thrive in spite of adverse 39 00:01:32,050 --> 00:01:34,149 JO GRACE: life experiences. 40 00:01:34,150 --> 00:01:37,029 JO GRACE: It's key for managing stress, navigating 41 00:01:37,030 --> 00:01:40,409 JO GRACE: transitions and change, and maintaining healthy 42 00:01:40,410 --> 00:01:42,469 JO GRACE: mental wellbeing. 43 00:01:42,470 --> 00:01:45,469 JO GRACE: Why is emotional resilience important? 44 00:01:45,470 --> 00:01:47,449 JO GRACE: It's a massive life skill. 45 00:01:47,450 --> 00:01:51,229 JO GRACE: It's something that we have to learn. 46 00:01:51,230 --> 00:01:54,189 JO GRACE: So our parents will often be 47 00:01:54,190 --> 00:01:57,049 JO GRACE: our first teachers as models 48 00:01:57,050 --> 00:01:59,589 JO GRACE: of emotional resilience and emotional 49 00:01:59,590 --> 00:02:01,249 JO GRACE: intelligence. 50 00:02:01,250 --> 00:02:04,729 JO GRACE: Positive experiences, along with learning 51 00:02:04,730 --> 00:02:06,986 JO GRACE: self care practices and building trusting 52 00:02:06,987 --> 00:02:09,668 JO GRACE: relationships for children, act 53 00:02:10,740 --> 00:02:13,699 JO GRACE: as protective factors that help build 54 00:02:13,700 --> 00:02:16,839 JO GRACE: strength and the ability to cope. 55 00:02:16,840 --> 00:02:18,739 JO GRACE: So whilst it's important to start developing 56 00:02:18,740 --> 00:02:21,020 JO GRACE: emotional resilience from early childhood, 57 00:02:22,180 --> 00:02:24,979 JO GRACE: resilience is an evolving process and it 58 00:02:24,980 --> 00:02:28,459 JO GRACE: continues to develop throughout our lives. 59 00:02:28,460 --> 00:02:31,699 JO GRACE: It's finding the mental and the emotional 60 00:02:31,700 --> 00:02:34,179 JO GRACE: strength, and the support from others around 61 00:02:34,180 --> 00:02:37,149 JO GRACE: you, to be able to pick yourself up and 62 00:02:37,150 --> 00:02:40,309 JO GRACE: kind of keep going and cope in the face of 63 00:02:40,310 --> 00:02:42,099 JO GRACE: whatever the adversity is. 64 00:02:42,100 --> 00:02:43,779 JENNIFER DIXON: Do you think you could tell me a bit 65 00:02:43,780 --> 00:02:45,599 JENNIFER DIXON: about the emotional resilience programme 66 00:02:45,600 --> 00:02:47,649 JENNIFER DIXON: in Govan that we developed? 67 00:02:47,650 --> 00:02:50,369 JO GRACE: Sure, so the actual emotional resilience 68 00:02:50,370 --> 00:02:53,229 JO GRACE: programme came about as 69 00:02:53,230 --> 00:02:55,349 JO GRACE: a result of the consequences of the COVID 70 00:02:55,350 --> 00:02:58,709 JO GRACE: pandemic. When we returned to 71 00:02:58,710 --> 00:03:02,189 JO GRACE: being in work, loosely in 2021 72 00:03:02,190 --> 00:03:05,109 JO GRACE: and then into 2022, there were seven 73 00:03:05,110 --> 00:03:07,809 JO GRACE: primary schools in Govan — and we had really 74 00:03:07,810 --> 00:03:10,309 JO GRACE: good connections with them anyway prior to 75 00:03:10,310 --> 00:03:13,229 JO GRACE: COVID — so a lot of them contacted us 76 00:03:13,230 --> 00:03:16,399 JO GRACE: to let us know that transition 77 00:03:16,400 --> 00:03:19,459 JO GRACE: back to in-person education after 78 00:03:19,460 --> 00:03:22,219 JO GRACE: the COVID pandemic was really significantly 79 00:03:22,220 --> 00:03:23,499 JO GRACE: impacting the children. 80 00:03:24,500 --> 00:03:27,139 JO GRACE: Their emotional and social connections had been 81 00:03:27,140 --> 00:03:30,479 JO GRACE: massively impacted by the lockdown and 82 00:03:30,480 --> 00:03:32,699 JO GRACE: actually many of the children were carrying 83 00:03:32,700 --> 00:03:35,699 JO GRACE: grief and loss that were unsupported, whether 84 00:03:35,700 --> 00:03:39,179 JO GRACE: that was through direct bereavement 85 00:03:39,180 --> 00:03:42,619 JO GRACE: of family members both locally or 86 00:03:42,620 --> 00:03:43,929 JO GRACE: around the world. 87 00:03:43,930 --> 00:03:47,289 JO GRACE: But also huge losses in terms of socialising 88 00:03:47,290 --> 00:03:49,649 JO GRACE: and friendships and activities and the things 89 00:03:49,650 --> 00:03:52,169 JO GRACE: that they did during, you know, after school 90 00:03:52,170 --> 00:03:53,489 JO GRACE: and all those kind of things, because 91 00:03:53,490 --> 00:03:55,489 JO GRACE: everything had stopped. 92 00:03:55,490 --> 00:03:58,889 JO GRACE: The schools felt that the children needed a 93 00:03:58,890 --> 00:04:01,869 JO GRACE: safe space and some conversations to learn how 94 00:04:01,870 --> 00:04:04,589 JO GRACE: to manage their feelings in order to be able to 95 00:04:04,590 --> 00:04:06,449 JO GRACE: focus on their learning. 96 00:04:06,450 --> 00:04:08,509 JO GRACE: So, the schools asked us if there was anything 97 00:04:08,510 --> 00:04:11,389 JO GRACE: that we could do to try and support that. 98 00:04:11,390 --> 00:04:14,259 JO GRACE: As a team, we all worked together in 99 00:04:14,260 --> 00:04:16,659 JO GRACE: consultation and in co-creation with the 100 00:04:16,660 --> 00:04:18,819 JO GRACE: schools to develop the emotional resilience 101 00:04:18,820 --> 00:04:20,239 JO GRACE: programme. 102 00:04:20,240 --> 00:04:22,018 JO GRACE: The aim of the programme was to build 103 00:04:22,019 --> 00:04:24,859 JO GRACE: resilience in the children through developing 104 00:04:24,860 --> 00:04:27,759 JO GRACE: their emotional awareness, 105 00:04:27,760 --> 00:04:29,679 JO GRACE: their emotional language, their emotional 106 00:04:29,680 --> 00:04:31,039 JO GRACE: intelligence. 107 00:04:31,040 --> 00:04:33,179 JO GRACE: So this included things like being able to 108 00:04:33,180 --> 00:04:36,159 JO GRACE: recognise and name their feelings, developing 109 00:04:36,160 --> 00:04:39,159 JO GRACE: empathy towards others, to know the importance 110 00:04:39,160 --> 00:04:41,406 JO GRACE: of being able to identify a trusted, safe, 111 00:04:42,810 --> 00:04:45,489 JO GRACE: caring, nurturing adult that they would be able 112 00:04:45,490 --> 00:04:48,449 JO GRACE: to reach out to and ask for help; but 113 00:04:48,450 --> 00:04:51,169 JO GRACE: also to know how to take care of themselves and 114 00:04:51,170 --> 00:04:53,309 JO GRACE: their own mental health, as well as that of 115 00:04:53,310 --> 00:04:55,529 JO GRACE: their friends and being supportive to their 116 00:04:55,530 --> 00:04:59,189 JO GRACE: friends. We developed this five-week programme. 117 00:04:59,190 --> 00:05:02,089 JO GRACE: The sessions were 60 minutes in duration 118 00:05:02,090 --> 00:05:04,789 JO GRACE: that we ran over five weeks. 119 00:05:04,790 --> 00:05:07,709 JO GRACE: It was facilitated by two workers 120 00:05:07,710 --> 00:05:10,989 JO GRACE: in each group alongside the class 121 00:05:10,990 --> 00:05:12,249 JO GRACE: teacher. 122 00:05:12,250 --> 00:05:15,349 JO GRACE: We held planning meetings before the 123 00:05:15,350 --> 00:05:17,529 JO GRACE: sessions in order to make sure that we 124 00:05:17,530 --> 00:05:19,329 JO GRACE: understood what the needs of the children in 125 00:05:19,330 --> 00:05:20,789 JO GRACE: the classroom were. 126 00:05:20,790 --> 00:05:23,749 JO GRACE: And we held post-planning debriefs 127 00:05:23,750 --> 00:05:26,889 JO GRACE: with the teaching staff in order to review and 128 00:05:26,890 --> 00:05:29,809 JO GRACE: assess how the programme had gone and the 129 00:05:29,810 --> 00:05:31,689 JO GRACE: benefits that the teachers were seeing or 130 00:05:31,690 --> 00:05:33,129 JO GRACE: hearing from the children. 131 00:05:33,130 --> 00:05:35,989 JO GRACE: Ultimately by 2024, 132 00:05:35,990 --> 00:05:39,089 JO GRACE: we had delivered the programme to just under 133 00:05:39,090 --> 00:05:41,999 JO GRACE: 800 children in the Govan area, which 134 00:05:42,000 --> 00:05:43,499 JO GRACE: was quite incredible. 135 00:05:43,500 --> 00:05:45,879 JENNIFER DIXON: Thank you, Jo. Next question will be, and 136 00:05:45,880 --> 00:05:48,559 JENNIFER DIXON: I'm gonna ask both of you this question. 137 00:05:48,560 --> 00:05:50,579 JENNIFER DIXON: So, Jo, from a practice point of view, 138 00:05:50,580 --> 00:05:52,339 JENNIFER DIXON: Prajapa, from the evaluation point of 139 00:05:52,340 --> 00:05:54,419 JENNIFER DIXON: view, what were the benefits of the 140 00:05:54,420 --> 00:05:55,029 JENNIFER DIXON: programme? 141 00:05:55,030 --> 00:05:57,689 JO GRACE: Schools really welcomed the emotional facility 142 00:05:57,690 --> 00:06:00,789 JO GRACE: programme as a really valuable opportunity to 143 00:06:00,790 --> 00:06:03,729 JO GRACE: connect with and support the children in a 144 00:06:03,730 --> 00:06:06,029 JO GRACE: different way in their classrooms. 145 00:06:06,030 --> 00:06:08,469 JO GRACE: An awful lot of the teachers had said that they 146 00:06:08,470 --> 00:06:11,109 JO GRACE: felt a little bit de-skilled in knowing how to 147 00:06:11,110 --> 00:06:12,949 JO GRACE: manage when you're dealing with the behaviours 148 00:06:12,950 --> 00:06:16,409 JO GRACE: of 30 or 33 children in the class who 149 00:06:16,410 --> 00:06:18,569 JO GRACE: all have different needs. 150 00:06:18,570 --> 00:06:20,929 JO GRACE: The teachers were struggling how to know to 151 00:06:20,930 --> 00:06:23,329 JO GRACE: meet all those needs consistently. 152 00:06:23,330 --> 00:06:25,949 JO GRACE: So by bringing the programme into the class and 153 00:06:25,950 --> 00:06:29,009 JO GRACE: really keeping the teachers as a core part of 154 00:06:29,010 --> 00:06:32,269 JO GRACE: that, that really upskilled the teachers 155 00:06:32,270 --> 00:06:34,529 JO GRACE: in their abilities to connect with the 156 00:06:34,530 --> 00:06:37,369 JO GRACE: children. Alongside that, the teachers told us 157 00:06:37,370 --> 00:06:39,469 JO GRACE: that many of the children had faced significant 158 00:06:39,470 --> 00:06:41,589 JO GRACE: challenges, not just the bereavement that I 159 00:06:41,590 --> 00:06:43,809 JO GRACE: mentioned earlier, but there were other things 160 00:06:43,810 --> 00:06:46,669 JO GRACE: like developmental delays, adjusting 161 00:06:46,670 --> 00:06:49,229 JO GRACE: to being back in the school environment or new 162 00:06:49,230 --> 00:06:50,230 JO GRACE: environments. 163 00:06:50,890 --> 00:06:53,750 JO GRACE: Govan is an incredibly diverse community, 164 00:06:54,770 --> 00:06:56,329 JO GRACE: so there are lots and lots of different 165 00:06:56,330 --> 00:06:58,149 JO GRACE: languages and cultures. 166 00:06:58,150 --> 00:07:00,689 JO GRACE: In one of the schools that we worked in, they 167 00:07:00,690 --> 00:07:04,049 JO GRACE: had children speaking 34 different languages. 168 00:07:04,050 --> 00:07:06,469 JO GRACE: So there was some real significant challenges 169 00:07:06,470 --> 00:07:08,889 JO GRACE: for the teaching staff to be able to understand 170 00:07:08,890 --> 00:07:12,089 JO GRACE: and meet the needs of this really wide ranging 171 00:07:12,090 --> 00:07:13,849 JO GRACE: group of children. 172 00:07:13,850 --> 00:07:16,829 JO GRACE: And the programme was able to meet 173 00:07:16,830 --> 00:07:19,229 JO GRACE: those needs, not just for the schools, but then 174 00:07:19,230 --> 00:07:20,909 JO GRACE: also for the children. 175 00:07:20,910 --> 00:07:23,469 JO GRACE: The feedback that we got from the children was 176 00:07:23,470 --> 00:07:26,489 JO GRACE: really powerful in terms of— we would 177 00:07:26,490 --> 00:07:28,649 JO GRACE: do a safety plan at the end of the programme 178 00:07:28,650 --> 00:07:31,529 JO GRACE: and we would say to them can you name 179 00:07:31,530 --> 00:07:34,469 JO GRACE: for us, can you make a short list 180 00:07:34,470 --> 00:07:37,349 JO GRACE: of the safe, trusted, nurturing adults that you 181 00:07:37,350 --> 00:07:39,909 JO GRACE: know that you can approach? And actually time 182 00:07:39,910 --> 00:07:43,229 JO GRACE: and time again the names of the NSPCC 183 00:07:43,230 --> 00:07:46,349 JO GRACE: staff came up with the children because 184 00:07:46,350 --> 00:07:49,349 JO GRACE: they'd recognised that we were a safe 185 00:07:49,350 --> 00:07:52,209 JO GRACE: space but also within the school we created 186 00:07:52,210 --> 00:07:55,089 JO GRACE: a wider safe space and they knew that lots of 187 00:07:55,090 --> 00:07:56,609 JO GRACE: the teachers were involved in emotional 188 00:07:56,610 --> 00:07:59,489 JO GRACE: resilience and they could go to their 189 00:07:59,490 --> 00:08:02,859 JO GRACE: teachers or their wider community for support. 190 00:08:02,860 --> 00:08:04,719 JENNIFER DIXON: So on question two, Prajapa, from an 191 00:08:04,720 --> 00:08:06,319 JENNIFER DIXON: evaluation point of view, what were the 192 00:08:06,320 --> 00:08:08,579 JENNIFER DIXON: benefits of the programme? 193 00:08:08,580 --> 00:08:11,619 PRAJAPA SENEVIRATNE: Yes, so in 2024, 194 00:08:11,620 --> 00:08:14,079 PRAJAPA SENEVIRATNE: the NSPCC research team evaluated 195 00:08:14,080 --> 00:08:16,259 PRAJAPA SENEVIRATNE: the emotional resilience programme. 196 00:08:16,260 --> 00:08:18,059 PRAJAPA SENEVIRATNE: I must say it was a real privilege 197 00:08:18,060 --> 00:08:19,839 PRAJAPA SENEVIRATNE: to understand more about the 198 00:08:19,840 --> 00:08:21,979 PRAJAPA SENEVIRATNE: programme through conversations with 199 00:08:21,980 --> 00:08:24,779 PRAJAPA SENEVIRATNE: school staff, the NSPCC staff who 200 00:08:24,780 --> 00:08:26,959 PRAJAPA SENEVIRATNE: had helped design and deliver the 201 00:08:26,960 --> 00:08:28,879 PRAJAPA SENEVIRATNE: programme, and teachers in the 202 00:08:28,880 --> 00:08:30,239 PRAJAPA SENEVIRATNE: schools where the programme was rolled 203 00:08:30,240 --> 00:08:32,859 PRAJAPA SENEVIRATNE: out. Most importantly, we spoke to 204 00:08:32,860 --> 00:08:35,058 PRAJAPA SENEVIRATNE: the children who participated. 205 00:08:35,059 --> 00:08:36,519 PRAJAPA SENEVIRATNE: Through the evaluation, we found 206 00:08:36,520 --> 00:08:37,739 PRAJAPA SENEVIRATNE: that the emotional resilience 207 00:08:37,740 --> 00:08:39,538 PRAJAPA SENEVIRATNE: programme has clear benefits for 208 00:08:39,539 --> 00:08:41,859 PRAJAPA SENEVIRATNE: children and the schools. 209 00:08:41,860 --> 00:08:43,619 PRAJAPA SENEVIRATNE: The children told us that they had 210 00:08:43,620 --> 00:08:45,659 PRAJAPA SENEVIRATNE: learned how to identify different 211 00:08:45,660 --> 00:08:47,719 PRAJAPA SENEVIRATNE: feelings and were able to recognise 212 00:08:47,720 --> 00:08:49,739 PRAJAPA SENEVIRATNE: the emotions of others and to show 213 00:08:49,740 --> 00:08:51,979 PRAJAPA SENEVIRATNE: compassion and be kind to each 214 00:08:51,980 --> 00:08:54,319 PRAJAPA SENEVIRATNE: other. Many children had learned and 215 00:08:54,320 --> 00:08:56,559 PRAJAPA SENEVIRATNE: practised self-care techniques to 216 00:08:56,560 --> 00:08:58,899 PRAJAPA SENEVIRATNE: manage their emotions, such as deep 217 00:08:58,900 --> 00:09:00,859 PRAJAPA SENEVIRATNE: breathing and taking time out when 218 00:09:00,860 --> 00:09:02,829 PRAJAPA SENEVIRATNE: they needed to. And some children 219 00:09:02,830 --> 00:09:04,389 PRAJAPA SENEVIRATNE: had even shared these techniques 220 00:09:04,390 --> 00:09:05,989 PRAJAPA SENEVIRATNE: with members of their families and 221 00:09:05,990 --> 00:09:08,849 PRAJAPA SENEVIRATNE: they were practising this at home. 222 00:09:08,850 --> 00:09:10,449 PRAJAPA SENEVIRATNE: The evaluation also found that 223 00:09:10,450 --> 00:09:13,009 PRAJAPA SENEVIRATNE: improving children's awareness of 224 00:09:13,010 --> 00:09:15,389 PRAJAPA SENEVIRATNE: emotional resilience within a 225 00:09:15,390 --> 00:09:17,089 PRAJAPA SENEVIRATNE: supportive school environment can 226 00:09:17,090 --> 00:09:18,949 PRAJAPA SENEVIRATNE: give the children the confidence and 227 00:09:18,950 --> 00:09:20,929 PRAJAPA SENEVIRATNE: the feelings of safety and comfort 228 00:09:20,930 --> 00:09:23,229 PRAJAPA SENEVIRATNE: that they need to be able to learn 229 00:09:23,230 --> 00:09:25,129 PRAJAPA SENEVIRATNE: and achieve, to be able to concentrate 230 00:09:25,130 --> 00:09:26,130 PRAJAPA SENEVIRATNE: on their learning. 231 00:09:26,850 --> 00:09:29,069 PRAJAPA SENEVIRATNE: We also heard how the programme was 232 00:09:29,070 --> 00:09:30,449 PRAJAPA SENEVIRATNE: helping children who were quite 233 00:09:30,450 --> 00:09:32,509 PRAJAPA SENEVIRATNE: anxious, had been through trauma 234 00:09:32,510 --> 00:09:35,169 PRAJAPA SENEVIRATNE: themselves, and were communicating 235 00:09:35,170 --> 00:09:36,669 PRAJAPA SENEVIRATNE: this through their behaviour in 236 00:09:36,670 --> 00:09:38,789 PRAJAPA SENEVIRATNE: different ways; how the activities 237 00:09:38,790 --> 00:09:40,309 PRAJAPA SENEVIRATNE: and discussions in the programmes 238 00:09:40,310 --> 00:09:42,309 PRAJAPA SENEVIRATNE: helped these children feel settled 239 00:09:42,310 --> 00:09:44,769 PRAJAPA SENEVIRATNE: and positive and happy. 240 00:09:44,770 --> 00:09:46,769 PRAJAPA SENEVIRATNE: Teachers told the evaluation that by 241 00:09:46,770 --> 00:09:48,489 PRAJAPA SENEVIRATNE: being involved in the programme, 242 00:09:48,490 --> 00:09:50,249 PRAJAPA SENEVIRATNE: they felt more confident teaching 243 00:09:50,250 --> 00:09:52,029 PRAJAPA SENEVIRATNE: children about complex emotions. 244 00:09:53,360 --> 00:09:55,759 PRAJAPA SENEVIRATNE: Evaluation findings also showed that 245 00:09:55,760 --> 00:09:57,659 PRAJAPA SENEVIRATNE: teachers were connecting better with 246 00:09:57,660 --> 00:09:59,399 PRAJAPA SENEVIRATNE: pupils and had a better understanding 247 00:09:59,400 --> 00:10:01,479 PRAJAPA SENEVIRATNE: of their lives and some of the 248 00:10:01,480 --> 00:10:03,079 PRAJAPA SENEVIRATNE: challenges that they were facing on 249 00:10:03,080 --> 00:10:04,359 PRAJAPA SENEVIRATNE: a daily basis. 250 00:10:04,360 --> 00:10:06,139 PRAJAPA SENEVIRATNE: This helped teachers to better 251 00:10:06,140 --> 00:10:07,479 PRAJAPA SENEVIRATNE: support the children and respond 252 00:10:07,480 --> 00:10:09,299 PRAJAPA SENEVIRATNE: promptly if there were any 253 00:10:09,300 --> 00:10:10,400 PRAJAPA SENEVIRATNE: safeguarding concerns. 254 00:10:11,440 --> 00:10:13,479 PRAJAPA SENEVIRATNE: The findings also showed overall 255 00:10:13,480 --> 00:10:15,199 PRAJAPA SENEVIRATNE: that there is a need for emotional 256 00:10:15,200 --> 00:10:16,819 PRAJAPA SENEVIRATNE: resilience programmes in primary 257 00:10:16,820 --> 00:10:19,019 PRAJAPA SENEVIRATNE: schools and early childcare settings 258 00:10:19,020 --> 00:10:21,869 PRAJAPA SENEVIRATNE: in Govan. As Jo was mentioning, they 259 00:10:21,870 --> 00:10:23,969 PRAJAPA SENEVIRATNE: began delivering the programme to 260 00:10:23,970 --> 00:10:25,769 PRAJAPA SENEVIRATNE: the upper years in primary school 261 00:10:25,770 --> 00:10:28,129 PRAJAPA SENEVIRATNE: and then soon realised, because of 262 00:10:28,130 --> 00:10:29,389 PRAJAPA SENEVIRATNE: what teachers were telling them, that 263 00:10:29,390 --> 00:10:32,369 PRAJAPA SENEVIRATNE: the need was further downstream for 264 00:10:32,370 --> 00:10:33,929 PRAJAPA SENEVIRATNE: younger children too. 265 00:10:33,930 --> 00:10:36,769 PRAJAPA SENEVIRATNE: The programme evaluated that it was 266 00:10:36,770 --> 00:10:39,469 PRAJAPA SENEVIRATNE: needed more widely across Scotland 267 00:10:39,470 --> 00:10:40,789 PRAJAPA SENEVIRATNE: as the benefits of the programme 268 00:10:40,790 --> 00:10:42,889 PRAJAPA SENEVIRATNE: align with the health and wellbeing 269 00:10:42,890 --> 00:10:44,549 PRAJAPA SENEVIRATNE: goals of the curriculum for 270 00:10:44,550 --> 00:10:45,629 PRAJAPA SENEVIRATNE: excellence in Scotland. 271 00:10:46,710 --> 00:10:48,109 JENNIFER DIXON: Thanks, Pajapa. 272 00:10:48,110 --> 00:10:51,049 JENNIFER DIXON: Thinking about the adversity that some of 273 00:10:51,050 --> 00:10:52,849 JENNIFER DIXON: the children have faced, Jo, could you 274 00:10:52,850 --> 00:10:54,489 JENNIFER DIXON: tell me about how you felt the programme 275 00:10:54,490 --> 00:10:56,409 JENNIFER DIXON: related to safeguarding when you were in 276 00:10:56,410 --> 00:10:57,409 JENNIFER DIXON: the schools? 277 00:10:57,410 --> 00:10:59,389 JO GRACE: So obviously whilst we were delivering the 278 00:10:59,390 --> 00:11:02,889 JO GRACE: programme, we observed that holding safe and 279 00:11:02,890 --> 00:11:05,829 JO GRACE: honest discussions about emotions helped 280 00:11:05,830 --> 00:11:08,369 JO GRACE: to strengthen the teacher and the children's 281 00:11:08,370 --> 00:11:10,809 JO GRACE: relationships with each other, which then 282 00:11:10,810 --> 00:11:12,869 JO GRACE: encouraged a supportive and trusting 283 00:11:12,870 --> 00:11:14,789 JO GRACE: relationship throughout the school day where 284 00:11:14,790 --> 00:11:17,729 JO GRACE: children felt able to be open and 285 00:11:17,730 --> 00:11:20,429 JO GRACE: honest about things they were struggling with. 286 00:11:20,430 --> 00:11:23,309 JO GRACE: That also included talking 287 00:11:23,310 --> 00:11:25,569 JO GRACE: about things that were difficult at home, 288 00:11:25,570 --> 00:11:28,749 JO GRACE: sometimes that perhaps children hadn't shared. 289 00:11:28,750 --> 00:11:31,649 JO GRACE: At the start of each session with the children, 290 00:11:31,650 --> 00:11:34,269 JO GRACE: we used to hand them out a worksheet and it had 291 00:11:34,270 --> 00:11:35,531 JO GRACE: a picture of a body on it. 292 00:11:35,532 --> 00:11:40,049 JO GRACE: And we would ask the children, using emojis, 293 00:11:40,050 --> 00:11:42,889 JO GRACE: to draw us faces of how they were feeling 294 00:11:42,890 --> 00:11:45,129 JO GRACE: today, but also to show us where they were 295 00:11:45,130 --> 00:11:48,169 JO GRACE: feeling that in their bodies, because often our 296 00:11:48,170 --> 00:11:50,489 JO GRACE: brain-body connection can be a bit disrupted 297 00:11:50,490 --> 00:11:53,379 JO GRACE: and we're not always good at recognising where 298 00:11:53,380 --> 00:11:54,939 JO GRACE: we're feeling things in our body. 299 00:11:54,940 --> 00:11:56,619 JO GRACE: We can have the thoughts in our heads, but not 300 00:11:56,620 --> 00:11:59,279 JO GRACE: recognise that the washing machine feeling that 301 00:11:59,280 --> 00:12:01,479 JO GRACE: we've got going on in our tummy is part of what 302 00:12:01,480 --> 00:12:02,979 JO GRACE: we're thinking about. 303 00:12:02,980 --> 00:12:05,019 JO GRACE: So we were helping the children to understand 304 00:12:05,020 --> 00:12:07,399 JO GRACE: that. We would do these worksheets with the 305 00:12:07,400 --> 00:12:09,919 JO GRACE: children about how they were feeling, and that 306 00:12:09,920 --> 00:12:12,279 JO GRACE: was fascinating because actually one that we 307 00:12:12,280 --> 00:12:15,859 JO GRACE: got really regularly was, "I'm hungry". 308 00:12:15,860 --> 00:12:18,079 JO GRACE: And that was one that we had to be incredibly 309 00:12:18,080 --> 00:12:20,789 JO GRACE: aware, but also sensitive, about. 310 00:12:20,790 --> 00:12:23,129 JO GRACE: And that was doing things like trying to figure 311 00:12:23,130 --> 00:12:26,289 JO GRACE: out whether the family were, for example, 312 00:12:26,290 --> 00:12:28,509 JO GRACE: living in poverty and this was a family who 313 00:12:28,510 --> 00:12:30,849 JO GRACE: were in hardship and it wasn't a safeguarding 314 00:12:30,850 --> 00:12:33,729 JO GRACE: concern. It was much more about ensuring that 315 00:12:33,730 --> 00:12:36,469 JO GRACE: the family had the signposts and the support 316 00:12:36,470 --> 00:12:40,049 JO GRACE: from other organisations to be able to access 317 00:12:40,050 --> 00:12:42,849 JO GRACE: food support or financial support, making sure 318 00:12:42,850 --> 00:12:44,789 JO GRACE: their income was maximised, et cetera, et 319 00:12:44,790 --> 00:12:47,849 JO GRACE: cetera. So we had to tread carefully with the 320 00:12:47,850 --> 00:12:50,389 JO GRACE: children, trying to figure out whether this was 321 00:12:50,390 --> 00:12:53,309 JO GRACE: hunger as a result of, there was no food in the 322 00:12:53,310 --> 00:12:55,509 JO GRACE: house because the family was struggling with 323 00:12:55,510 --> 00:12:58,029 JO GRACE: poverty, or whether this was a child who was 324 00:12:58,030 --> 00:13:00,289 JO GRACE: hungry because there was actually something 325 00:13:00,290 --> 00:13:03,149 JO GRACE: neglectful going on and they weren't maybe 326 00:13:03,150 --> 00:13:05,109 JO GRACE: being cared for in the way that they should 327 00:13:05,110 --> 00:13:08,009 JO GRACE: have. And we would do that very much 328 00:13:08,010 --> 00:13:09,409 JO GRACE: hand in hand with teachers. 329 00:13:09,410 --> 00:13:11,989 JO GRACE: So if we identified anything worrying within 330 00:13:11,990 --> 00:13:14,789 JO GRACE: the class, we would immediately talk with the 331 00:13:14,790 --> 00:13:17,539 JO GRACE: teacher about it, and then the school and 332 00:13:17,540 --> 00:13:20,279 JO GRACE: ourselves were able to gently explore that a 333 00:13:20,280 --> 00:13:22,119 JO GRACE: wee bit further. Sometimes the school had 334 00:13:22,120 --> 00:13:24,639 JO GRACE: context and could explain that they knew what 335 00:13:24,640 --> 00:13:26,599 JO GRACE: was happening with a family and the struggles 336 00:13:26,600 --> 00:13:27,959 JO GRACE: that they were having. 337 00:13:27,960 --> 00:13:30,699 JO GRACE: There was also some other ones that might not 338 00:13:30,700 --> 00:13:33,819 JO GRACE: necessarily be considered safeguarding 339 00:13:33,820 --> 00:13:36,699 JO GRACE: in the, kind of, child protection type 340 00:13:36,700 --> 00:13:39,699 JO GRACE: safeguarding stance, but were 341 00:13:39,700 --> 00:13:42,459 JO GRACE: definitely about looking after and safeguarding 342 00:13:42,460 --> 00:13:43,539 JO GRACE: the wellbeing of children. 343 00:13:44,950 --> 00:13:47,129 JO GRACE: I mentioned earlier that we used to have 344 00:13:47,130 --> 00:13:49,209 JO GRACE: planning meetings with the school before we did 345 00:13:49,210 --> 00:13:50,589 JO GRACE: the group. 346 00:13:50,590 --> 00:13:53,509 JO GRACE: In one of the schools that we went into, we had 347 00:13:53,510 --> 00:13:56,009 JO GRACE: a class of children where there was quite a 348 00:13:56,010 --> 00:13:58,829 JO GRACE: number of neurodiverse children, but there was 349 00:13:58,830 --> 00:14:02,289 JO GRACE: one child in particular who had experienced 350 00:14:02,290 --> 00:14:04,826 JO GRACE: significant adversity in their background, and 351 00:14:05,910 --> 00:14:08,809 JO GRACE: as a result of that trauma, found it really, 352 00:14:08,810 --> 00:14:11,369 JO GRACE: really difficult to sit still in the classroom. 353 00:14:11,370 --> 00:14:14,829 JO GRACE: So what the class teacher had done was 354 00:14:14,830 --> 00:14:17,869 JO GRACE: created a path on the outskirts of the 355 00:14:17,870 --> 00:14:21,109 JO GRACE: class that this child could basically patrol 356 00:14:21,110 --> 00:14:24,029 JO GRACE: the room. So when they became upset, 357 00:14:24,030 --> 00:14:27,789 JO GRACE: when they started to have hyper-vigilant 358 00:14:27,790 --> 00:14:30,829 JO GRACE: symptoms, instead of the teacher telling a 359 00:14:30,830 --> 00:14:32,709 JO GRACE: child to constantly sit down because they 360 00:14:32,710 --> 00:14:34,649 JO GRACE: wouldn't be able to sit at their seat and 361 00:14:34,650 --> 00:14:37,609 JO GRACE: concentrate, all of the children, as 362 00:14:37,610 --> 00:14:39,849 JO GRACE: part of the emotional resilience programme, 363 00:14:39,850 --> 00:14:42,699 JO GRACE: understood that this young person needed to 364 00:14:42,700 --> 00:14:44,919 JO GRACE: just get up and move because that's what made 365 00:14:44,920 --> 00:14:46,859 JO GRACE: them feel them safe, being able to kind of 366 00:14:46,860 --> 00:14:49,179 JO GRACE: patrol the class. 367 00:14:49,180 --> 00:14:51,639 JO GRACE: What was so lovely about it was everybody just 368 00:14:51,640 --> 00:14:54,199 JO GRACE: accepted it. This child was never made fun of. 369 00:14:54,200 --> 00:14:57,199 JO GRACE: There was never any ridicule or joking 370 00:14:57,200 --> 00:14:58,959 JO GRACE: or anything like that. 371 00:14:58,960 --> 00:15:00,619 JO GRACE: Everybody just understood that this was 372 00:15:00,620 --> 00:15:02,419 JO GRACE: something that this child needed to do, and 373 00:15:02,420 --> 00:15:04,399 JO GRACE: then when they were ready, they would be able 374 00:15:04,400 --> 00:15:06,499 JO GRACE: to come and sit back down again and join back 375 00:15:06,500 --> 00:15:09,559 JO GRACE: into the class. Now that may not be seen as 376 00:15:09,560 --> 00:15:12,499 JO GRACE: a traditional kind of safeguarding issue, 377 00:15:12,500 --> 00:15:15,699 JO GRACE: but it actually, in a trauma-informed way, 378 00:15:15,700 --> 00:15:18,719 JO GRACE: was incredible to safeguard the wellbeing and 379 00:15:18,720 --> 00:15:20,779 JO GRACE: the mental health of this child because they 380 00:15:20,780 --> 00:15:23,359 JO GRACE: felt safe in their classroom whilst they were 381 00:15:23,360 --> 00:15:25,879 JO GRACE: hypervigilant — being able to patrol — and felt 382 00:15:25,880 --> 00:15:27,959 JO GRACE: that they were looking out for the wellbeing of 383 00:15:27,960 --> 00:15:29,399 JO GRACE: everybody and then when they were comfortable 384 00:15:29,400 --> 00:15:32,039 JO GRACE: and safe enough and sat down again, that meant 385 00:15:32,040 --> 00:15:34,619 JO GRACE: that their mental health had stabilised for 386 00:15:34,620 --> 00:15:37,569 JO GRACE: that moment. So we dealt with a wide 387 00:15:37,570 --> 00:15:40,689 JO GRACE: range of different kinds of 388 00:15:40,690 --> 00:15:42,479 JO GRACE: safeguarding experiences. 389 00:15:42,480 --> 00:15:44,139 JENNIFER DIXON: Thanks, Jo. That sounds like quite a lot 390 00:15:44,140 --> 00:15:45,879 JENNIFER DIXON: of things that worked well when we were 391 00:15:45,880 --> 00:15:47,439 JENNIFER DIXON: doing the programme. 392 00:15:47,440 --> 00:15:49,699 JENNIFER DIXON: Prajapa, have you got any other insights 393 00:15:49,700 --> 00:15:52,029 JENNIFER DIXON: into what made the programme work? 394 00:15:52,030 --> 00:15:54,309 PRAJAPA SENEVIRATNE: Jo has covered a lot of what we 395 00:15:54,310 --> 00:15:56,329 PRAJAPA SENEVIRATNE: heard as being benefits of the 396 00:15:56,330 --> 00:15:57,989 PRAJAPA SENEVIRATNE: programme and what made it work. 397 00:15:57,990 --> 00:16:00,129 PRAJAPA SENEVIRATNE: We heard very similar things during 398 00:16:00,130 --> 00:16:01,869 PRAJAPA SENEVIRATNE: the evaluation of the programme as 399 00:16:01,870 --> 00:16:04,089 PRAJAPA SENEVIRATNE: well. But firstly, I think what made 400 00:16:04,090 --> 00:16:05,829 PRAJAPA SENEVIRATNE: the programme so popular among the 401 00:16:05,830 --> 00:16:07,949 PRAJAPA SENEVIRATNE: children was that it was fun and 402 00:16:07,950 --> 00:16:10,629 PRAJAPA SENEVIRATNE: enjoyable. And as Jo was saying, the 403 00:16:10,630 --> 00:16:11,630 PRAJAPA SENEVIRATNE: programme was iterative. 404 00:16:12,270 --> 00:16:14,149 PRAJAPA SENEVIRATNE: That is by listening to what was 405 00:16:14,150 --> 00:16:16,009 PRAJAPA SENEVIRATNE: working, by listening to the 406 00:16:16,010 --> 00:16:17,809 PRAJAPA SENEVIRATNE: teachers and the children and the 407 00:16:17,810 --> 00:16:19,079 PRAJAPA SENEVIRATNE: needs of the classroom, the 408 00:16:19,080 --> 00:16:20,979 PRAJAPA SENEVIRATNE: programme was able to adapt, and it 409 00:16:20,980 --> 00:16:22,979 PRAJAPA SENEVIRATNE: did adapt to meet the needs of the 410 00:16:22,980 --> 00:16:25,239 PRAJAPA SENEVIRATNE: children, and that was also 411 00:16:25,240 --> 00:16:28,059 PRAJAPA SENEVIRATNE: something that made the programme so 412 00:16:28,060 --> 00:16:30,079 PRAJAPA SENEVIRATNE: live and so effective. 413 00:16:30,080 --> 00:16:33,019 PRAJAPA SENEVIRATNE: Some of it was adapting the 414 00:16:33,020 --> 00:16:35,839 PRAJAPA SENEVIRATNE: resources, some of it was to do with 415 00:16:35,840 --> 00:16:38,139 PRAJAPA SENEVIRATNE: adapting the time that was needed, 416 00:16:38,140 --> 00:16:40,359 PRAJAPA SENEVIRATNE: because some of those activities I 417 00:16:40,360 --> 00:16:42,359 PRAJAPA SENEVIRATNE: think the children took longer. 418 00:16:42,360 --> 00:16:44,859 PRAJAPA SENEVIRATNE: Even in our evaluation session, we 419 00:16:44,860 --> 00:16:47,239 PRAJAPA SENEVIRATNE: realised that the plan we had before 420 00:16:47,240 --> 00:16:49,639 PRAJAPA SENEVIRATNE: we visited the classroom, was a plan 421 00:16:49,640 --> 00:16:51,599 PRAJAPA SENEVIRATNE: that we could not follow to a T 422 00:16:51,600 --> 00:16:53,739 PRAJAPA SENEVIRATNE: because it took time. 423 00:16:53,740 --> 00:16:55,339 PRAJAPA SENEVIRATNE: Children engaged with it in 424 00:16:55,340 --> 00:16:57,859 PRAJAPA SENEVIRATNE: different ways and we needed just to 425 00:16:57,860 --> 00:17:00,659 PRAJAPA SENEVIRATNE: be flexible right through it and be 426 00:17:00,660 --> 00:17:02,919 PRAJAPA SENEVIRATNE: responsive, listening and engaging 427 00:17:02,920 --> 00:17:05,598 PRAJAPA SENEVIRATNE: in a way that suited the children, 428 00:17:05,599 --> 00:17:07,139 PRAJAPA SENEVIRATNE: in a way that they were able to take 429 00:17:07,140 --> 00:17:09,179 PRAJAPA SENEVIRATNE: on board and understand and make use 430 00:17:09,180 --> 00:17:11,318 PRAJAPA SENEVIRATNE: of. And I think it was similar with 431 00:17:11,319 --> 00:17:12,899 PRAJAPA SENEVIRATNE: the programme as well, when they 432 00:17:12,900 --> 00:17:15,499 PRAJAPA SENEVIRATNE: were delivering it. We had prepared 433 00:17:15,500 --> 00:17:18,229 PRAJAPA SENEVIRATNE: sheets of lesson plans, but, when it 434 00:17:18,230 --> 00:17:20,429 PRAJAPA SENEVIRATNE: was time for delivery, you had to 435 00:17:20,430 --> 00:17:22,152 PRAJAPA SENEVIRATNE: read the room, you had take on board 436 00:17:22,153 --> 00:17:24,989 PRAJAPA SENEVIRATNE: whether it was just soon after PE or 437 00:17:24,990 --> 00:17:26,689 PRAJAPA SENEVIRATNE: soon after lunch and there was a lot 438 00:17:26,690 --> 00:17:28,389 PRAJAPA SENEVIRATNE: of energy in the room, or it was 439 00:17:28,390 --> 00:17:30,229 PRAJAPA SENEVIRATNE: time to go home and therefore 440 00:17:30,230 --> 00:17:32,149 PRAJAPA SENEVIRATNE: children were already packing their 441 00:17:32,150 --> 00:17:34,189 PRAJAPA SENEVIRATNE: bags. So you needed to take all of 442 00:17:34,190 --> 00:17:35,609 PRAJAPA SENEVIRATNE: that into account and you really do 443 00:17:35,610 --> 00:17:38,189 PRAJAPA SENEVIRATNE: appreciate so much what the 444 00:17:38,190 --> 00:17:41,069 PRAJAPA SENEVIRATNE: environment does for children and 445 00:17:41,070 --> 00:17:43,549 PRAJAPA SENEVIRATNE: their ability to absorb new 446 00:17:43,550 --> 00:17:45,929 PRAJAPA SENEVIRATNE: learning, participate in activities, 447 00:17:45,930 --> 00:17:47,934 PRAJAPA SENEVIRATNE: et cetera, and what teachers have to 448 00:17:47,935 --> 00:17:49,979 PRAJAPA SENEVIRATNE: do to adapt and how flexible they 449 00:17:49,980 --> 00:17:51,879 PRAJAPA SENEVIRATNE: need to be every day of a school 450 00:17:51,880 --> 00:17:52,519 PRAJAPA SENEVIRATNE: week. 451 00:17:52,520 --> 00:17:54,199 JENNIFER DIXON: I think I can add to that as well, Prajapa. Some 452 00:17:54,200 --> 00:17:56,599 JENNIFER DIXON: of the practical things we did for 453 00:17:56,600 --> 00:17:58,619 JENNIFER DIXON: adaptations were — Jo mentioned the 454 00:17:58,620 --> 00:18:00,219 JENNIFER DIXON: school before that had children speaking 455 00:18:00,220 --> 00:18:02,979 JENNIFER DIXON: 34 languages — we would email the sheets 456 00:18:02,980 --> 00:18:04,459 JENNIFER DIXON: to teachers in advance so they could 457 00:18:04,460 --> 00:18:07,019 JENNIFER DIXON: upload to the tablets they were using. 458 00:18:07,020 --> 00:18:08,719 JENNIFER DIXON: The tablets had translation tools on them 459 00:18:08,720 --> 00:18:10,139 JENNIFER DIXON: so that meant they could be interpreted 460 00:18:10,140 --> 00:18:11,939 JENNIFER DIXON: for the children in their language, so 461 00:18:11,940 --> 00:18:14,099 JENNIFER DIXON: that made it more accessible for them. 462 00:18:14,100 --> 00:18:15,699 JENNIFER DIXON: We had a couple of children who had 463 00:18:15,700 --> 00:18:18,319 JENNIFER DIXON: visual impairments, so we created larger 464 00:18:18,320 --> 00:18:20,449 JENNIFER DIXON: text versions and the teacher would tell 465 00:18:20,450 --> 00:18:23,029 JENNIFER DIXON: us what size that child could read at, 466 00:18:23,030 --> 00:18:24,709 JENNIFER DIXON: and we adapted it all and then sent that 467 00:18:24,710 --> 00:18:26,889 JENNIFER DIXON: across. So it wasn't an extra task on the 468 00:18:26,890 --> 00:18:28,729 JENNIFER DIXON: teacher when we were actually in the 469 00:18:28,730 --> 00:18:31,429 JENNIFER DIXON: schools, we did all that part for them. 470 00:18:31,430 --> 00:18:33,029 JENNIFER DIXON: Those planning meetings that we had would 471 00:18:33,030 --> 00:18:34,689 JENNIFER DIXON: always help because we would ask if there 472 00:18:34,690 --> 00:18:36,889 JENNIFER DIXON: was any requirements like that before 473 00:18:36,890 --> 00:18:38,229 JENNIFER DIXON: we'd started the programme, and it gave 474 00:18:38,230 --> 00:18:40,569 JENNIFER DIXON: us time to prepare and make sure that all 475 00:18:40,570 --> 00:18:41,909 JENNIFER DIXON: those children could feel included. 476 00:18:41,910 --> 00:18:44,869 JENNIFER DIXON: One other thing that made it work 477 00:18:44,870 --> 00:18:48,189 JENNIFER DIXON: was the resources that delivered the 478 00:18:48,190 --> 00:18:50,549 JENNIFER DIXON: programme. So we had the class teacher 479 00:18:50,550 --> 00:18:54,069 JENNIFER DIXON: and two NSPCC staff members facilitating 480 00:18:54,070 --> 00:18:56,409 JENNIFER DIXON: and delivering the sessions, and that 481 00:18:56,410 --> 00:18:59,109 JENNIFER DIXON: facilitated really safe conversations 482 00:18:59,110 --> 00:19:01,449 JENNIFER DIXON: with children. Nobody was left out. 483 00:19:01,450 --> 00:19:03,689 JENNIFER DIXON: There was a staff [member] and teacher 484 00:19:03,690 --> 00:19:06,869 JENNIFER DIXON: around to support any child who 485 00:19:06,870 --> 00:19:09,319 JENNIFER DIXON: needed to have a conversation during any 486 00:19:09,320 --> 00:19:11,079 JENNIFER DIXON: of the activities that were run. 487 00:19:11,080 --> 00:19:13,839 JENNIFER DIXON: So the consistency of that team of 488 00:19:13,840 --> 00:19:16,559 JENNIFER DIXON: facilitators was also something that was 489 00:19:16,560 --> 00:19:18,139 JENNIFER DIXON: really valuable within the programme 490 00:19:18,140 --> 00:19:20,959 JENNIFER DIXON: design. Another key feature that made the 491 00:19:20,960 --> 00:19:22,739 JENNIFER DIXON: programme work is that it was delivered 492 00:19:22,740 --> 00:19:24,839 JENNIFER DIXON: by individuals who are trained and 493 00:19:24,840 --> 00:19:26,199 JENNIFER DIXON: confident in managing difficult 494 00:19:26,200 --> 00:19:29,439 JENNIFER DIXON: conversations and safeguarding concerns. 495 00:19:29,440 --> 00:19:31,459 JENNIFER DIXON: So anyone that delivers this type of 496 00:19:31,460 --> 00:19:33,579 JENNIFER DIXON: programme must respond to safeguarding 497 00:19:33,580 --> 00:19:36,099 JENNIFER DIXON: disclosures in a trauma-informed way. 498 00:19:36,100 --> 00:19:38,059 JENNIFER DIXON: They need to have robust safeguarding 499 00:19:38,060 --> 00:19:40,339 JENNIFER DIXON: procedures in place or be supported by 500 00:19:40,340 --> 00:19:43,149 JENNIFER DIXON: the NSPCC to develop them. 501 00:19:43,150 --> 00:19:44,809 JENNIFER DIXON: So Prajapa, you mentioned there about 502 00:19:44,810 --> 00:19:46,469 JENNIFER DIXON: being trauma-informed. 503 00:19:46,470 --> 00:19:48,309 JENNIFER DIXON: Jo, do you think you could tell me more 504 00:19:48,310 --> 00:19:50,029 JENNIFER DIXON: about how practitioners can be 505 00:19:50,030 --> 00:19:51,669 JENNIFER DIXON: trauma-informed when delivering emotional 506 00:19:51,670 --> 00:19:52,909 JENNIFER DIXON: resilience work? 507 00:19:52,910 --> 00:19:55,889 JO GRACE: I think that's an essential skill in any kind 508 00:19:55,890 --> 00:19:58,429 JO GRACE: of work that we do, but particularly when 509 00:19:58,430 --> 00:20:01,709 JO GRACE: working with children, because we hear children 510 00:20:01,710 --> 00:20:04,529 JO GRACE: share really difficult feelings; and on some 511 00:20:04,530 --> 00:20:07,449 JO GRACE: occasions there were significant safeguarding 512 00:20:07,450 --> 00:20:09,069 JO GRACE: disclosures that were shared as well. 513 00:20:10,110 --> 00:20:12,889 JO GRACE: So whoever delivers the programme needs to have 514 00:20:12,890 --> 00:20:15,189 JO GRACE: had some training to be able to identify and 515 00:20:15,190 --> 00:20:18,049 JO GRACE: manage safeguarding concerns, but also to have 516 00:20:18,050 --> 00:20:20,899 JO GRACE: had some training in trauma-informed 517 00:20:20,900 --> 00:20:23,819 JO GRACE: approaches or to be trauma-sensitive; 518 00:20:23,820 --> 00:20:27,079 JO GRACE: to understand how to be with 519 00:20:27,080 --> 00:20:29,839 JO GRACE: a child in their feelings, that it's not just 520 00:20:29,840 --> 00:20:32,299 JO GRACE: about finding solutions, but actually it can be 521 00:20:32,300 --> 00:20:35,239 JO GRACE: sitting with those difficult words, difficult 522 00:20:35,240 --> 00:20:38,179 JO GRACE: feelings that children are sharing and 523 00:20:38,180 --> 00:20:41,179 JO GRACE: not having any judgement around any 524 00:20:41,180 --> 00:20:43,359 JO GRACE: of that, but allowing children the space to 525 00:20:43,360 --> 00:20:46,339 JO GRACE: actually feel safe with that adult and 526 00:20:46,340 --> 00:20:48,979 JO GRACE: to feel listened to and heard. 527 00:20:48,980 --> 00:20:51,839 JO GRACE: I think both those skills go hand-in-hand, both 528 00:20:51,840 --> 00:20:54,279 JO GRACE: in terms of safeguarding and in any kind of 529 00:20:54,280 --> 00:20:55,779 JO GRACE: trauma-informed approach. 530 00:20:55,780 --> 00:20:58,039 JO GRACE: I think it's really essential that 531 00:20:58,040 --> 00:21:00,979 JO GRACE: organisations ensure that any 532 00:21:00,980 --> 00:21:03,339 JO GRACE: staff that would be in place facilitating a 533 00:21:03,340 --> 00:21:06,219 JO GRACE: programme like this would have also 534 00:21:06,220 --> 00:21:09,019 JO GRACE: things like good supervision and also good 535 00:21:09,020 --> 00:21:11,199 JO GRACE: wellbeing pathways, because sometimes you are 536 00:21:11,200 --> 00:21:14,119 JO GRACE: dealing with difficult subject matters. 537 00:21:14,120 --> 00:21:16,419 JO GRACE: So it's important to make sure that staff are 538 00:21:16,420 --> 00:21:19,679 JO GRACE: well looked after and well-trained and 539 00:21:19,680 --> 00:21:22,699 JO GRACE: are able to deliver the programme consistently, 540 00:21:22,700 --> 00:21:26,119 JO GRACE: but in a team, not just as individuals 541 00:21:26,120 --> 00:21:27,599 JO GRACE: like we said at the beginning. 542 00:21:27,600 --> 00:21:29,919 JO GRACE: We always did this with two staff plus a 543 00:21:29,920 --> 00:21:32,079 JO GRACE: teacher to ensure that there was enough people 544 00:21:32,080 --> 00:21:35,019 JO GRACE: around so that if anything did arise, 545 00:21:35,020 --> 00:21:36,459 JO GRACE: there was still people there while someone 546 00:21:36,460 --> 00:21:38,639 JO GRACE: could step out and deal with whatever the 547 00:21:38,640 --> 00:21:41,699 JO GRACE: difficulty was. I think making 548 00:21:41,700 --> 00:21:44,589 JO GRACE: sure that it's in the 549 00:21:44,590 --> 00:21:46,609 JO GRACE: right hands of the people that understand 550 00:21:46,610 --> 00:21:49,769 JO GRACE: empathy and being able to hold those 551 00:21:49,770 --> 00:21:52,869 JO GRACE: feelings and understanding what talking about 552 00:21:52,870 --> 00:21:55,349 JO GRACE: feelings may result in, which can result in 553 00:21:55,350 --> 00:21:58,289 JO GRACE: disclosures or big feelings that are hard 554 00:21:58,290 --> 00:22:01,269 JO GRACE: to manage, then that's a really positive 555 00:22:01,270 --> 00:22:02,489 JO GRACE: approach as well. 556 00:22:02,490 --> 00:22:04,079 JO GRACE: A really essential approach. 557 00:22:04,080 --> 00:22:06,079 JENNIFER DIXON: We've talked a lot about the positives of 558 00:22:06,080 --> 00:22:08,479 JENNIFER DIXON: the programme. Prajapa, could you tell me 559 00:22:08,480 --> 00:22:10,059 JENNIFER DIXON: a bit more about what the challenges were 560 00:22:10,060 --> 00:22:11,619 JENNIFER DIXON: around delivering the emotional resilience 561 00:22:11,620 --> 00:22:12,620 JENNIFER DIXON: programme? 562 00:22:13,500 --> 00:22:14,859 PRAJAPA SENEVIRATNE: Yes I can, Jen, and I think rather 563 00:22:14,860 --> 00:22:16,619 PRAJAPA SENEVIRATNE: than challenges, I would frame it as 564 00:22:16,620 --> 00:22:18,379 PRAJAPA SENEVIRATNE: learning because there was so much 565 00:22:18,380 --> 00:22:20,679 PRAJAPA SENEVIRATNE: learning for the NSPCC during the 566 00:22:20,680 --> 00:22:22,259 PRAJAPA SENEVIRATNE: planning and also the delivery of 567 00:22:22,260 --> 00:22:23,699 PRAJAPA SENEVIRATNE: the programme, as we heard through 568 00:22:23,700 --> 00:22:25,219 PRAJAPA SENEVIRATNE: the evaluation. 569 00:22:25,220 --> 00:22:27,060 PRAJAPA SENEVIRATNE: I'll briefly run through some of the 570 00:22:27,061 --> 00:22:29,439 PRAJAPA SENEVIRATNE: key learnings. So firstly, it took 571 00:22:29,440 --> 00:22:31,419 PRAJAPA SENEVIRATNE: time for children to feel 572 00:22:31,420 --> 00:22:34,019 PRAJAPA SENEVIRATNE: comfortable with NSPCC staff. 573 00:22:34,020 --> 00:22:35,919 PRAJAPA SENEVIRATNE: They were external presenters and 574 00:22:35,920 --> 00:22:37,399 PRAJAPA SENEVIRATNE: the programme required a trusting 575 00:22:37,400 --> 00:22:38,739 PRAJAPA SENEVIRATNE: relationship so that the children 576 00:22:38,740 --> 00:22:40,391 PRAJAPA SENEVIRATNE: were able to share their feelings 577 00:22:40,392 --> 00:22:43,019 PRAJAPA SENEVIRATNE: and really engage in the activities. 578 00:22:43,020 --> 00:22:46,299 PRAJAPA SENEVIRATNE: Time was key and time was not always 579 00:22:46,300 --> 00:22:48,139 PRAJAPA SENEVIRATNE: afforded to us because we had to fit 580 00:22:48,140 --> 00:22:50,899 PRAJAPA SENEVIRATNE: it all within one classroom time 581 00:22:50,900 --> 00:22:53,339 PRAJAPA SENEVIRATNE: slot within the day. 582 00:22:53,340 --> 00:22:55,319 PRAJAPA SENEVIRATNE: Secondly, we learned that, because 583 00:22:55,320 --> 00:22:57,219 PRAJAPA SENEVIRATNE: we were delivering it to so many 584 00:22:57,220 --> 00:22:59,379 PRAJAPA SENEVIRATNE: different age groups, a greater 585 00:22:59,380 --> 00:23:01,299 PRAJAPA SENEVIRATNE: variety of delivery methods were 586 00:23:01,300 --> 00:23:03,439 PRAJAPA SENEVIRATNE: needed and it was recommended that 587 00:23:03,440 --> 00:23:06,239 PRAJAPA SENEVIRATNE: sessions included puppets, slides, 588 00:23:06,240 --> 00:23:08,419 PRAJAPA SENEVIRATNE: short videos and pictures to keep 589 00:23:08,420 --> 00:23:10,099 PRAJAPA SENEVIRATNE: the children engaged throughout the 590 00:23:10,100 --> 00:23:11,589 PRAJAPA SENEVIRATNE: one-hour session. 591 00:23:11,590 --> 00:23:13,269 PRAJAPA SENEVIRATNE: We learned that some of the resources 592 00:23:13,270 --> 00:23:14,769 PRAJAPA SENEVIRATNE: within the programme had already 593 00:23:14,770 --> 00:23:16,049 PRAJAPA SENEVIRATNE: been introduced to the children 594 00:23:16,050 --> 00:23:18,009 PRAJAPA SENEVIRATNE: through other programmes and events. 595 00:23:18,010 --> 00:23:19,929 PRAJAPA SENEVIRATNE: And this showed us the importance of 596 00:23:19,930 --> 00:23:21,689 PRAJAPA SENEVIRATNE: really understanding what programmes 597 00:23:21,690 --> 00:23:24,689 PRAJAPA SENEVIRATNE: exist currently in schools so that 598 00:23:24,690 --> 00:23:26,249 PRAJAPA SENEVIRATNE: we are fully aware of this when 599 00:23:26,250 --> 00:23:28,389 PRAJAPA SENEVIRATNE: introducing any programme or 600 00:23:28,390 --> 00:23:29,929 PRAJAPA SENEVIRATNE: resource kit. 601 00:23:29,930 --> 00:23:31,469 PRAJAPA SENEVIRATNE: The evaluation also learned that 602 00:23:31,470 --> 00:23:33,309 PRAJAPA SENEVIRATNE: schools were facing quite a lot of 603 00:23:33,310 --> 00:23:35,869 PRAJAPA SENEVIRATNE: challenges every day with resources 604 00:23:35,870 --> 00:23:38,369 PRAJAPA SENEVIRATNE: and pressures on staff capacity. 605 00:23:38,370 --> 00:23:40,509 PRAJAPA SENEVIRATNE: So we need to bear this in mind when 606 00:23:40,510 --> 00:23:42,299 PRAJAPA SENEVIRATNE: scaling up a programme of this 607 00:23:42,300 --> 00:23:44,559 PRAJAPA SENEVIRATNE: nature. This is where the emotional 608 00:23:44,560 --> 00:23:46,719 PRAJAPA SENEVIRATNE: resilience resource pack comes in, 609 00:23:46,720 --> 00:23:49,619 PRAJAPA SENEVIRATNE: as it gives schools and teachers a 610 00:23:49,620 --> 00:23:52,279 PRAJAPA SENEVIRATNE: toolkit to dip in and out of and 611 00:23:52,280 --> 00:23:54,379 PRAJAPA SENEVIRATNE: build into their lesson plans as and 612 00:23:54,380 --> 00:23:55,380 PRAJAPA SENEVIRATNE: when needed. 613 00:23:56,820 --> 00:23:58,739 JENNIFER DIXON: Thanks Prajapa. So, following the success 614 00:23:58,740 --> 00:24:01,059 JENNIFER DIXON: of the programme Jo, largely you in our 615 00:24:01,060 --> 00:24:03,539 JENNIFER DIXON: team, created the facilitator's guide. 616 00:24:03,540 --> 00:24:05,799 JENNIFER DIXON: As Prajapa's mentioned, there's other programmes 617 00:24:05,800 --> 00:24:07,039 JENNIFER DIXON: out there as well. 618 00:24:07,040 --> 00:24:08,519 JENNIFER DIXON: What advice would you give to someone who 619 00:24:08,520 --> 00:24:09,939 JENNIFER DIXON: wants to run and implement their own 620 00:24:09,940 --> 00:24:11,659 JENNIFER DIXON: emotional resilience programme with young 621 00:24:11,660 --> 00:24:12,549 JENNIFER DIXON: people? 622 00:24:12,550 --> 00:24:15,689 JO GRACE: I think the first thing would be absolutely it 623 00:24:15,690 --> 00:24:18,109 JO GRACE: needs to be done in partnership with the 624 00:24:18,110 --> 00:24:21,129 JO GRACE: schools or— actually, as Prajapa had 625 00:24:21,130 --> 00:24:24,009 JO GRACE: mentioned about going downstream, we 626 00:24:24,010 --> 00:24:26,329 JO GRACE: started with the older years and then the 627 00:24:26,330 --> 00:24:28,629 JO GRACE: younger years within the schools. 628 00:24:28,630 --> 00:24:31,309 JO GRACE: We ultimately ended up developing emotional 629 00:24:31,310 --> 00:24:33,729 JO GRACE: resilience for nurseries in the early years as 630 00:24:33,730 --> 00:24:36,709 JO GRACE: well because the need was there at that 631 00:24:36,710 --> 00:24:38,929 JO GRACE: very, very early stage and if we can start 632 00:24:38,930 --> 00:24:41,429 JO GRACE: children's emotional resilience and recognising 633 00:24:41,430 --> 00:24:44,259 JO GRACE: their big feelings, you know, from age three 634 00:24:44,260 --> 00:24:47,139 JO GRACE: onwards, that's an amazing step towards 635 00:24:47,140 --> 00:24:49,319 JO GRACE: building their resilience as they grow into 636 00:24:49,320 --> 00:24:52,039 JO GRACE: adulthood. So working in partnership, I think, 637 00:24:52,040 --> 00:24:53,339 JO GRACE: is key. 638 00:24:53,340 --> 00:24:56,099 JO GRACE: Co-creation is also key. 639 00:24:56,100 --> 00:24:58,859 JO GRACE: Have the feedback from parents, from staff, 640 00:24:58,860 --> 00:25:01,159 JO GRACE: from children, from anybody that's involved in 641 00:25:01,160 --> 00:25:04,639 JO GRACE: it. Take that learning and again, 642 00:25:04,640 --> 00:25:07,519 JO GRACE: like Prajapa mentioned, it's iterative, 643 00:25:07,520 --> 00:25:09,779 JO GRACE: it's a moving process. 644 00:25:09,780 --> 00:25:12,399 JO GRACE: You don't just write it and then get stuck on 645 00:25:12,400 --> 00:25:15,589 JO GRACE: it. You have to learn and adapt as 646 00:25:15,590 --> 00:25:16,969 JO GRACE: things change. 647 00:25:16,970 --> 00:25:19,789 JO GRACE: We eventually found a couple of storybooks that 648 00:25:19,790 --> 00:25:21,769 JO GRACE: worked really well. 649 00:25:21,770 --> 00:25:24,049 JO GRACE: We found a game, Buckaroo, which was a 650 00:25:24,050 --> 00:25:27,029 JO GRACE: wonderful example of getting overloaded with 651 00:25:27,030 --> 00:25:28,789 JO GRACE: your feelings when the donkey bucked. 652 00:25:28,790 --> 00:25:31,429 JO GRACE: And so there was some fun, real fun activities 653 00:25:31,430 --> 00:25:34,569 JO GRACE: built into it. So again, make your programme 654 00:25:34,570 --> 00:25:38,349 JO GRACE: fun, keep it quite short and quite light. 655 00:25:38,350 --> 00:25:41,349 JO GRACE: You want the children to want to come back for 656 00:25:41,350 --> 00:25:44,129 JO GRACE: more. And I suppose the biggest key thing, 657 00:25:44,130 --> 00:25:46,169 JO GRACE: going back to that previous question we just 658 00:25:46,170 --> 00:25:48,589 JO GRACE: discussed, is about the relationships. 659 00:25:48,590 --> 00:25:51,049 JO GRACE: It's about the relationships with whoever's 660 00:25:51,050 --> 00:25:54,249 JO GRACE: facilitating. It's about the relationships with 661 00:25:54,250 --> 00:25:57,389 JO GRACE: the school staff, their teachers, their nursery 662 00:25:57,390 --> 00:26:00,809 JO GRACE: educators, whoever it might be, building that 663 00:26:00,810 --> 00:26:03,689 JO GRACE: safe, trusted, nurturing relationship 664 00:26:03,690 --> 00:26:06,949 JO GRACE: where children feel safe enough to test 665 00:26:06,950 --> 00:26:10,029 JO GRACE: out and talk about their big feelings and 666 00:26:10,030 --> 00:26:12,109 JO GRACE: to share how they're feeling or the things 667 00:26:12,110 --> 00:26:14,709 JO GRACE: they're struggling with so that they can learn 668 00:26:14,710 --> 00:26:17,649 JO GRACE: from that. I think the one other thing that I 669 00:26:17,650 --> 00:26:20,729 JO GRACE: would add is about always ensuring 670 00:26:20,730 --> 00:26:22,529 JO GRACE: that the parents are part of it. 671 00:26:22,530 --> 00:26:25,549 JO GRACE: We used to send information home to parents 672 00:26:25,550 --> 00:26:28,029 JO GRACE: to let them know what we were doing, what 673 00:26:28,030 --> 00:26:31,109 JO GRACE: activities the children were taking part in and 674 00:26:31,110 --> 00:26:33,509 JO GRACE: what the aim of the programme was that we were 675 00:26:33,510 --> 00:26:35,509 JO GRACE: doing with the children. 676 00:26:35,510 --> 00:26:37,979 JO GRACE: They would often go home and tell their parents 677 00:26:37,980 --> 00:26:39,339 JO GRACE: stories about it. 678 00:26:39,340 --> 00:26:41,079 JO GRACE: One of the key features of the programme was 679 00:26:41,080 --> 00:26:44,139 JO GRACE: mindfulness and the children really loved 680 00:26:44,140 --> 00:26:47,259 JO GRACE: the active mindfulness exercises that 681 00:26:47,260 --> 00:26:49,619 JO GRACE: we did. So we taught them things like finger 682 00:26:49,620 --> 00:26:52,219 JO GRACE: breathing and superhero breathing. 683 00:26:52,220 --> 00:26:54,338 JO GRACE: One their favourites was bumblebee breathing 684 00:26:54,339 --> 00:26:57,439 JO GRACE: and we were shared a story by 685 00:26:57,440 --> 00:27:00,459 JO GRACE: a parent about how they were now using that at 686 00:27:00,460 --> 00:27:02,699 JO GRACE: bedtime, as part of the routine. 687 00:27:02,700 --> 00:27:04,819 JO GRACE: Because their child found it really, really 688 00:27:04,820 --> 00:27:06,479 JO GRACE: soothing. And actually the parent was quite 689 00:27:06,480 --> 00:27:08,739 JO GRACE: comforted by it as well, that they would 690 00:27:08,740 --> 00:27:11,419 JO GRACE: breathe together and hum and make this kind of 691 00:27:11,420 --> 00:27:13,399 JO GRACE: buzzing sound together, and they would lie 692 00:27:13,400 --> 00:27:16,019 JO GRACE: there laughing on the bed after they'd done it. 693 00:27:16,020 --> 00:27:18,939 JO GRACE: So just make sure parents are a core part of it 694 00:27:18,940 --> 00:27:19,940 JO GRACE: as well. 695 00:27:20,690 --> 00:27:23,129 JENNIFER DIXON: So from our conversation today, what I'm 696 00:27:23,130 --> 00:27:24,649 JENNIFER DIXON: getting is that we would highly recommend 697 00:27:24,650 --> 00:27:27,209 JENNIFER DIXON: that schools prioritise emotional 698 00:27:27,210 --> 00:27:29,589 JENNIFER DIXON: resilience within their settings, as well 699 00:27:29,590 --> 00:27:31,329 JENNIFER DIXON: as other groups if they can. We've 700 00:27:31,330 --> 00:27:33,029 JENNIFER DIXON: mentioned our facilitator guide, which is 701 00:27:33,030 --> 00:27:35,469 JENNIFER DIXON: just one of the number of different tools 702 00:27:35,470 --> 00:27:37,429 JENNIFER DIXON: available for people. 703 00:27:37,430 --> 00:27:38,749 JENNIFER DIXON: One of the big things that has come across 704 00:27:38,750 --> 00:27:41,669 JENNIFER DIXON: from both you and Prajapa speaking is the 705 00:27:41,670 --> 00:27:43,029 JENNIFER DIXON: importance of being responsive to 706 00:27:43,030 --> 00:27:46,069 JENNIFER DIXON: children and listening, active real 707 00:27:46,070 --> 00:27:47,409 JENNIFER DIXON: listening to children. 708 00:27:47,410 --> 00:27:49,465 JENNIFER DIXON: And making it fun. So they want to come 709 00:27:49,466 --> 00:27:51,999 JENNIFER DIXON: and speak to you and build that trust. 710 00:27:52,000 --> 00:27:54,359 JENNIFER DIXON: But I think we're also just very aware of 711 00:27:54,360 --> 00:27:56,559 JENNIFER DIXON: the capacity constraints for teachers and 712 00:27:56,560 --> 00:27:58,099 JENNIFER DIXON: just quite how much they're balancing 713 00:27:58,100 --> 00:27:59,699 JENNIFER DIXON: within the classroom and how many 714 00:27:59,700 --> 00:28:01,359 JENNIFER DIXON: children's needs that they have to meet 715 00:28:01,360 --> 00:28:03,099 JENNIFER DIXON: all at one time, and it's a very hard 716 00:28:03,100 --> 00:28:06,019 JENNIFER DIXON: job. I think what we learned overall 717 00:28:06,020 --> 00:28:07,959 JENNIFER DIXON: is that actually supporting emotional 718 00:28:07,960 --> 00:28:09,499 JENNIFER DIXON: resilience in children is a collective 719 00:28:09,500 --> 00:28:12,779 JENNIFER DIXON: effort; so that could be your local Scout 720 00:28:12,780 --> 00:28:14,640 JENNIFER DIXON: groups, your Rainbows groups as well, you 721 00:28:14,641 --> 00:28:16,159 JENNIFER DIXON: know, bringing in these topics in loads 722 00:28:16,160 --> 00:28:17,879 JENNIFER DIXON: of different arenas. 723 00:28:17,880 --> 00:28:19,639 JENNIFER DIXON: Just places where children have adults 724 00:28:19,640 --> 00:28:21,599 JENNIFER DIXON: they can lean on that feel trusted and 725 00:28:21,600 --> 00:28:23,839 JENNIFER DIXON: safe, and that they can create this sense 726 00:28:23,840 --> 00:28:25,239 JENNIFER DIXON: of connection and safety with. 727 00:28:25,240 --> 00:28:26,939 JENNIFER DIXON: Thank you for both answering all my 728 00:28:26,940 --> 00:28:28,959 JENNIFER DIXON: questions and speaking with me today. 729 00:28:28,960 --> 00:28:29,739 JO GRACE: Thank you. 730 00:28:29,740 --> 00:28:31,659 PRAJAPA SENEVIRATNE: Thank you! If anyone would like to 731 00:28:31,660 --> 00:28:33,419 PRAJAPA SENEVIRATNE: read our evaluation report on our 732 00:28:33,420 --> 00:28:35,419 PRAJAPA SENEVIRATNE: emotional resilience programme, you 733 00:28:35,420 --> 00:28:37,099 PRAJAPA SENEVIRATNE: can find the link in the show notes 734 00:28:37,100 --> 00:28:39,239 PRAJAPA SENEVIRATNE: attached to this podcast, or on our 735 00:28:39,240 --> 00:28:40,640 PRAJAPA SENEVIRATNE: NSPCC Learning website. 736 00:28:44,810 --> 00:28:47,149 OUTRO: Thanks for listening to this NSPCC Learning 737 00:28:47,150 --> 00:28:48,569 OUTRO: podcast. 738 00:28:48,570 --> 00:28:51,049 OUTRO: At the time of recording, this episode's content 739 00:28:51,050 --> 00:28:53,809 OUTRO: was up to date, but the world of safeguarding and 740 00:28:53,810 --> 00:28:56,249 OUTRO: child protection is ever-changing. 741 00:28:56,250 --> 00:28:58,189 OUTRO: So, if you're looking for the most current 742 00:28:58,190 --> 00:29:00,489 OUTRO: safeguarding and child-protection training 743 00:29:00,490 --> 00:29:03,429 OUTRO: information or resources, 744 00:29:03,430 --> 00:29:06,109 OUTRO: please visit our website for professionals at 745 00:29:06,110 --> 00:29:08,387 OUTRO: nspcc.org.uk/learning.