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Now Sort the following examples - Reciprocity or Containment?

The Solihull Approach

Conclusion

Containment

Safety, security, understanding, caring, regulating, informing, coping, appreciating

Physical Containment

Physical security, boundaries and comforting, environments

Emotional Containment

Early childhood experiences have a major effect on emotional, psychological and cognitive development.

Children at school are still developing so we can still affect neural pathways and aid learning for effective development.

Children's behaviour always means something

With containment and reciprocity children's behaviour is easier to manage and progress is made more effectively.

Emotional outlets, awareness, and coping strategies. Empathy, caring, and needs appreciated.

Reciprocity

Listening, understanding, interacting, communicating, sharing, being on the same wavelength

The Dance of Reciprocity

The mutual flow and stages of a conversation or interaction:

Beginning (initiation), middle (the peak), end (it dies down or a conclusion is reached)

If communication with a child is not reciprocal you will often find you're 'arguing' or 'not getting anywhere' or even neglecting to deal with an issue (excluding tactical ignoring techniques)

Self-Containment

Ideally, children and young people will eventually learn to help themselves.

You can help them to do this by encouraging them to be aware and mindful of their own mental states, thoughts, feelings and beliefs - this is meta-cognitive awareness

If they have this awareness they are more likely to be able to self-soothe, which is self-containment.

This allows the young person to know for themselves, what they need to feel safer and more emotionally stable, and what is influencing their mental state.

Then they can calm down and feel safe long enough to engage the problem-solving and higher cognitive processes in the brain to think rationally, reasonably and use clear perspective and judgement.

Early Childhood Focus

Behaviour Management

All behaviours mean something and communicate something.

Think of a specific difficult behaviour you encountered recently with a child

  • Heavy focus on child's infant experiences
  • Perceptions and attitudes are developed from birth
  • Neural connections formed in early childhood - complex learning
  • Containment and reciprocity - necessary for attachment, trust, self-esteem
  • Understanding child's experiences helps us understand how to help them

What underlying issue below do you think could have caused the child to behave as they did?

Could this feeling or issue exist because of a lack of containment or a lack of reciprocity?

What could have been done to ensure containment or reciprocity?

Wanting control, feeling inadequate, feeling helpless, feeling threatened, scared to trust, can't concentrate, feeling embarrassed, living up to others' expectations

Before we get started on the Solihull Approach...

Please fill in this questionnaire as if you are a child at school (have a specific child in mind).

As the student, what do you want? What do you need?

Add up your score and discuss the advice and strategies, and what might be the underlying causes of the student's behavioural difficulties.

E.g. are they related to a SEN? A childhood experience? Home-life and learned behaviours?

How did The Solihull approach Start?

Information gathered by nurses and educational mental health professionals in Solihull since 1999.

An approach to working with behaviorally and emotionally challenged young people - developed by a project team of professionals

Published resource for parents and professionals

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