Emma RedProfessional mental health and wellbeing therapies, and counselling, for children and school.
Emma Red
This is an innovative strategy developed and written specifically to support wellbeing and mental health in infant, primary and schools. The programme, researched, designed and written by Emma Red and a team of leading experts, increases pupils’ confidence and abilities to achieve and encourages them to respond calmly and to persevere when there are challenges and setbacks. The programme was developed to support the Department for Education’s Guidance on Physical Health and Mental Wellbeing in schools.
The first meta-cognition and psychology programme in the UK written especially for children in Infant, Junior and Primary Schools which supports the Department for Education’s guidance on Physical Health and Mental Wellbeing (Primary and Secondary). This programme focuses on children at different levels and supports teaching staff.
“It is important for schools to promote pupils’ self-control and ability to self-regulate, and strategies for doing so. This will enable them to become confident in their ability to achieve well and persevere even when they encounter setbacks or when their goals are distant, and to respond calmly and rationally to setbacks and challenges. This integrated, whole-school approach to the teaching and promotion of health and wellbeing has a potential positive impact on behaviour and attainment”. (.gov.uk November 2020)
MAPPS is designed to make children feel great and learn about themselves. It will help them get the best out of themselves and to find out how to make their amazing brains and bodies work together. When children learn about how their brain works, in a fun creative way, it helps them make it work better, for life, and for learning. When children understand their brains, they can learn how to develop techniques and strategies to boost their abilities and brainpower.
Research shows that happier children learn better. Children concentrate more, take more risks to try out new learning and are more able to join in with learning with their peers.
Children all learn differently and all have key strengths. Finding out more about their strengths will make children more confident in their learning.
There is good stress and bad stress, too little stress and too much stress and finding out the right amount of good stress will help them to learn better and to enjoy the opportunities in the window of challenge.
MAPPS encourages children to become more independent learners, to cope with adversity, and recognise when they are finding learning difficult. It will teach them how to encourage themselves to use positive self-talk and clear strategies to overcome learning hurdles.
Happy, confident learners with the ability to use clear strategies and overcome challenges will be able to make better progress and achieve enhanced performance in their learning.
What we say to ourselves affects everything we think, feel and do. Being aware of how we talk to ourselves is the first step to talking differently to ourselves.
This programme is grounded in extensive research, Neuro-Science and Meta-Cognition. It is designed to be delivered alongside the National Curriculum to children in Years 1 to 6 and beyond. It includes:
The coursebook for teachers is over 500 pages of well researched, thorough pre-written lesson plans to be delivered to children between years 1 to 6 by teachers. The lesson plans support Ofsted standards, and requires minimal preparation for all teachers, as the lessons are ‘ready to deliver’.
Combining a clear format, developed with Teachers, to include a stimulus introduction, key activity, key theory, scripted questions and practical creative exercise(s) the children will enjoy.
There are clear tasks for teachers and TAs supported with psychological illustrations and cartoons designed for children for white-board presentations and interactive learning.
Learning throughout the 10 modules is consolidated when the children record their progress in their Learning Journal, which will stay with them throughout the programme, as their personal passport for learning during years 1-6.
Along with the Little Book of Brainicons, a short dictionary to help children remember and focus on keywords, elements and psychology theory which will help them understand and get the best out of themselves.
Children will develop the tools they need to aspire throughout their learning and for the rest of their lives, by building sound foundations for their Emotional and Mental Health. Children will enjoy higher aspirations, understand how they learn best and will develop key skills to underpin their mental, emotional and physical health.
Each year children will focus and learn in more depth each of the 10 key modules. The modules will provide an intensive age-appropriate understanding of neuroscience, psychology, meta-cognition, self-awareness and health and well-being, all set out as 10 key modules to be delivered each academic year between years 1 to 6. Example modules: The Brain, Body, Anxiety and more.
The zone of proximal development refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled learning partner or teacher.
Thus, the term “proximal” refers to those skills that the learner is “close” to mastering.
The Education Endowment Foundation Teaching and Learning Toolkit lists Meta-cognition and self-regulation approaches as having consistently high levels of impact for relatively low cost.
Ofsted ready evaluation and impact of the programme within your organisation.
