There is no doubt that having a few resources that spark a conversation and interest facilitate engagement when working with children. There are different slime recipes and types to buy in shops. With lots of experiments, this is my favourite recipe. It is more chunky and together, not liquid at all. It can be a great starter for a session with a child, alternatively, it can be a real treat for the end of session, or a resource to calm and sooth throughout the session…
500 ml of PVA glue
a cup of warm water
500 ml shaving cream
5 pumps of foaming hand soap
one squirt of baby powder
5 pumps of body lotion
1 teaspoon of borax
Bowl and spoon
Food colouring and sparkling glitter (optional)
Pour the glue in the bowl
Fill each bottle of glue half way with cold water
Mix it until all combined
Put the shaving cream in
Mix it up
Put food colouring in (optional)
Add foaming hand soap, body lotion and baby powder
Mix it all in
In a different cup, add some warm water. Put the borax in and mix up until all the borax is dissolved to create the borax mixture.
Put three teaspoons of the borax mixture into the slime bowl and mix.
It is probably not yet formed but keep on adding the borax mixture until the slime is no longer sticky.
Enjoy! Some ideas with the slime…
To create engaging conversations, put in boxes and add some little creatures in the box. Ask the child to find the little creatures.
Add slime in balloons to create sensory and self-soothing objects. The more robust types of balloons will last longer. By leaving some air and space in the balloon, it creates sounds when playing with it, like pops.
Play with the slime, poke it, make bubbles with it, fold it…express how it feels, describe actions.
Change its textures by adding play foam or loom bands to make it more crunchy. Change the colour or add sparkling glitter to make it different.
I have recently been in touch with a number of early career psychologists about to embark a journey of working in schools. They were asking advice about top tips and preferred resources. Over the years, I have built resources I use on a regular basis so I thought I would take the time to write down what I could call ‘my essential toolkit’.
Getting to know each other, Being together, Enjoying time together
Time spent ‘being together and enjoying time together’ is valuable when working with children and young people. For some children and adolescents, it can take a few sessions to open up and discuss their feelings and thoughts. Asking what is their favourite activities, interests and hobbies always consist of a first session activity. I tend to use a blank page and draw a mind map of the child’s likes, dislikes, being good at, needing help with. This way the session is co-constructed and not necessarily pre-planned. Children learn that what is on paper is all their ideas, feelings and thoughts. Some formats are available on on-line in the name of ‘All About Me’ or ‘One Page Profile’ for ideas. I personally like better the blank page as it often becomes a cooperative activity where the child draws too.
To promote enjoyment and fun, I have a bag of different tools that have become particularly important in building a relationship with children. These toys are carefully chosen to create a positive reaction and emotion, and encourage dialogue. In many situations, talking about the toys and experience of playing have led to opening a discussion about interests, hobbies, school, home, etc. These tools are also important to help children return to the next session and feel happy knowing they will se you again. My essentials are:
Cards and Therapeutic Story Telling
St Lukes Innovations has a number of cards for various purposes. Feeling cards such as the Bears are a must and works well with children, particularly when they are finding it tricky to name and identify a feeling. In this instance, I give the child some cards and say ‘choose cards that represent that feeling’. Two Worlds cards are great to explore feelings and thoughts about children living in two homes/two different worlds. For adolescents, Deep Speak, Shadows and Inside Out are great resources to initiate discussions and also to explore deeper thoughts and meanings for feelings and behaviours.
I have developed a therapeutic story telling little library and love it! My role being in assessments in previous years did not lead me to focus so much on this type of resources before, so I am enjoying finding stories and would love to write some one day! My favourites are:
Personal Construct and Self-Image tools
Rick Beaver in Educational Psychology Casework provides a number of particularly helpful tools that I have used time after time in sessions with children and adolescents such as school situations, drawings, salmon lines. Based on these ideas, I also have a series of cards of school situations collected from various sources which are explored in sessions with children.
Draw your current school and then your ideal school tends to be an activity that works well to get to know where the difficulties at school may be, particularly when engagement and participation is a difficulty.
The series of the Blobs, a number of Blob characters placed in different situations such as the classroom, on a tree, in the playground, in different types of homes and worlds, is also an activity where children and adolescents tend to respond well to and where feelings of their self-concept and personal construct can be explored.
Some questionnaires such as the Strengths and Difficulties Questionnaires (SDQ) and BG-Steem can also help explore self-esteem and help scaffold a conversation.
In schools, psychologists are often required to contribute to developing groups aiming to support the development of specific socio-emotional skills. When looking at these resources, it is best to look into the evidence behind these programmes. However, in schools, purchasing expensive programmes and needing to attend training to become an accredited ‘trainer’ can act as a barrier to providing support to children. Having some guide books (which are often based on evidence-based practices) can help design some much needed support in a more immediate way. The following resources provide a good start:
The Science of Parenting/What every parent needs to know from Margot Sunderland explores a number of relevant themes affecting parents such sleep, tantrums, love to name only a few.
Parents are often finding behaviour management tricky. Tools, such as the ABC, based on a functional behaviour analysis helps gathering evidence around patterns of behaviour and helps open the discussion about more problem behaviours.
A Solution-oriented meeting format where ‘what’s ok’ is explored together with exceptions can also give a sense of empowerment to parents in helping them to realise there are many aspects of their role they are fulfilling well. It can also give an outline and format as to what needs to change, providing a tool to manage and initiate change.
Working in schools provide a number of advantages and can make a difference for many children and young people who would not normally have the opportunity to access special attention and support.
***The author of this text has no relationship with authors/resources mentioned and no financial gain in promoting any of these resources.***
Essential Readings and Guide Books
Ajmal, Y. & Rees, I. (2004). Solutions in Schools. BT Press: London.
Beaver, R. (2003). Educational Psychology Casework: A Practice Guide. Jessica Kingsley Publishers: London & Philadelphia.
Cefai, C. (2008). Promoting Resilience in the classroom. Jessica Kingsley Publishers; London& Philadelphia.
Geddes, H. (2006). Attachment in the Classroom. Worth Publishing.
Rosoman, C. (2008). Therapy To Go. Jessica Kingsley: London&Philadelphia
Seiler, L. (2008). Cool Connections with Cognitive Behavioural Therapy. Jessica Kingsley: London&Philadelphia
Stallard, P. (2005). Think Good, Feel Good. John Wiley & Sons, LTD: Chichester
Thielking, M. & Terjesan, M. (2017). Handbook of Australian School Psychology. Springer.
Treisman, K. (2017). A Therapeutic Treasurebox for Working with Children and Adolescents with Developmental Trauma.
Sunderland, M. (2007). The Science of Parenting. DK: London.
Zandt, F. & Barrett, S. (2017). Creative Ways to Help Children Manage BIG Feelings. Jessica Kingsley: London
My role in Australia is quite different from my experience in the UK when working as an educational and child psychologist. Seeing children over a longer period of time has been great, but also brought some challenges. I had to rethink my ways of working and incorporate a number of new creative resources and ideas into my professional practice. It has been great to research and trial these. I present here my top five, the resources I feel have been particularly engaging for the children.
School holidays in the Winter always tend to be a little tricky. What to do with the children? How to keep peace? How to entertain them?
In consultations, parents often talk about this time of the year being difficult as the children tend to do too much ‘device time’. Parents also explain this time of the year as expensive and stressful, needing to be busy to entertain the children to avoid conflicts. Families who are migrating and arrive in a new house with not much may also relate to the need to find activities with not much and at a low cost. In this frame of mind, here are described a number of simple and low cost activities to help families think about activities during the Winter school holidays (In Australia, this does not include Christmas, a novelty to me!). Winter holidays tend to be more difficult because of the weather, but with a little bit of imagination, it can be done…you just to wrap up warm! and for the rainy days, think a little more creatively!
Yes, there may be time with devices and special movies. Yes, some special activities that cost more money such as a cinema trip, a bounce in a soft play area, a museum visit or a special outing, may be planned, but with all of the above, hopefully this will not be a regular occasion. Holidays are also there to enable children to catch up with their sleep, play and be able to develop their own interests and self-identity. Ensure children have plenty of time to develop skills for unstructured play. This will support imagination, creativity and self-help skills, all very important life skills.