#Resources 55: How is home learning going?

Just checking in, how are you coping with home learning…

I am not sure how you are going with home learning, but here, it is definitely challenging!

Keeping two parents demanding jobs going as well as supporting three kids at different path of their educational journeys (Grade 2, Grade 8 and Grade 12), and a dog, are not the easiest tasks.

After 10 days of home learning, I really wanted to write something in support to ALL parents out there who are feeling this juggle real! with a few reflections about my learning points and what we have come up with that has worked better…

What is Learning? What is Home Learning?

It is not new that learning takes place at home. Home has always been full of learning opportunities. There may be times that are less intense in learning and others that are full of learning opportunities, but learning at home is happening all the time.

Learning is defined as (see just a few web searches)

the act or experience of one that learns

knowledge or skill acquired by instruction or study people of good education and considerable learning

modification of a behavioral tendency by experience (such as exposure to conditioning)

process of acquiring new understanding, knowledge, behaviours, skills, values and preferences (Richard Gross, Psychology: The Science of Mind and Behaviour, 6E, Hachette UK);

Considering these different definitions, we are then in a position as parents to have a deeper understanding of what we are trying to achieve or aim to do during our ‘teachings’. The definition of ‘act or experience’ certainly resonates truth. What about a discussion about construction in Lego Masters and how to make a tower stay up from a shaking machine, is that not an amazing learning experience? or what about discovery different plants growing in the garden, are they not great experiences? or even cooking a cake with a sibling? learning cooperation, maths and reading skills?

What if Home Learning is Different to Home Education?

Home Learning is completely different to Home Education. As parents, we have not necessarily chosen to be in this situation. If I had chosen the Home Education path, I would probably have a very different daily schedule or would make alternative work arrangements. There would definitely be something different in our life as a family. I would also seek social contact with families in a similar situation or maybe seek support from community organisation. I remember teaching French to a group of 15 children who were all home educated and were coming to College for additional lessons as parents were feeling they were not able to give them this learning opportunity at home. Sports, hobbies, clubs and community services are not events accessible at the moment so learning from home is definitely different.

Why does it feel so hard to do home learning?

“I am not going to do what you tell me to do”…”Well don’t talk to me like this, I am your teacher, would you talk to your teacher like this?”

It may feel hard, but it is also normal for children to test our limits. As parents, we offer safety and security to their life. We have also overnight adopted a completely new role in their lives, we have now become a teacher. I can safely say that the youngest one has not liked it and it has taken a number of conversation to explain I now have a teacher role in his life and the oldest two have also challenged, wake up calls and getting to bed at a decent time. With a few conversations later about expectations and our role- what is a teacher, what does your teacher do, why needing a teacher – we are in a better place of acceptance of my/our role and activities I/we set.

There is also another element to their new learning experience, a child-centred approach aspect to learning without being fully child-centred as school prescribes lesson plans. Children have not experienced this type of learning before, a one to one learning experience, intense with “let’s do this now”, “here is the next goal or activity”. They are usually in a social environment with peers all doing the same, an incredible amount of socialisation and peer modelling taking place.

Learning a ‘new style of learning’ may need some adaptation as well as some scaffolding to this new experience such as a child needing lots of support and modelling initially and then gradually moving to more independent steps (see Vygotsky). My son, 7, reflected beautifully on this, saying ” but no-one is around me doing the same thing”. As we are busy with keeping a family ticking and a job going, it is hard to be there at all times, but perhaps helping them to initiate the task helps, with us hovering around to check in how they are going and keeping on task for a short while.

Outline the Plan for the Day Including the Plan of the School

Knowing what’s on for the day and me guiding conversations as to what is expected has certainly helped. I certainly don’t have the perfect recipe, but the moments that have been better in terms of learning is when I have been close by.

Certainly, outlining the day ahead before wake up time has helped create some prediction and routines. The days when I did not do this, my youngest said “well, it’s not on the board”. On the board, I also include a schedule from the school so we all clear about the tasks of the day such as

spellings

reading 30 minutes

zoom call

shapes

and then I explain what is exactly required in terms of outcome like ‘write 3 words’ or ‘read 2 books’. It has helped knowing we achieved the goals and I will then revisit in discussions ‘outside learning times’ to check on learning acquisition.

Keep it Fun and Engaging

Learning at home is a bit different. Typically lots of children would be together in a classroom sharing and learning. In itself this would create a buzz of energy and activity. Now being at home is a bit different where one or two children may be learning together in the same space. Certainly, my youngest has reflected on this “this is the most boring schooling I ever done, no one is here”.

It is not to say that we cannot have activities that are engaging and captivating attention. For example, we needed to look at shapes this week, so we did shapes using modelling clay and discussed these together. I took a picture of the models, glued it in the ‘home learning book’ and then shapes were identified in writing.

Was the aim of lesson met: Yes! Was knowledge acquired: Yes! it could have been also achieved by attempting to do body shapes or jumps on the trampoline, identifying shapes from plants, trees, objects in the garden or making Lego shapes…

Setting Specific Tasks in Short Bursts and Chunks with a Clear Finish

Learning would not typically happen on a one to one at school or with 2 or 3 children. There would be movements around the classroom as well as social interactions so it is normal for a primary school aged child to feel tired after a burst of 30 minutes of one to one learning. This may also vary depending on a child’s needs and developmental age. It has helped my youngest to have specific tasks that are manageable within a 30 minute window and to be able to tick when finished. We also have a folder and book where we put all his work in so when work is out, we work, when work is finished, we put it away. We also check in as to what has been done and not, what are the next steps for the next learning chunk.

Capture Learning Taking Place via lots of Methods

There is also lots of incidental learning happening such as a discussion around the table, a reflection after a film, counting peeled carrots, or measuring a cup of flour. It is important to think about learning taking place all the time and not necessarily when a child is sitting in front of a book and a pencil. It is also important to remember that reading and writing are a small proportion of a learning experience. Evidencing acquired knowledge and skills can take place in lots of varied ways, such as through a video, a photograph, talking, drawing. It is also important to remember that learning takes place in different developmental areas such as language, physical, emotional, thinking and social and therefore learning can be demonstrated in different ways.

Keep evidence of all the rich experiences taking place at home, you will then being able to share with the school teacher who can then match this to their learning objectives and goals.

Respect of Family Values and Reminders about Chores and House Rules

Whilst lots of learning is taking place during the day, it is also important to reinforce family values and rules as these are central to happy family functioning. It is important you continue to ensure you are distributing chores equally with developmental age appropriate tasks as well as reinforcing how we work together, what our values, how we come together as a family unit…

The Concept of Time is on Your Side

You may say, but I have a busy schedule, it is difficult to do all of this. I say I hear you and feel it too. Don’t forget “time is on your side”, you can do home learning all day long, bring the lesson plan into your routines, just check in with acquired learning and knowledge. What about catching up with a few things on Saturdays, who said home learning was 9-3 Mondays to Fridays.

Busy Schedule at Work – ‘It’s ok to say we will do some catch up at the Weekend

Praise Small Steps towards an End Goal, Achievements and Reinforce What is Working Well

Establishing goals will help with gaining a child’s intrinsic motivation and effort ” wouldn’t it be great to get all 100 words right” and also involve the child in establishing their own goals “I would like to write two sentences with your help”.

As part of the process, it is also important to reinforce what is going well, something like ‘what’s working well when I write”. Praising as we go can also give us some wins such as commenting on effort and a quality, “I noticed you did this well with commitment”. It is also important to discuss moments that are tougher and describe effort over a challenge. It helps children develop a growth and resilient mindset.

Be Compassionate to Yourself – You are doing the best you can!

We are all in this together and you are doing a good job, the best you can in the current circumstances. Yes it can be hard because we are exhausted and feeling the pressure. It is also part of our daily routines and what we do anyway, it just needs to be slightly more emphasised and reinforced as children are with us all day. I really enjoyed a psychologist interview who said “Your job as a parent is to keep peace” and it makes so much sense to me as children will remember this pandemic for a long time to come. They will remember the good and fun times, and also the arguments. So choose your battles, keep learning going as you have always have, keep ‘home learning’ fun, vivid and engaging, and ensure you are also be kind to yourself…

Author

Pascale is an educational and child psychologist (UK)/educational and developmental psychologist (AU) working in private practice, a university clinic and supporting professionals online via individual, group, webinars and training.

News from 3P



3P Psychologies for Life Adventures

We have a surprise at the end!!!

What A Few Weeks!
Busy, enriching, connecting, creating
It has been an incredibly busy few weeks. It was not that long ago when I was looking at launching the Child/School Psychology Resources Webinars again, but then realised the situation with COVID-19 was bringing challenges to many. I was meant to travel abroad to speak at a couple of conferences about implications for professional practice when working with families in global transition as well as visiting friends and family. Instead, it is from my office at home that I started to reflect on the situation as my family and friends abroad were beginning their lock down, isolation and school closures. In support of my family and friends, I started writing a few Resources posts (particularly 48) and then realised this situation would be coming to Australia where many psychologists would need to prepare for online working, see 49). Posts gained interest with more than 15 000 hits and many lovely comments. I did not anticipate reaching 50 resources on my website in this context. Connecting in professional groups about working online, triggered further ideas about bringing professionals together to create a Working Online Webinar Series. 

The series grew from planting a few seeds…
  

Working Online Webinar Series 1
Beautiful collaborations, networking opportunities, full of compassion, from all over the world
We started the series with Barb Kelly who presented a number of ideas and strategies about working with children. Barb’s presentation was engaging and full of colourful ideas.

We then had Sonia Jaeger who presented on counselling online and supporting expats communities for the last 5 years. The concept of being digitally nomad is fascinating and Sonia approached this well.

Shellee Burroughts gave us a great insight into working online with children and families using creative approaches. It was particularly touching and insightful to hear about Shellee’s work supporting children experiencing trauma. Our last presentation was from

Ellen Mahoney who gave an overview of her work online with international staff and particularly unique insight into different phases of her experiences with Covid-19 and the impact on students and staff.We then came all together as a last webinar in this series to discuss the different stages of the Covid-19 around the world as well as reflecting on each presentation, ‘take away messages’ and impact on professional practice.

As the sessions evolved, many joined but a few technical issues were frustrating. Administration systems changed to accommodate this growth and reduce administration time and tasks. The newly and purposefully designed learning platform allows for quicker administration processes, safe storage of resources, videos and additional features such as a certificate on completion and feedback.  

Working Webinar Series 2
Other presenters joined in this adventure, creating further collaborations worldwide          As we were finishing our series of webinars, it became evident that further presentations would be pertinent in the context, and further collaborations were created. Again in this series, we were able to form a team with international coverage, which I find particularly fascinating.

Colin Newton started the series with a graphically presented session on person-centred thinking. Colin and I have been in touch many times about working together and it was amazing to finally come to do this session. Colin will be back for another session later in the series. His work is so valuable in the current context as we are not able to do standardised assessments as much so this can be applied in many working contexts to ensure inclusion. I also think this different thinking and approach can change people’s lives. The graphically facilitated work can also bring so much to people involved in the process. I add an image of this type of work, such a great approach for our psychologist’s toolkit. So much to learn from this approach..                                  

We had a second session from Daniela Tomer who helped to really deepen our thinking when supporting global migrants by differentiating definitions of TCKs and CCKs, and bringing important reflections about the type of psychologist one wants to be perceived online.We will be hearing from Dr Bonnie Wims on ‘Anxiety and Feeling Helplessness’ with the global migrant population and Dr Natalie Flatt on ‘Creating Successful Online Employee Assistance Programs for Employees, Teams and Managers’ later in the series. I also took the liberty to give a bonus presentation in the series on ‘Resilience when working with children and families’ as this is such a pertinent topic in the current context and was the topic of my theses.A Few Reflections So FarWhat a few weeks it has been…beautiful connections all around the world and lots of learning along the way. A huge thank you to all presenters who have helped make this project a reality rapidly. There have been so many learning points that I would not know where to start, but certainly the importance of connecting, seeking peer support in more challenging situations, bringing people together and learning together has particularly resonated with me. I am sure there will be many more reflections to come as we continue to process the second series…and who knows many other projects may evolve as a result. Watch out for the College of Educational and Developmental Psychologist in Australia where I have been asked to write an article.We have a surprise!

We want the webinars to reach as many professionals as possible                                                  We are sincerely wanting this work to reach as many. The small cost (in AUD) has been put in place to give a token of appreciation to our presenters, covering administration costs and also making the learning platform sustainable. Many have joined and we are hoping that many more can join us in the second series. All recordings from series 1 and 2 will be available to watch if you cannot make the live events so you can still register to these series. Please share with colleagues and networks.
                                                                                                         As Jacinda Ardern said Easter Bunnies are allowed…We are offering 40% discount until Monday evening on either Series 1 or/and Series 2 Working Online Webinar Series (AUD). A great opportunity to watch and listen to psychologists around the globe about their work online. Quote ‘Easter’ when you register. When you register for these series, you will have a 30% discount on the Child/School Psychology Resources Webinars coming up later in May. If you are financially impacted by Covid-19, we hear you. Please get in touch as we would like you to join us… 

Yours Adventurously, 
Dr P. 

READ MORE ON OUR WEBSITE 
To register for the Working Online Webinar Series 1 or/and 2

 

3P Psychologies for Life Adventures 
Mount Eliza, VIC
Australia

SPECIAL EDITION -Working Online WEBINAR SERIES 2

As a result of an evolving working context where many are opting to deliver services online, a group of psychologists have come together to deliver a webinar series on online working. 

Webinar 1 – Person-Centred Thinking – Colin Newton, 8th April 7am Melbourne (7th April 10pm London, 11pm Paris, 5pm New York/Montreal)

At a time when assessment work may not be so feasible, there are many other ways to support clients. In this workshop we provide an overview of service centred thinking with person centred model approaches to planning. This may be perceived as an alternative to a medical model approach.

Person Centred Planning was first developed in the 1980’s by a small number of people including John O’Brien, Connie Lyle O’Brien, Beth Mount, Jack Pearpoint, Marsha Forest and Michael Smull. It was developed as a way of enabling people – children and adults – to move out of special segregated places schools, hospital and institutions into mainstream life – schools and communities. Person Centred Planning is built on the values of inclusion and looks at what support a person needs to be included and involved in their community.

Person centred approaches offer an alternative to traditional types of planning which are based upon the medical model of disability and which are set up to assess need, allocate services and make decisions for people. Person centred planning is rooted in the social model and aims to empower people who have traditionally been disempowered by ‘specialist’ or segregated services by handing power and control back to them.

This session will be graphically facilitated with a second presenter Elliot Newton. 20% reduction in book purchases for all participants joining this webinar. Simply email Inclusive.solutions@me.com with proof of attendance and we will send book and invoice details. 

Webinar 2 – Supporting Global Migrants Online– 10th April 7am Melbourne (9th April 10pm London, 11pm Paris, 5pm New York/Montreal)

Daniela will talk about her online work with the globally mobiles. She will also discuss her work with the globally mobile population particularly linked to identity formation under this unique lifestyle and the unique challenges this population have during this challenging times we are living due to the coronavirus.

Webinar 3 – Working Online Supporting Anxiety and Feeling Helpless14th April 8am Melbourne (13th April 11pm London, 12pm Paris, 6pm New York/Montreal)

Bonnie will talk about her work online supporting expats in gaining a sense of mastery over situations that are worrying and creating anxiety. She will also explore Anxiety and Feeling Helpless how we can learn to recognise the intrusive thoughts that may trigger our anxiety and worry.  Types of worry will be explored to help people learn how to manage these thoughts and change their mindset in order to gain a sense of mastery over their situation.

Webinar 4 – Person-Centred Planning In Action – 17th April 7am Melbourne (16th April 10pm London, 11pm Paris, 5pm New York/Montreal)

In this workshop we demonstrate what this approach looks like in action. With stories and live videos plus detailed reflections on person centred facilitation this work is cutting edge. 

Inclusive Solutions have been using these processes since 2001 in an ever widening range of situations including planning for education, looked after children, inclusion in schools, social care environments, transitions, whole team planning and work with families and around children and young people of all ages.

This session will be graphically facilitated with a second presenter Elliot Newton. 20% reduction in book purchases for all participants joining this webinar. Simply email Inclusive.solutions@me.com with proof of attendance and we will send book and invoice details. 

Webinar 5 – Transition to Working online – top tips, strategies, counselling techniques for working with teams and managers through Employee Assistance Programs – Natalie Flatt – 20th April 8am Melbourne (19th April 10pm London, 11pm Paris, 5pm New York/Montreal)

Natalie will be presenting about her innovative approach to creating support for employees, teams and managers. In this current context, this is a particular issue needing attention.

Webinar 6 – Resilience framework when working with children and families in this current context – Dr Pascale Paradis – 22nd April 8am Melbourne (21st April 11pm London, 12pm Paris, 6pm New York/Montreal)

Pascale will present a resilience framework when working with children and families. This is to support children and families going through a difficult time currently. The resilience concept, risk and protective factors will be outlined as well as tools and strategies.

Information about the webinars

Webinars will last approximately one hour and allow Q&A time at the end. You can join live or register to watch these webinars at your leisure in a purposefully designed learning platform which includes resources, links, feedback form and a certificate after completion.

To join the webinars, please follow this link for registration. Due to the current context, we acknowledge this may be a difficult time for you, so we are offering coupon discounts for participants of the Working Online Webinar Series.

https://learning.3ppsychologies.com/courses/working-online-webinar-series-2

Based on this registration, you will have access to ALL 6 webinars for 50 days. After registration, you will be sent a link that you need to follow to give you access to the webinars and learning platform.

About the Speakers and Facilitator

COLIN NEWTON is an Educational Psychologist in the UK who trained in Newcastle and worked in Nottinghamshire, East Anglia and Essex. Before that Colin was a primary school teacher in East Anglia. From 1998 – 2001 Colin was Principal Educational Psychologist of City of Nottingham Local Education Authority (LEA) where he contributed to the consultation on and successful development of an inclusive education policy across the LEA. Colin is the co-author of a number of person-centred planning resources: ‘Circles of Friends’, ‘Circle of Adults: A Team Approach to Problem Solving Around Challenging Behaviour and Emotional Needs and ‘Restorative Solutions – Making it Work together’ and Managing Change in Schools, a practical handbook, Keys to Inclusion, Person Centred Planning Together.

Colin’s career has been values driven, but also practical using applied psychology in training and real life problem solving with schools, families and individual children and young people. Colin is a proud parent to two sons and a daughter.

DANIELA TOMER is an Israeli and Belgian licensed Clinical Psychologist. Her nomadic lifestyle led her to co-found GNW- Global Nomad’s World a consultancy dedicated to help individuals and organisations around the world with  different challenges, through Psychology and Sports. Daniela also serves as FIGT- Families in Global Transition Counseling and Coaching Affiliate Chair. She is a leading force of a growing movement of mental health professionals who are working to create resources that will help people around the world to better deal with the complex issue that arise when they migrate.

Daniela has lived in Latin America, Israel, Europe and since August 2016, Boston USA. She is fluent in English, Spanish and Hebrew and speaks conversational French. She is the proud mother of four TCKs.

Dr BONNIE WIMS is an Expat Therapist and Counselling Psychologist.  She has a private practice in New York and works exclusively online.  Dr. Bonnie Wims received her training while living as an expat in the United Kingdom.  It was in London that Dr. Wims had a traditional private practice and worked with a variety of client presentations including depression, anxiety, grief and more.  After moving back to the states, first Boston and now New York, Dr. Wims began working more and more with expats and has developed both workshops and courses on cultural transitions and the challenge they bring to our sense of “self”.  In addition, Dr. Wims took her private practice completely online and is committed to removing obstacles to mental wellness through online counseling.

Dr NATALIE FLATT Ph.D is co-founder of ConnectPsych Services in Australia. Natalie has extensive experience in Solution-Focussed Cognitive Behavioural presentation and interventions to assist with anxiety, resilience, stress management, relationships, workplace conflict and compassion fatigue. Her therapeutic work offers practical, evidence-based solutions to assist professionals to overcome a wide variety of difficulties to ensure ongoing emotional resilience, wellbeing, and improved self-confidence; resulting in higher work life satisfaction and productivity.

Natalie’s area of work focuses on online Employee Assistance Program, “Creating Successful Online Employee Assistance Programs for Employees, Teams and Managers”.

DR. PASCALE PARADIS is an Educational and Developmental Psychologist working in schools, private practice as well as working in a university training clinic. As well as using online tools due to her global migration journey, Pascale has developed two websites with many resources for families, schools and professionals and a series of child/school psychology resources webinars. Pascale provides online individual and group supervision to psychologists and professionals working with children, families and schools.

Member of the British Psychological Society (MBPsS), Australian Psychological Society (MAPS) and the College of Educational and Developmental Psychologists (FCEDP), Pascale has developed specific interests in the following fields of psychology: school adaptation, resilience, cross-cultural issues and migration, positive psychology and, leadership and organisational psychology in schools. With 25 years in education, Pascale worked in different childcare and educational settings, notably, summer camps, primary school and secondary schools, independent schools, further education colleges and childcare centres in Quebec, Scotland and England. She also worked for local authorities developing specialised education and services for children and families.

#RESOURCES 54: 10 MORE ACTIVITIES WITH CHILDREN FOR PSYCHOLOGISTS WORKING ONLINE

As I was writing my previous post on the topic (https://3ppsychologies.com/2020/03/21/resources-51-online-tools-and-10-activities-for-psychologists-working-with-children-online/), I came up with other suggestions so I thought I would these together here.

  1. Watching a video together – You can do that by sharing your screen with the child and present the video. In YouTube, you can search for different videos related to the colours of the Zone of Regulation program such as videos about anger when searching for red zones of regulation. Make sure you watch the full video prior to ensure it is appropriate for the age of the child. There are different videos for younger and older children. https://www.youtube.com/playlist?list=PLXXlw5bZYnCqtq03LaaeNuxAcHozkUfag
Green Zone Playlist

2. Puppets or little people – You can ask the child to get some teddies or little people they have in the house and develop stories with these. You could also have puppets and talk through the puppets during the session. You can develop a story or write a story together with different characters and perspectives.

3. Cartoon strips – You can develop together (either on the whiteboard or on paper) scenarios of different situations that happened and then change these into a different scenarios with either a different social response or a different thought. This can really the child to see a situation in a different way as well as the therapist being able to exactly depict what happened in a specific situation.

4. Eliciting strengths – You can design a character with a specific strength – like a kind character, a playful character, etc. and then discuss in what situation the character could help. Similarly, you can draw together a poster with different bubbles outlining the child’s strengths.

5. Lego – You could ask the child to build something out of Lego either a house, a school, etc. and then build a story around it with different characters, little people or Lego people. You can the parents to prepare a box of Lego for the session.

6. Information and Activities – You can send some worksheets/activities prior to the session for the child to have a look at. Please do not assume the family is able to print, if they do, that’s great. If they cannot print, you could still use the template to guide your session and talk about the topic. You can even make your own with the child either on the whiteboard or on paper. Whatever you do, you can send via email at the end of the session. If the child draws or does an activity, you can ask the parents to store it safely or put it in a place where the child feels comfortable with.

7. A Calming Drawing Activity – You can set up a drawing activity, they draw and you draw something different or similar, depending on the situation. For example, you could both have a mindful drawing sheet, different (one found in the house) or similar (one sent prior to the session). Whilst you are drawing, you can be talking to each other, “How was your day, how are you, what about Mum, Dad”, etc. and be together sharing a “space”.

8. Sing together or watch a Sing and Dance video – for example, a child may like the Wiggles, you can share this video on the screen and watch it and dance together.

9. Posters – Create a poster for the fridge or the bedroom – together on whiteboard or the child does it alone and you are commenting. This could be an emotional regulation poster with different strategies for example.

10. Closing the session – It is important to set a rituals to say goodbye. You may want to think how to set this up like a ‘5 minute to the end’ message, agreeing on the next steps during the week and next session time, helping the child to think about what’s next in their day to support the transition and closure of the session. You can decide together how to say goodbye online, like a virtual high five, a special wave, thumbs up, a special ritual to end of the session will help create predictability and reduce anxiety of leaving and saying goodbye.

Additional Resources and Online Webinars/events


http://www.safehandsthinkingminds.co.uk/covid-anxiety-stress-resources-links/

How to explain Telehealth to parents

Different activities for psychologists – https://www.meehanmentalhealth.com/the-playful-therapist-blog/telemental-health-and-children-20-free-minimal-supply-activities

Mindful Musings for TeleTherapy https://www.facebook.com/events/214309229807510/

https://www.greatschools.org/gk/articles/social-emotional-learning-mad-libs/?fbclid=IwAR3Xm3RaLc4tw36Wi_sEBHltggI-4rjkM5y6E3FPjvYtI3rPlP8nmk9ZwZY

Working Online Webinar Series including two webinars specifically for professionals are working with children. You can still register and have access to all webinars, resources and links. Working Online Webinar Series 2 is being prepared currently and will be advertised shortly, with completed new speakers and focus. See link below to register for Series 1.

Apps that can be used in therapy – credit to Simone Gindidis

#RESOURCES 53: EVEN MORE ACTIVITIES TO DO AT HOME

As I was writing these two posts (https://3ppsychologies.com/2020/03/23/resources-52-covid-19-10-more-activities-for-home-you-are-not-alone/ https://3ppsychologies.com/2020/03/13/resources-48-covid-19-survival-tips-for-parents-10-activities-for-home/), I found I had more ideas and suggestions coming so here is another text and resources about another 10 activities to do at home during a self-isolation period.

  1. Visit museums online: This link was shared in some forums. You can visit many museums around the world via an online platform. https://hellogiggles.com/news/museums-with-virtual-tours/?fbclid=IwAR0rY_yo3gN8TNpULY13GbwsixWYZwGrRC1E4HSf2JM0VDU5LJ26Y8d_zZ8
  2. Audiobooks: Audiobooks can be great for children either to help them feel calmer going to sleep or to vary their learning experiences. This company has announced free audiobooks for children. https://stories.audible.com/start-listen
  3. Science Experiments: Children are fascinated by science experiments. Some may prefer art and some others may prefer science experiments. It is important to vary activities to offer a wide range of learning experiences. There are lots of videos on Youtube or here is a link to different science experiment ideas. https://www.google.com/search?rls=en&q=pinterest+science+experiments&tbm=isch&source=univ&client=safari&sa=X&ved=2ahUKEwiq7O_oocPoAhXfyDgGHfaXBPkQsAR6BAgIEAE&biw=2028&bih=1310 and
  4. Posters for bedroom wall: Children like being to make their place their own. Choosing pictures for the wall and making a feature of it can be a great activity for them.Cutting and arranging flowers
  5. Mood Boards are a visual representation of how we feel using lots of different materials, images, art, magazines, drawings, etc. It can also be done using free graphic designer programs such as Canva. It can be a great activity to sit together and create a mood board and discuss how we are feeling. Here is a link to different ideas https://www.google.com/search?q=mood+boards+kids&tbm=isch&ved=2ahUKEwic0-alq8PoAhUUGrcAHRTPBJ0Q2-cCegQIABAA&oq=mood+boards+kids&gs_lcp=CgNpbWcQAzIGCAAQCBAeOgQIABBDUK3SBFja2ARgm9oEaABwAHgAgAG3AYgBnwaSAQMwLjWYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=5H6CXpzRHJS03LUPlJ6T6Ak&bih=1310&biw=2028&client=safari
  6. Campfire – If you have a fireplace in the house or outside, why not make a special time all together to sit around the fire, tell stories, sing songs and play campfire games (like I start a story and the other one continues, or the Whisperer/Telephone). You could even make some Smores or Encore (2 biscuits, a piece of chocolate and a marshmallow in a sandwich, melted in in foil).
  7. Journalling – You can encourage children to journal their experience of being at home using drawings, keywords or sentences.
  8. Family Recipe Book – You can take the time to put together all the family recipe in a book and ask the children to draw or photograph ingredients or the full final product if you have cooked it together.
  9. Labelling features in the house in a different language – It can be a helpful way to learn a language as it becomes visual using the object and a word. You can then practice together at saying the words and using these in a sentence. You could also have an activity where coffee, tea, biscuits are served in the language, ideal for the French Cafe experience.
  10. In our garden, there are lots of flowers growing at the moment. Picking flowers and arranging them, learning their names, etc. can be a particularly mindful and peaceful activity. Bringing nature in also brightens up the house.

Choosing and printing posters for a bedroom wall

Author

Pascale is an educational and child psychologist (UK)/educational and developmental psychologist (AU) working in private practice, a university clinic and supporting professionals online via individual, group, webinars and training.

Some Other Ideas

Bear Grylls suggest 100 activities for the great indoors in self-isolation. Yes there is some Scouting in the activities I suggested!

https://www.lonelyplanet.com/articles/the-great-indoors-bear-grylls?fbclid=IwAR04ULboheK6o01_59ovn3Y-G5KcAWu_lHNZzlOB1g1-x8hVWFhQtaWJe7M

I came across this for Parents themselves…

No photo description available.

Additional Resources

Training Package – Global Migration Webinars and 50 Counselling Cards

Information about the Counselling Cards Design

We have designed 50 counselling cards related to global migration. The cards are designed using a postcard concept to reflect the global migration aspect to this project. These cards aim to help support conversations with children, young people and families about global migration challenges and opportunities.

Based on the Toolkit to Global Migration, theoretical frameworks, parental, personal and professional experiences, these cards have been designed for children and young people so fun and colourful. My daughter who is 13 helped design these cards so there is definitely a young person’s mind in these. She has found the project therapeutic and helpful in understanding her global migration journey.

Cards have also been designed to use metaphors so that children and young people can talk through the metaphors with different images. For example, one of the cards has an anchor and aims to elicit conversations about settling in one place and ways to do this.

The themes have all been thought through very carefully and many linked to theoretical frameworks such as resilience, transition and positive psychology. An information booklet accompanies the cards so that the professional working with the global migrant family understands the different theoretical concepts and metaphors used. References are also provided in this booklet.

The counselling cards aim to support professionals understand global migration issues and provide tools to initiate conversations that are specifically related to transitions and this challenges and opportunities of moving abroad.

Information about the Training Package

The training package includes webinars presenting the different counselling cards, images, metaphors and concepts behind all the design. These webinars will be available for you to watch at your leisure for a period of time after enrolling in the full training package.

You will have have the opportunity to have an individual consultation with Dr Pascale Paradis to discuss the training package and the counselling cards. You will receive a certificate to show your participate in the professional development.

On completion of the training and consultation, the counselling cards will be sent to you via post for use with children, young people and families.

Who Is This For?

For any professionals working with children, young people and families experiencing global migration challenges and opportunities such as psychologists, counsellors, coaches, therapists, social workers, educators working in a counselling role.

Why Is The Training Important?

The training is there to be helpful and really understand the design of the cards and the thinking/rationale behind each card. It is also there to create discussions about global migration issues that are very specific to this population of children and families. Forums will be created to support you and others, and create discussions about global migration issues when working with children, young people and families.

When Will This Training Be Available?

The counselling cards are all ready and printed. The webinars are being developed currently. The booklet needs a little bit of reviewing and editing! so we are nearly ready to go! Very exciting!

If interested in this training package and the counselling cards, get in touch at info@3ppsychologies.com

SPECIAL EDITION – Working Online Webinars

As a result of an evolving working context where many are opting to deliver services online, a group of psychologists/education consultants have come together to deliver a webinar series on online working.

Webinar 1 – Into the Unknown: Using video conferencing in child therapy, in a whole new world – Barb Kelly 26th March 8am Melbourne (25th March 9pm London, 10pm Paris, 5pm New York/Montreal)

Barb will share:

  • Making a magic carpet: how to develop a treatment plan and session plan for video conferencing therapy 
  • A whole new world: practical strategies in video conferencing in a time of Covid19
  • Side kicks: Every epic story has them! Parent engagement as “co-therapists”
  • Part of your world: Understanding neurodiversity and video conferencing

Webinar 2 – Supporting Adults Online – Dr Sonia Jaeger – 28th March 8am Melbourne (27th March 9pm London, 10pm Paris, 5pm New York/Montreal)

Sonia will present on her approaches with working with expats and the digitally nomad community.

Webinar 3 – Creative Approches on Child and Parent Work Online – Shellee Burroughs – 30th March 8am Melbourne (29th March 10pm London, 11pm Paris, 5pm New York/Montreal)

Shellee will explore approaches and experiences of online work, focusing on child and parent work, creative approaches, online support and supervision. 

Webinar 4 – Supporting International Schools and Educators’ Wellbeing Online – Ellen Mahoney – 1st April 8am Melbourne (31st March 10pm London, 11pm Paris, 5pm New York/Montreal)

Ellen will talk about her experiences of supporting international schools moving towards digital learning as well as mentoring in the current context.

Webinar 5 – Joint Session with all Speakers with Discussions and Tools for Working Online – 3rd April 8am Melbourne (2nd April March 10pm London, 11pm Paris, 5pm New York/Montreal)

Webinars will last approximately one hour and allow Q&A time at the end. You can join live or register to watch these webinars at your leisure.

To join the webinars, please register using the sidebar of this page or 3ppsychologies.com by clicking on the donation button where you pay on a ‘what you can’ basis. Due to the current context, we acknowledge this may be a difficult time for you, so we are also offering a a donation based registration.

Based on this donation, you will have access to ALL 5 webinars. After registration, you will be sent a link that you need to follow to give you access to the webinars.

About the Speakers and Facilitator

BARB KELLY is a Clinical Psychologist/Child Psychologist in Queensland, Australia. She likes to tell kids she is a “YouTuber” and enjoys using creative strategies in her work with children and families. 

Barb works with a range of presentations, including complex mental health, eating and feeding issues, and has a particular interest in neurodiversity- Autism, ADHD and Tics/Tourette’s. 

Video conferencing and webinars have been a vital part of Barb’s work to support children in their systems. Barb has been utilising video conferencing to support children in rural and remote locations, as well as to build capacity in children’s community through training and educating parents, educators, psychologists and allied health professionals. Barb has a background as a university lecturer and also supervises psychologists.

SHELLEE BURROUGHS is a Transition and Trauma consultant and UK registered Art Psychotherapist who is currently based in the South West of England. Shellee trained in Canada before returning to the UK where she worked for the National Health Service, Twelve’s Company (a sexual abuse survivor charity), in schools and is currently in private practice as a trauma specialist. Shellee has almost 20 years experience of providing support for children, young people and their families and recently co-facilitatated an Exeter University legal study specifically for Grenfell Tower survivors.


Shellee currently works with adopted and ‘cared for’ children and young people and provides online support for families and foster parents. Having lived in the UK, North America, Australia, Japan and Malaysia, she has extensive cultural experience in both a personal and professional capacity and is also a parent to two ‘Third Culture’ children. She lives on the outskirts of Exeter and is a lead team member of the ‘Families in Global Transition’ (FIGT) coaching and counselling affiliate. Shellee continues to develop her online provision in a variety of contexts, including therapy sessions, workshops, supervision and professional support groups. 

DR. SONIA JAEGER is a German-French psychologist, psychotherapist and PhD, who has been living a location independent life as a digital nomad for the past five years while working as an online therapist, providing online counselling to expats and other globally mobile clients in German, French and English. Growing up with two languages and cultures herself she experienced the challenges and advantages of the mobile and international life from an early age. After finishing her PhD she decided to take a break and travel the world. However, instead of returning home afterwards she opened an online private counselling practice and has been travelling the world ever since. On top of her online counselling work, Sonia also mentors other psychotherapists who want to work online and facilitates workshops that broach the issues of mental health while living globally. She is also the co-host of the Podcast „Mit Psychologie und Laptop um die Welt“ and the co-founder of the Location Independent Therapists Community.

ELLEN MAHONEY is an alumna of international schools, the CEO of Sea Change Mentoring, and a Council of International Schools Affiliated Consultant. She is the only professional working with international schools who is certified in mentoring program supervision.


In 2013, Ms Mahoney was named a David Pollock Scholar and an Echoing Green Semifinalist for founding Sea Change Mentoring, which provides consulting and professional development for international schools developing Social and Emotional Learning, mentoring, advisory, wellbeing, and transitions programs. In 2019, she launched The Circulus Institute, which provides blended learning opportunities for school staff in the area of social and emotional learning competencies. She is author of Ten Strategies for Educators’ Wellbeing: A Handbook for Schools During the COVID-19 Outbreak and is the host of the Sea Change Podcast, a podcast that discusses the intersection of education and COVID-19. She is currently based in New York City.

DR. PASCALE PARADIS is an Educational and Developmental Psychologist working in schools, private practice as well as working in a university training clinic. As well as using online tools due to her global migration journey, Pascale has developed two websites with many resources for families, schools and professionals and a series of child/school psychology resources webinars. Pascale also provides online individual and group supervision to psychologists and professionals working with children, families and schools.

Member of the British Psychological Society (MBPsS), Australian Psychological Society (MAPS) and the College of Educational and Developmental Psychologists (FCEDP), Pascale has developed specific interests in the following fields of psychology: school adaptation, resilience, cross-cultural issues and migration, positive psychology and, leadership and organisational psychology in schools. With 25 years in education, Pascale worked in different childcare and educational settings, notably, summer camps, primary school and secondary schools, independent schools, further education colleges and childcare centres in Quebec, Scotland and England. She also worked for local authorities developing specialised education and services for children and families.

#RESOURCES 52: #COVID-19 10 MORE ACTIVITIES FOR HOME – YOU ARE NOT ALONE

The current situation looks like it could last for many days and parents may start to run out of ideas as to what you can do at home with the children. It is undoubtedly a challenging and stressful time for everyone. In Australia, children are now at home for 3 weeks at least.

You are not alone, many around the globe are in this situation!

I wrote a post about activities that families can do at home a few days ago which has now been shared far and wide (https://3ppsychologies.com/2020/03/13/resources-48-covid-19-survival-tips-for-parents-10-activities-for-home/). As soon as I finished writing it, I came up with some more ideas. My children (17, 13 and 7) were also very funny in saying “Are you writing this for us?” as well as coming up with more ideas. We our heads together and came up with another 10 activities that families can do together at home.

Activities for Families at Home

  1. Art and crafts – Art can be therapeutic and healing, it can also be creative, letting imagination run wild. Painting on canvas freely or with some guidance can be a novelty for children. Pinterest has lots of different ideas for arts and crafts projects. https://www.google.com/search?rls=en&q=art+and+crafts+project+pinterest+for+children&tbm=isch&source=univ&client=safari&sa=X&ved=2ahUKEwi9z_XdxqroAhUNyDgGHeqSBB4QsAR6BAgJEAE&biw=2231&bih=1310
  2. Preparing for a Garage Sale – Declutter and reorganise a few things in the house, ask the kids to help give away unwanted items and put these away for a garage sale. Although the event would not be able to take place now, at least all the preparation would be done when you can do got to a donation shop or organise a garage sale. There can be lots of learning in budgeting, pricing and preparing marketing materials. You can also set the children some tasks such as researching a recipe for cookies or lemonade to sell on the day.
  3. Making a Treasure Box – You can use an old container or a recycled boxed decorate it, and then ask the children to put their precious items in the box. It could be photos of loved ones, a stone they painted, a ribbon from on old dress, some jewellery or their favourite car or train, etc.
  4. Creating a Photo-Memory Book or a Calendar – Lots of photos are now being kept online. Doing a photo album can be a great way to keep children busy and interested in their developmental and family history. Story telling can also take place as a result which promotes language development, a sense of belonging and connections. In a similar line, designing a calendar online can be a great way to keep children busy. My daughter and I designed counselling cards using Canva and she really enjoyed being creative and spending time with me.
  5. Gardening/Growing Plants and Vegetables – It is an interesting time where children may ask lots of questions about shops and food. My children have asked questions about how we will get our food in the future if supermarkets’ shelves become all empty. My first reaction was, we will grow some, like what our grandparents did. They were quite satisfied with the answer and this is definitely on the cards for a family project. There are lots of videos online with tips about growing fruits and vegetables from their seeds so you can avoid the shops. You can also use lots of old or recycled containers to pot your plants. Children love to see the fruit of their labour and see plants grow.
  6. Preparing a Picnic in the Garden or a Room in the House – Children love preparing picnic. On rainy or snowy days, we used to put a blanket on the floor in the living and prepare a picnic. It changes the routine of sitting at the table and makes it fun. Ask the children to prepare food with you. When you finish your meal, you can tell stories, read a book, play a game or watch something together. You can even set up a tent in the garden if you feel a little more brave and the weather permits.
  7. Preparing a Talent Show – Children love performing. They have the full attention of their parents. The preparation stage is the most important as they can spend a while in researching their act, learning a song, a dance, a sketch, a joke, a science experiment. You can even connect with other families and have a live performance on FaceTime, Skype or Zoom.
  8. Rocking, Swinging and Sensory Activities – I found myself sitting on my rocking chair this week with my son (7) on my lap. It reminded me how the rocking motion can be very relaxing as it repetitive and calming. My son also commented on this and we had a lovely moment together. Activities that are relating to our senses are also important to ground us and calm us, such as swinging, rocking, deep pressure, taste, touch, smell. Playdough, slime, sleeping bags, heavy blankets or even hanging a hammock in the house or garden can all help with sensory activities. You can set up different activities during the day to help the children be in touch with their senses. For example, setting up a treasure basket with nature objects, different fabrics, household objects can also encourage discovery, language and connection. Another activity could be going around the garden blindfolded touching the different trees and describing how it feels. Here are some ideas for messy play. https://www.playatthemessyshed.com.au/?fbclid=IwAR0ZdLUxpTh2ZuDUT_pdHqqV6m3GLvwplgnh9PSePNFuhHX3FKEF79Y_qoY
  9. Building a Box Fort – Making box fort is also a great activity helping to ground children as they can feel safe and enclosed in their box fort. It also promotes construction, visual-spatial skills when doing the design and the construction. At the end, you can also let the children decorate the box fort with stickers or drawings, and put cushions, lights, blankets in it, etc. Lots of fun to be had in a box fort.
  10. Music, Dancing, Singing and Playing an Instrument – Lots of fun to be had with a family disco, push the table and chairs aside, or the sofas and just dance, listen to music, have fun together. Spend time together making a family playlist ready for your disco. Learn he lyrics of a song together or individually and then present to the family. Learn to play an instrument, develop your skills playing your instrument. If you don’t have instruments at home, why not think about making some instruments with recycled containers or cardboard.

Lots of activities to do…and whilst I am writing this, I came up with a few more. Watch this space, more to come.

Bonne Chance!

Pascale is an educational and child psychologist (UK)/educational and developmental psychologist (AU) working in private practice, a university clinic and supporting professionals online via individual, group, webinars and training.

To register to the Working Online Webinars Series – Please follow the link below

Some additional links

https://www.psychologytoday.com/us/blog/little-house-calls/202003/parenting-during-covid-19?fbclid=IwAR1_MHXgqGZqr9pUjXsw3Hj3wCHS1kR-UPY1SmyTq4ceGkFrUI5w-Cbfozc

#RESOURCES 51: ONLINE TOOLS and 10 ACTIVITIES for PSYCHOLOGISTS WORKING WITH CHILDREN ONLINE

There were a few posts this week on some forums about how to engage children in an online therapeutic delivery. Following lots of interests in this space as many are preparing to work online, in this text, I provide links to different resources and online tools in the reference/links section. I have provided some therapy online and also lots of supervision, but I felt I needed to equip myself so I did some research as well as reflecting on different activities I already do in professional practice and how I can adapt these in an online platform. Here are 10 therapeutic activities with children when working online.

10 Therapeutic Activities With Children when Working Online

  1. Mindfulness/check in activities – start the session with gaining the attention of the child by playing a game requiring them to engage like counting fingers, singing a song, showing where they are
  2. Psychoeducation about COVID-19 – why are we online, big problem, small problem, factual and simple information. Lots of information at these two posts. https://3ppsychologies.com/2020/03/21/resources-50-covid-19-information-and-additional-links/ https://3ppsychologies.com/2020/03/15/resources-49-covid-19-psychologists-preparing-to-work-online/
  3. A scavenger hunt – find something that makes you happy, sad, angry or find 5 objects you would like to show me. Name something that makes you happy, sad, angry. Draw these emotions on the whiteboard.
  4. Games – naughts and crosses, Simon Says, I Spy, Charades, detective games. This link provides ideas for games when having a conversation online (it is not recommended to use FaceTime or Skype for Therapy – see post #49) https://freeappsforme.com/games-to-play-over-skype/?fbclid=IwAR0OUhcKwJfXfzT8hL34GYH8UFi8KYUbecisyQTbFNCKAc5zz7sb8Kw5y8I
  5. Tour of the house – make sure all is fine with that before doing that. Fridge/bedroom wall to show where posters/activities we do together are put up.
  6. Therapeutic Storytelling – reading a book together either from a YouTube video, their favourite book or one you read
  7. Let’s Draw Together – joint drawing – let’s create something together using the Zoom whiteboard
  8. Draw me a picture – see whiteboard on Zoom – ideal school, ideal family, ideal home, a family doing something, a person, a tree, a house
  9. Person-centred tools – There are lots of person-centred that can be found online. These can be great to gain a better understanding of the child’s experience of home, school and life, and elicit their needs and their strengths. About Me Poster, PATHS, Bad/Good Day, Relationship Circles, One Page Profile – see links https://www.google.com/search?q=person-centred+tools&tbm=isch&ved=2ahUKEwjip6mysaroAhU45jgGHYEWAXoQ2-cCegQIABAA&oq=person-centred+tools&gs_l=img.12…0.0..27084…0.0..0.0.0…….0……gws-wiz-img.M_uNNj_XWZQ&ei=12l1XqLgNbjM4-EPga2E0Ac&bih=1310&biw=2231&client=safari
  10. Blobs – The Blobs are great and can be found for free in Google Images. This is a great activity to do with children to try to elicit how they represent themselves in different activities such as reading, maths, writing, or at home, in sports, etc. You can also ask questions about the character representing Mum or Dad the most, or their family the most. The activity is aimed to elicit their views of the world and their sense of self. https://www.google.com/search?q=blob+tree&tbm=isch&ved=2ahUKEwjy0ojEtKroAhVkwnMBHdnoDNsQ2-cCegQIABAA&oq=blob+tree&gs_l=img.12…0.0..6538…0.0..0.0.0…….0……gws-wiz-img.WSjNnUGiLFQ&ei=Im11XvK5GOSEz7sP2dGz2A0&bih=1310&biw=2231&client=safari

Support for Building Resources

http://evidencebasedchildtherapy.com/news/welcome-to-the-home-of-the-play-therapy-outcome-research-database/

A few Facebook groups have evolved in the last few days. These may be helpful to network with many.

https://www.facebook.com/groups/2377497079019547/

https://www.facebook.com/groups/211354563275804/

You can also find a few videos that have been developed by professionals working in the field.

https://www.meehanmentalhealth.com/the-playful-therapist-blog/transitioning-child-clients-from-office-sessions-to-telemental-health

https://www.guidancett.com/blog/interventions-for-online-therapy-with-children-and-youth-2020?fbclid=IwAR0hqyGwdRl54VUnFbT4kcHyOKuhI7uyrzMXJO8Vq9GTRqIlhsQJTpMIOdc

Online Resources/Tools

As you are working from home, you may not have all access to your office typical tools, so you may need to be a little more creative about finding different resources and/or using specific screeners. I add below a number of links that may help you with that.

https://www.therapistaid.com/tools

https://novopsych.com.au

https://innovativeresources.org/product-category/digital-applications/

https://www.psycom.net/25-best-mental-health-apps

FREE Mindfulness and relaxation exercises and stories for younger children(primary age). https://www.mindfulschools.org/free-online-mindfulness-class-for-kids/

Calm have provided lots of free resources. https://www.calm.com/blog/take-a-deep-breath

Example of a video book https://www.youtube.com/watch?v=LIWXpiy8wwo&fbclid=IwAR3Q6M-yXA2Zwqt_Wu_b40Nz48iEsKcKY2j1rX_TZ39N5RfgcwDuNf3l_OA

A story to help young children manage their thoughts https://www.youtube.com/watch?v=Xd7Cr265zgc

A short meditation for young children to help them manage their emotions by cosmic kids https://www.youtube.com/watch?v=wf5K3pP2IUQ

A movement meditation https://www.youtube.com/watch?v=buPuB4Sa0zU

Pascale is an educational and child psychologist (UK)/educational and developmental psychologist (AU) working in private practice, a university clinic and doing supervision for professionals online via individual, group, webinars and training.

To register to the Working Online Webinar Series, follow the link here

#Resources 50: #COVID-19 INFORMATION AND ADDITIONAL LINKS

It is incredible how many have come together in the space of a week or two to provide great resources for parents, teachers, schools and professionals. It is heartwarming how lots of information, links, resources have been shared in different online platforms to support everyone in this evolving and challenging situation. A little while ago I promised I would get to 50 resources on this website. It has taken a little longer than anticipated but never thought I would reach 50 in this context and certainly not with more than 5000 views in the space of 3 days, with many sharing the resources I put together. Thank you all and so glad the resources have been helpful. I will certainly continue to develop resources on this website.

Social distancing does not feel so challenging when we are all connecting in different forms. I thought the image of the parrot from my garden is a good representation of how we may all feel, alone in a tree, distant from others, full of vibrant colours (representing either courage or anxiety) needing to embrace challenges as well as needing to chat away and connect with many.

In this post, I put together additional resources that have been shared on different forums. I aim to put them in different categories so these are helpful and easy to navigate.

Information and Resources

This link has a number of helpful resources https://thepsychologist.bps.org.uk/volume-33/april-2020/coronavirus-psychological-perspectives

Coronavirus WHO webpage   https://www.who.int/emergencies/diseases/novel-coronavirus-2019 

WHO Coronavirus Myth Busters   https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/myth-busters


Information on coronavirus for children https://660919d3-b85b-43c3-a3ad-3de6a9d37099.filesusr.com/ugd/64c685_319c5acf38d34604b537ac9fae37fc80.pdf


Information for parents of how to support children though COVID19
https://www.who.int/docs/default-source/coronaviruse/helping-children-cope-with-stress-print.pdf?sfvrsn=f3a063ff_2

https://www.childrenscommissioner.gov.uk/2020/03/17/supporting-children-during-the-coronavirus-outbreak/


Information for those struggling with OCD www.ocduk.org/ocd-and-coronavirus-top-tips

General information for young people about managing their mental health www.youngminds.org.uk/blog/what-to-do-if-you-re-anxious-about-coronavirus


Information for those with sensory difficulties who struggle with hand washing https://www.sensoryintegration.org.uk/News/8821506

https://edpsy.org.uk/blog/2020/coronavirus-covid-19-information-for-children-families-and-professionals/

http://www.adamspsychologyservices.co.uk/coronavirus.html

http://www.southendlearningnetwork.co.uk/educationalpsychology

https://www.apa.org/practice/programs/dmhi/research-information/pandemics?utm_source=linkedin&utm_medium=social&utm_campaign=apa-pandemics&utm_content=pandemics-resources

Books  

Something Bad Happened: A Kid’s Guide to Coping with events in the News   https://www.amazon.com/Something-Bad-Happened-Coping-Events/dp/1787750744/ref=sr_1_1?keywords=Something%2BBad%2BHappened%3A%2BA%2BKid%E2%80%99s%2BGuide%2Bto%2BCoping%2Bwith%2Bevents%2Bin%2Bthe%2BNews&qid=1582316703&sr=8-1,  Dawn Huebner -Ages 6-12.

What To Do When You’re Scared & Worried: A Guide for Kids   https://www.amazon.com/What-When-Youre-Scared-Worried/dp/1575421534/ref=sr_1_1?keywords=What%2BTo%2BDo%2BWhen%2BYou%E2%80%99re%2BScared%2B%26%2BWorried%3A%2BA%2BGuide%2Bfor%2BKids&qid=1582316733&sr=8-1,  James J Crist -Ages 9-13.

Have You Filled A Bucket Today? A Guide to Daily Happiness for Kids   https://www.amazon.com/Have-Filled-Bucket-Today-Bucketfilling/dp/099609993X/ref=sr_1_1?keywords=Have%2BYou%2BFilled%2BA%2BBucket%2BToday%3F%2BA%2BGuide%2Bto%2BDaily%2BHappiness%2Bfor%2BKids&qid=1582316760&sr=8-1,  Carol McCloud

How are you Peeling: Foods with Moods   https://www.amazon.com/How-Are-Peeling-Scholastic-Bookshelf/dp/0439598419/ref=sr_1_1?keywords=How%2Bare%2Byou%2BPeeling%3A%2BFoods%2Bwith%2BMoods&qid=1582316792&sr=8-1,  Saxton Freymann & Joost Elffers

The Way I Feel   https://www.amazon.com/Way-I-Feel-Janan-Cain/dp/1884734715/ref=sr_1_1?keywords=The%2BWay%2BI%2BFeel&qid=1582316904&sr=8-1,    Janan Cain -Explores Feelings.

A Terrible Thing Happened   https://www.amazon.com/Terrible-Thing-Happened-Margaret-Holmes/dp/1557987017/ref=sr_1_1?keywords=A%2BTerrible%2BThing%2BHappened&qid=1582316931&sr=8-1,   Margaret M Holmes -Ages 4-8.

Understanding the Mental Health and Social Impact of the Coronavirus:   Finding the Middle Path:   http://www.restorativecommunityconcepts.com/blog/understanding-the-mental-health-social-impact-of-the-coronavirus-finding-the-middle-path

Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators   https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/mental-health-resources/trauma/supporting-students-experiencing-childhood-trauma-tips-for-parents-and-educators from the National Association of School Psychologists.

Social Stories

https://www.flipsnack.com/KeshetChicago/coronavirus-social-story/full-view.html?fbclid=IwAR3lWCb1ZyJTYdXv-aitYjLMCLHZZ5PL-FCyIHLZ4pAiZBGAecoKrHN2how


Anxiety and world news  

https://www.heysigmund.com/anxiety-in-children-after-world-trauma/  from Hey Sigmund https://www.heysigmund.com/about/.

https://www.heysigmund.com/age-by-age-guide-to-fears/ A guide about what to expect age by age around anxiety, strategies and tips on when to get help.  

Talking about world trauma with kids   https://www.heysigmund.com/how-to-talk-to-kids-and-teens-about-world-trauma/

CoronaVirus Anxiety: 4 Ways to cope with Fear   https://psychcentral.com/blog/coronavirus-anxiety-4-ways-to-cope-with-fear/>

APS article re coronavirus  https://www.psychology.org.au/About-Us/news-and-media/Media-releases/2020/Coronavirus-psychologists-offer-advice-for-mainta

8 Different Podcasts to listen to regarding Anxiety   https://www.calmer-you.com/feeling-anxious-or-worried-listen-to-these-8-podcasts/

Peace Out https://bedtime.fm/peaceout – short stories that help kids calm down and relax.

Videos  

Brain Pop Video https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/  

Coronavirus WHO   https://www.youtube.com/watch?v=mOV1aBVYKGA&feature=youtu.be (video) from the World Health Organization “What do you know about the novel Coronavirus   that is causing a health emergency? “  

GoZen https://gozen.com/allprograms/ – Videos, lessons and programs for purchase to manage stress and build resilience for kids.

Cosmic Kids https://www.youtube.com/user/CosmicKidsYoga – Yoga and mindfulness for kids ages 3+.

Pascale is an educational and child psychologist (UK)/educational and developmental psychologist (AU) working in private practice, a university clinic and doing supervision online for professionals via individual, group, webinars and training.

%d bloggers like this: