Emotion Coaching
Resources for Professionals
Regulation Station Poster
Children are supported in the classroom to develop their ability to notice how their body is feeling, linking this to emotions they might
be feeling and then identifying ways in which they can restore calm and self-regulation.
This idea was developed in support of Step 4
of Emotion Coaching - problem solving.
Policy Guidance and exemplars
Developing an Attachment Aware Behaviour Regulation Policy.
Guidance for Brighton & Hove Schools
"The purpose of the guidance is to promote a move away from traditional behaviour management approaches which often place huge emphasis on rewards and punishments linked to behaviour towards a more humanist, relational and universal approach, which is inclusive for all and can benefit the whole school community. It is intended to encourage schools to develop their behaviour policies in line with Attachment Aware principles... and to ensure that their Behaviour Regulation Policy translates into whole school practice."
Sarah Ahmed
Assistant Principal
Educational Psychologist
Brighton & Hove, September 2018.
Reports
Supporting Adults to Develop Emotion Coaching in Schools
This evaluation report examined a project carried out in an ethnically diverse cluster of schools in London: a secondary school and its
5 feeder primary schools. The aim of the project was to support the development of pupil social, emotional and mental health through adult increased awareness, competency and use of Emotion Coaching as part of the school day. Emotion Coaching provided a structure for staff to operationalise or know "how to do" relationships with pupils in their everyday encounters with them. These ongoing relationships benefited pupil emotional development. The training supported both staff and pupil intra-and inter-personal emotional competencies and relationships: adult-pupil and pupil-pupil relationships and communication were enhanced".
Licette Gus, Educational Psychologist and co-founder of Emotion Coaching UK, May, 2018