Running in Lincoln, the Emotional Literacy Support Assistant (ELSA) programme is an evidence informed, nationally recognised approach to supporting children and young people (from primary though to secondary) with a range of social and emotional needs. This highly regarded programme for teaching assistants, pastoral staff and learning mentors will:
- develop their knowledge and understanding of social and emotional needs;
- enhance their skills in being to plan and implement a range of bespoke interventions and;
- grow their confidence in being able to support vulnerable children and young people.
Course Structure and Content
A five-day training programme, plus four 2-hour supervision sessions, delivered by two highly experienced educational psychologists. The training will cover the following areas:
- Emotional Literacy – learn about the importance of emotional literacy at a whole school level.
- Emotional Regulation – develop your knowledge of emotional regulation.
- Social Skills and Use of Story work – Learn how to develop children and young people’s social skills and use ‘stories’ to meet social and emotional needs.
- Active Listening – master the skills for listening to children and young people.
- Self-esteem and Resilience – Discover the five building blocks of self-esteem.
- Grief and Loss – Develop your knowledge around grief and loss and how to support children and young people.
- Bespoke interventions – Learn how to plan and implement bespoke interventions for meeting social and emotional needs.
DATES: all training is on a Friday. Registration from 9.00, with training from 9.30 – 3.30, unless otherwise stated.
- Day 1 – 29th September, 9.30 – 3.00 with line managers presentation 3.00 – 4.00
- Day 2 – 13th October
- Day 3 – 17th November
- Day 4 – 24th November
- Day 5 – 1st December
Download flyer here.
NOTE: Once the initial training is completed, accessing on-going supervision is integral and essential to your continuing professional development and role as an ELSA. Guidance from the ELSA Network states that ELSAs should access on-going supervision from qualified Educational Psychologists in order to continue to be able to offer ELSA support in their settings. ELSAs who do not access supervision will be at risk of being de-registered.