Page 46 - Course Handbook Flipbook

Holding children to account within

a spirit of support.

WHAT WE KNOW / UNDERSTAND PICTURE PROMPTS

1. The way we start a Coaching Conversation is crucial. It should
be done in a way that signals to a child that s/he is not ‘in trouble’ and
we want to work with them to help them feel good and do well. This
keeps stress chemicals low and means they can think properly.
2. We should always listen to the child’s perspective before we
share our own concerns (listen to understand, not to respond). This
signals that we really want to understand how things are for them; it
supports their People Around Me emotional needs to feel listened to
and understood; this keeps stress chemicals low which enables EF
skills to work at their best so the child can problem-solve better.

3. Exploring the child’s perspective properly helps to get to the
core of what is really going wrong and means the right scaffolds
and strategies can be designed to support them to do better. This
means they are much more likely to work.

4. Asking the child to problem-solve gives them a sense of
control over things that happen in their life; this supports their World
Around Me emotional needs which in turn reduces stress levels,
supports well-being and enable EF skills to function at their best.
Meeting a child’s needs helps them to feel better and do better.
5. Coaching Conversations put higher expectations and greater
responsibility and accountability on to the child by expecting
them to think through different perspectives and work out what needs
to happen for them to manage better next time and for it to be ‘Good
for me, good for you, good for everyone’.
6. This problem solving helps the child practice the EF skills of
flexible thinking and supports improved social cognition & empathy.
45