Page 53 - Course Handbook Flipbook

THE EMPOWERMENT APPROACH: IMPACT OF TRAINING USING THE 4 LEVELS OF THE KIRKPATRICK MODEL

LEVEL PROJECT AIMS
STAFF APPLY WHAT THEY HAVE LEARNED TO THE WAY THEY RESPOND TO CHILDREN EXPERIENCING DIFFICULTIES AND IN THE WAY THEY
Level 3: Skills and SUPPORT THEM TO MAKE PROGRESS. THE TRAINING ENABLES ADULTS TO START BUILDING THE SKILLS TO:
behaviour BEFORE THINGS GO WRONG
1. Create a shared language for all children to understand, talk about and find helpful ways to meet their needs.
2. Create a shared language for all children to understand, talk about and build their Executive Function skills.
3. Agree high expectations with children in a way that helps everyone to feel motivated and on board.
4. Help children to prepare to be at their best so they can minimise difficulties and manage the expectations agreed (Prep4Best) before
starting a task.
WHEN CHILDREN STRUGGLE: RESPONDING IN THE MOMENT
5.Stay calm and model the self-regulation they want children to learn.

6.Get children back on track quickly when things go wrong by connecting skilfully and offering the right support so the child gets back
on track quickly.

FOLLOWING-UP THROUGH COACHING CONVERSATIONS
7. Listen and question in a way that helps children to communicate what is going on for them; help them unpick what is stopping them
from doing well.
8. Share own concerns in a way that helps children to stay calm, see different perspectives and feel motivated to find solutions that work
for everybody.
9. Give children the opportunity to design solutions rather than fixing things for them.
FOLLOWING-UP TO HELP CIHLDREN FEEL BETTER AND DO BETTER
10. Help children who are struggling to feel better by helping them to plan helpful ways to meet their 5Cs and get their Daily DOSE (help
children to fill their cups of Need). Always make sure there is a Pathway to Independence so the child is not reliant on adults or
scaffolds for too long.
11. Provide the right practice and rehearsal for children who are struggling to build the skills needed to learn and play well and to manage
any stressors that come their way (teach and help children practice Executive Function Skills).
12. Demonstrate an understanding that skills won’t improve through ‘a chat’ (recognizing and explaining to others that skills will not be
built overnight).
13. Help children to find the right scaffolds to help them do well whilst they are building the skills to manage independently. Always make
sure there is a ‘Pathway to Independence’ so the child is not reliant on these scaffolds for too long.
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