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Similarly, when ELSAs come across any published resources (such as books or games) which they have found especially helpful, details of the resource, how it has been used and publication details can be shared on the Useful Resources page.

ELSA) Emotional Literacy Support Assistants (ELSA)

They need to feel comfortable enough to share their thoughts and feelings, which might include some sensitive information about themselves and their personal circumstances. In some cases a pupil may need some individual support before being placed in a group context to generalise the new skills they have been developing. Many books related to emotional wellbeing may be accessed through the school library service in addition to those available in the school’s own library.The skills I have obtained within ELSA events and training sessions during my studies helped me develop more, both personally and professionally. Excellent ELSAs is a best practice guide that deals with topics raised frequently in ELSA supervision meetings.

Resources – ELSA Network Resources – ELSA Network

After all, a subject manager in a school would not be expected to plan a curriculum with no resources to support it!

This is considered a key text for ELSAs, while also being useful to others supporting children’s emotional development in schools. A one to one relationship will be qualitatively different from a group relationship as pupils are likely to be a little more guarded in front of peers. She has since helped other educational psychology services to implement ELSA in their local authority and continues to provide guidance and support to those interested in this work.

FAQ – ELSA Network FAQ – ELSA Network

ELSA trainers are there to support the ELSA Network; therefore, apply for a training session and use this unique opportunity to grow.

ELSA Training is a project through which ELSA contributes to the personal and professional development of law students and young lawyers that aims to develop the skills and knowledge of ELSA members. Once the programme aims have been met, it may be appropriate to move from a planned programme to some informal follow-up support while the youngster generalises new learning into the wider school context. Particular caution should be exercised about ELSAs leading anger management groups as the group dynamic may be especially challenging.