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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. The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed, nationally recognised approach to supporting children and young people (from primary through to secondary) with a range social and emotional needs. This highly regarded programme for teaching assistants will: ELSA is an initiative developed and supported by educational psychologists, who apply their professional knowledge of children’s social and emotional development to areas of need experienced by pupils. They provide on-going professional supervision to help maintain high quality in the work undertaken by ELSAs, thereby helping to ensure safe practice for ELSAs and pupils alike. Most programmes would last for at least half a term and up to a term, depending on the child and circumstances. Typically they are likely to be 8-12 weeks long, as time is needed to build rapport and identify appropriate targets. If they go on longer than this it suggests that clear programme aims have not been set. It may also create over-dependency upon the ELSA. An ELSA programme is not expected to remediate every need a pupil has. It should have a specific focus. (See Programme and session planning in Good Practice section.) 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. This maintenance support would involve seeing the pupil less frequently or more briefly than during the programme itself. Some pupils may at a later date receive a further period of intervention with different programme aims. Where should ELSA work be done?

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PLEASE NOTE: some locations are now SOLD OUT. We are working to arrange further supervisions sessions in these areas. ELSAs in Action is a DVD which showcases the ELSA role in two Hampshire schools (primary and secondary). It features individual and group work with infant, junior and secondary pupils. In 2002, Sheila was appointed as a Senior Educational Psychologist with Hampshire County Council and the following year, began to train and supervise school-based ELSAs in Hampshire. With the support of the Hampshire Educational Psychology Service, this project was gradually extended across the whole county and throughout this time Sheila wrote various journal articles about the ELSA initiative and emotional literacy group work in schools. The ELSA Network is managed by a steering group of educational psychologists with experience of establishing and managing ELSA training and supervision in local areas. They do this voluntarily in their own time. The current composition of the steering group is: have attended (or are currently attending) a full ELSA training course delivered by one or more fully qualified educational psychologists (courses lasting a minimum of 5 but more usually 6 days)In 1998, she completed an MSc in Educational Psychology and worked as an educational psychologist in Southampton for four years. During that time, she was asked to recruit, induct and manage five ELSAs who worked peripatetically for the Southampton Psychology Service. This initiative, launched in 2001, proved so popular with schools that some began to designate learning support assistants within their own staff to provide similar emotional support to pupils. This shows that the teacher has not understood the purpose of ELSA work! It is because the child has difficulties that they have been referred for ELSA intervention and without support the difficulties are likely to remain. You need the support of your SENCo or head teacher to help other staff understand that ELSA sessions are not rewarding bad behaviour. You are using these times to help the pupil reflect on their own behaviour and develop improved self-regulation. ELSA works best when everyone in school works together to create a more emotionally literate environment, which includes understanding the needs that underlie problematic behaviour. Merely punishing poor behaviour is unlikely to create long-term change. Some pupils needing ELSA intervention have poor engagement with the curriculum; missing a lesson for a period of time for ELSA support may result in greater engagement later. Sometimes I am asked to use my ELSA time to talk to a child about an incident of misbehaviour. Is this OK? regularly attend half-termly supervision in small groups (with a recommended maximum of 8 ELSAs per group and duration of 2 hours per session), led by a qualified educational psychologist ELSA Trainers’ Manual has been produced to enable others to replicate the highly successful ELSA project currently operating across Hampshire.

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She was appointed Area Principal Educational Psychologist for the western area of Hampshire in 2007 and went on to co-author ‘Emotional Wellbeing: an Introductory Handbook’ with Gillian Shotton. Published in 2008, it was written specifically as a handbook for ELSAs whilst also being relevant to a wider range of children’s workers. 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. Sheila published the ELSA Trainers’ Manual in 2009 to support the introduction of this approach more widely. It comprises ten training presentations with presenters’ notes and a wide range of supporting documents. The manual includes a CD-ROM, plus a DVD of an ELSA training session ‘Working with Puppets’.

Schools with an ELSA

If any of the above criteria do not apply, the role title of ELSA should not be used. Practising ELSAs are registered with local educational psychology service providers who deliver initial training and on-going professional supervision. Each service provider is responsible for maintaining a local register of practising ELSAs and will remove from their register any person no longer fulfilling the role requirements as detailed above. The second edition has been expanded to reflect updated training content (unpublished) that is now used by many educational psychology services registered with the ELSA Network. Each chapter outlines some key psychology with a focus on practical applications, illustrated by brief case examples. We are committed to being as clear as possible in terms of how and why we collect and use your data.