Nurture
Nurture Training Materials on the GIRFEC practitioners pages
Education Scotland Applying Nurture As a Whole School Approach – A framework to support self-evaluation includes a self-evaluation tool for considering inclusive transitions to ensure effective support for children and young people during the covid-19 pandemic (from Inverclyde Educational Psychology Service).
Resilience
Alvord, M. K., and Grados, J. J., 2005. Enhancing resilience in children: A proactive approach. Professional psychology: research and practice, 36(3), p.238.
Iriss (2007). Fostering resilience. Assessing resilience (animation).
South Lanarkshire Council (2016). Resilience Matrix (animation).
Wassell, S. and Daniel, B., 2002(a). The Early Years: Assessing and promoting resilience in Vulnerable Children 1. London: Jessica Kingsley Publishers.
Wassell, S. and Daniel, B., 2002(b). The School Years: Assessing and promoting resilience in vulnerable Children 2. London: Jessica Kingsley Publishers.
Wassell, S. and Daniel, B., 2002(c). Adolescence: Assessing and promoting resilience in vulnerable Children 3. London: Jessica Kingsley Publishers.
Grotberg E. H., 1995. A Guide to Promoting Resilience in Children: Strengthening the Human Spirit. The Hague: Bernard van Leer Foundation.
Mitchell, F., 2011. Resilience: Concepts, factors and models for practice. Scottish Child Care and Protection Network. University of Stirling.
National Scientific Council on the Developing Child (2015).Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper 13.. Cambridge MA: Center on the Developing Child.
Werner, E., 1990. ‘Protective factors and individual resilience’. In Meisels, SJ, and Shonkoff, J.P., 1990. Handbook of early childhood intervention. Cambridge University Press.
Adverse Childhood Experiences
NHS Health Scotland have produced a short animation to contribute to raising awareness about the impact of childhood adversity – see https://www.youtube.com/watch?v=VMpIi-4CZK0.
This short Powtoon illustrates the potential impact of Adverse Childhood Experiences (ACEs) on brain, body and behaviour – https://www.youtube.com/watch?v=W-8jTTIsJ7Q.
Bath, H., 2008. The three pillars of trauma-informed care. Reclaiming children and youth, 17(3), pp.17-21.
Bergin, C. and Bergin, D., 2009. Attachment in the classroom. Educational psychology review, 21(2), pp.141-170.
Cohen, S.D., 2017. Three Principles to Improve Outcomes for Children and Families. Science to Policy and Practice. Center on the Developing Child at Harvard University.
Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, A., Mikton, C., Jones, L., and Dunne, M.P., 2017. The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. The Lancet Public Health, 2(8), pp. e356-366.
Scottish Public Health Network 2016. Polishing the Diamonds – Addressing Adverse Childhood Experiences’. https://www.scotphn.net/projects/adverse-childhood-experiences/introduction/
Young Minds., 2016. Beyond adversity: Addressing the mental health needs of young people who face complexity and adversity in their lives. https://youngminds.org.uk/resources/policy-reports/beyond-adversity/
Trauma
NHS Education for Scotland have produced Psychological Trauma: A Knowledge and Skills Framework for the Scottish Workforce available here: https://www.nes.scot.nhs.uk/media/3971582/nationaltraumatrainingframework.pdf
