{"id":2939,"date":"2023-08-10T10:26:10","date_gmt":"2023-08-10T09:26:10","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/gepswi\/?page_id=2939"},"modified":"2025-04-15T10:44:15","modified_gmt":"2025-04-15T09:44:15","slug":"suggested-process-for-wellbeing-interventions","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/gepswi\/suggested-process-for-wellbeing-interventions\/","title":{"rendered":"Suggested Process for Wellbeing Interventions"},"content":{"rendered":"

<\/h3>\n

GEPS Flowchart for the use of EMDR as an Intervention<\/a><\/h3>\n

EMDR guidance for working with CHILDREN<\/a><\/h3>\n

https:\/\/www.nice.org.uk\/guidance\/ng116\/chapter\/Recommendations#management-of-ptsd-in-children-young-people-and-adults<\/a><\/h3>\n

Dissociation as a defence against stress<\/a><\/h3>\n

Adaptive Information Processing Model – Theory underpinning EMDR and our response to trauma<\/a><\/h3>\n

The Body Keeps The Score – Theory linked to the focus on trauma intervention<\/a><\/h3>\n

Supervision Case Presentation<\/a><\/h3>\n

Suggested Process for Wellbeing \/ therapeutic Interventions: <\/strong><\/h3>\n

All documents\u00a0 mentioned below have direct links, and are also on the next page in the blog<\/h3>\n

Here is a Flow Chart that outlines your decision points with regards thinking about a Wellbeing Intervention : EMDR-Flowchart<\/a><\/h3>\n

If you (or in SIIM \/ LC JST \/ LIG discussions) identify a child \/ young person that may be struggling with significant loss and change; have experienced a critical event, or from the description of concerns, indicate some level of Post-Traumatic stress (Arousal \/ Avoidance \/ Intrusion), then a Trauma informed Wellbeing intervention may be an option.<\/h3>\n

The rationale for a Trauma informed Wellbeing intervention is based on the fact that these changes \/ loss \/ trauma experiences may be impacting on the child\u2019s ability to access education and learn. Our main role, as EP\u2019s, is to support access to education and support attainment.<\/h3>\n

It may help to provide initial education about how we all respond to stress using the Accompanying Information: \u00a0\u00a0Understanding Trauma and ideas for Wellbeing Intervention<\/a><\/h3>\n

You may also signpost teachers \/ parents and Carers to the start of this blog<\/h3>\n

Once there is some level of understanding about the purpose of a Wellbeing Intervention you can then start gathering Pre-Intervention data \u00a0Screening and Assessment Tools<\/a><\/h3>\n

This process and suggested Assessment tolls are not prescriptive and may also include the Glasgow Motivation and Wellbeing Profile (GMWP). (Download as a EXCEL doc)<\/a><\/h3>\n

This education about stress \/ trauma, and the subsequent gathering of data, IS<\/strong> a Wellbeing Intervention in itself and may help alleviate the need for any further specific\u00a0 intervention.<\/h3>\n

Hopefully with the education provided, and use of the Screenings measures, the child\/ young person \/ family can realise that:<\/h3>\n

\u201cIt\u2019s not what is wrong with this child, but what has happened to them.\u201d<\/em><\/h3>\n

Consequently, there may not be anything we can \u2018do\u2019 about what has happened but we \u2018CAN do\u2019 something about how we take control and choose how we are going to respond and manage what has happened. (Significant Change and Loss \u2013 \u2018trauma\u2019 – often keeps children stuck in the present and pre \u2013 occupied with the past.\u00a0 This allows for some thought about here and now and then shifts to the Future and how this may become different).<\/h3>\n

The Pre screening measures are In this folder Screening and Assessment Tools\u00a0<\/a><\/h3>\n

The Lifetime Incident of Traumatic Events (LITE<\/strong>) 1-LITE-for-Child<\/a>\u00a0 potentially reduces Isolation – It is an International Questionnaire and allows children to see that this \u2018stuff\u2019 does happen to children everywhere, and that they are NOT alone in this and that we Do want to hear about what has happened to them. Here is the document for Parents: LITE-for-Parent-Carers<\/a><\/h3>\n

The isolation they may be feeling is the biggest risk for potentially developing mental health difficulties and becoming a suicide risk. This is the ASSIST rationale for asking: \u201cAre things so bad that you may be thinking of killing yourself?\u201d<\/em><\/h3>\n

This process of asking \u2018What has happened to you?\u2019 increases a sense of Connectedness (the biggest protective factor in mental wellbeing) and then links <\/strong>these events to how the child \/ young person is currently feeling and behaving.<\/h3>\n

\u00a0CROPS for Child<\/a> \u00a0(Child Report of Post Traumatic Symptoms)<\/strong> \u00a0is completed (literally) alongside the LITE<\/strong> and the link made explicit. In other words, if you have bad stuff happen (LITE) – it may affect you in these ways (CROPS).<\/h3>\n

The\u00a0 \u00a0Understanding Trauma and ideas for Wellbeing Intervention<\/a> \u00a0 then also provided ideas of what the child \/ young person CAN then DO to help themselves \u2013 links to CHOICE \/ CONTROL in the face of events over which they have had little or no control. You can also direct them to the earlier pages in the blog.<\/h3>\n

If there is a particular event that the child can identify (possibly from the LITE) that in their view is the most distressing, then you can use the \u00a0Impact of Event Scale<\/strong> .(IES) \u00a0<\/a>Once scored\u00a0 this will give an idea of the extent of ‘Arousal’ \u2013 ‘Intrusion’ and ‘Avoidance’. Use the results from the Intrusion and Avoidance scales only.\u00a0 If the sum of the scores on these two scales is 17 or more, then the probability is very high that that child has got Post Traumatic Stress at a clinically significant level and if left may develop into a Post Traumatic Stress Disorder.) In other words, if you have bad stuff happen (LITE) – it may affect you in these ways (CROPS) to the extent you have Post traumatic stress symptoms (IES). The information from the IES can also help you and the young person better understand the CROPS and indicate ways to respond.<\/h3>\n

In working with the family \/ child\/ young person, it is recommended that you actually lay out the documents below on a table in this order. This helps with visually and practically make the connection between the documents and it shows the process \u2013 from left to right \u2013 that we are following.<\/h3>\n

 <\/p>\n\n\n\n
Education about Understanding Trauma and ideas for Wellbeing Intervention<\/a><\/p>\n

 <\/p>\n

LITE for Child<\/a>\u2013 What has happened to you?<\/p>\n

 <\/p>\n

\u00a0LITE for Parent Carers<\/a><\/p>\n

You can then can see differences \/ similarities \u2013 people \u2018forget\u2019<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

CROPS for Child<\/a> \u00a0This shows the Impact of LITE on feelings and Behaviour.<\/p>\n

 <\/p>\n

PROPS for Parent Carers <\/a>Helps parents \/ carers understand the link to LITE<\/p>\n

 <\/p>\n

Possible use of IES Impact of Event Scale and Scoring<\/a><\/p>\n

Can also use GCC-GMWP-MASTER-DATA-ANALYSIS1\u00a0<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

 <\/p>\n

What You \/ We Can Do<\/strong> about this:<\/p>\n

 <\/p>\n

Education Understanding Trauma and ideas for Wellbeing Intervention 2<\/a><\/p>\n

Then Safe Place \u2013 acb animations.<\/p>\n

 <\/p>\n

 <\/p>\n

Wellbeing Interventions<\/p>\n

 <\/p>\n

Then also potentially EMDR or CBA<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

 <\/p>\n

Post Intervention \u2013 to see if we have made a difference?<\/p>\n

Session Rating scale. Post Session and Outcome Rating scale<\/a><\/p>\n

Measure Impact \u2013 SUDs reduction.<\/p>\n

 <\/p>\n

 <\/p>\n

Post CROPS \u2013 Linked to PROPS<\/p>\n

(Impact of Events Scale)<\/p>\n

Post GMWP<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The kind of Wellbeing \/ therapeutic intervention is determined in consultation with the child \/ young person \/ family and based on the Educational Psychologist\u2019s training and experience.<\/h3>\n

An additional intervention may involve EMDR \/ CBA \u2013 specifically if there are indications of elevated levels of Arousal \u2013 Intrusion and Avoidance. \u00a0Please discuss with trained colleagues. See EMDR-Flowchart<\/a><\/h3>\n

Post-Screening Measures are completed after the Wellbeing \/ therapeutic Intervention. (<\/span>CROPs and PROPS then Impact of Events if used and the Session \/ Outcome rating scale).\u00a0GMWP as a potential post measure.<\/h3>\n

 <\/p>\n

Please follow the link below to the Main Menu<\/p>\n

Why use ‘Wellbeing Interventions’?<\/a><\/p><\/blockquote>\n