Emotional Literacy Support Assistant (ELSA) Training
• Day 1 - Raising Emotional Literacy Awareness; Emotional Literacy in Schools ; The ELSA Project: An Introduction for ELSAs and Line Managers
• Day 2 - Building Resilience and Self-esteem Part 1: Relationships
• Day 3 - Building Resilience and Self-esteem Part 2: Motivation and Confidence
• Day 4 - Managing Emotions; Social and Friendship Skills
• Day 5 - Supporting Children Through Loss, Bereavement & Family Break Up; The Use of Story in ELSA Work
• Day 6 - Active Listening and Reflective Conversations; The Use of Puppets in ELSA Work.
The course will involve PowerPoint presentations as well as opportunities for discussion and practical activities. Each TA will be issued with the practical text Emotional Wellbeing: an Introductory Handbook and they will be sign-posted to other resources. It is also anticipated that TAs will begin to try out some of the things they have learned between sessions so they can provide feedback and gain support throughout the course.
Following the 6 full days of training and the subsequent supervision sessions, the TAs will be able to begin their role as an ELSA. This will involve planning and delivering individualised programmes of support for individual children and small groups to develop their emotional literacy. Programmes will target the following skills in children and young people:
- awareness of own and other people’s emotions
- development of an increased range of emotional vocabulary
- raised feelings of confidence, motivation and self-efficacy
- management of stress, grief, anger and conflict
- development of social interaction skills
- development of ability to initiate and maintain friendships
Ideal potential ELSAs will be those who: have a warm personality; are able to stay calm under pressure; demonstrate good interpersonal skills with children and adults; are able to gain the confidence of children who are behaviourally challenging or socially withdrawn; enjoy learning; are able to work independently and show initiative; have good time management and organisational skills; have the motivation and skills to plan programmes of support that incorporate variety, interest and pace.