poor emotional wellbeing. I am then able to T11 I have a range of supportive communication skills (such as therapeutic formulate targeted interventions and appropriate communication skills, motivational interviewing, coaching and counselling self-help strategies for a young person. In all micro-skills) I understand the difference between these and when to use each situations I know when and how to escalate approach. I am able to creatively challenge a young person so they can concerns. achieve their goals. I can recognise barriers to communication and when a communication method is proving ineffective. I can then adapt my communication method according to the needs of the young person, e.g. by using different materials such as writing or drawing. I can communicate effectively with young people relevant to their age, circumstance, culture and ability and can use communication skills to offer basic support and calm a distressed young person. T12 I can empower a young person to care for their own social emotional mental health. T13 I understand the potential negative effect of social media on emotional wellbeing and mental health, but am also aware of the importance of social capital as a preventative measure. I can put in place intervention strategies around anxiety and eating disorders/body image etc. to support a young person in difficulty. T14 I understand the difficulties faced by children moving from primary school to secondary school and then from secondary school to college and can suggest strategies to alleviate this. T15 I understand the potential underlying mental health links and causes to bullying from the perspective of the bully and bullied and can use this knowledge when the school is determining what action to take. I act in concordance with the school’s anti-bullying policy. T16 I can recognise sexualised behaviour and understand what steps to take.
poor emotional wellbeing. I am then able to formulate targeted interventions and appropriate self-help strategies for a young person. In all situations I know when and how to escalate concerns. T11 I have a range of supportive communication skills (such as therapeutic communication skills, motivational interviewing, coaching and counselling micro-skills) I understand the difference between these and when to use each approach. I am able to creatively challenge a young person so they can achieve their goals. I can recognise barriers to communication and when a communication method is proving ineffective. I can then adapt my communication method according to the needs of the young person, e.g. by using different materials such as writing or drawing. I can communicate effectively with young people relevant to their age, circumstance, culture and ability and can use communication skills to offer basic support and calm a distressed young person. T12 I can empower a young person to care for their own social emotional mental health. T13 I understand the potential negative effect of social media on emotional wellbeing and mental health, but am also aware of the importance of social capital as a preventative measure. I can put in place intervention strategies around anxiety and eating disorders/body image etc. to support a young person in difficulty. T14 I understand the difficulties faced by children moving from primary school to secondary school and then from secondary school to college and can suggest strategies to alleviate this. T15 I understand the potential underlying mental health links and causes to bullying from the perspective of the bully and bullied and can use this knowledge when the school is determining what action to take. I act in concordance with the school’s anti-bullying policy. T16 I can recognise sexualised behaviour and understand what steps to take.
60-Y&H%20SEMH%20Competency%20Framework%20for%20Education%20-%20Secondary%20Schools.docx