About Inclusion Facilitation Services

As part of the Psychology and Therapeutic Service, we work alongside the Educational Psychologist Team. We use One Page Profiles to introduce ourselves and model this person-centred way of working.

Our interventions are carefully tailored to meet individual needs and delivered in a way that best suits each person: either face to face, virtually, or a hybrid mixture of both.

Inclusion Facilitators (IFs) can offer alternative ways to support you, for example, as part of the Graduated Response.

Examples of the interventions that we can use:

• Using ELSA to provide emotional and social skills support to children. For example, social and therapeutic stories, anger management, self-esteem, bereavement, counselling skills, and nurture groups.
• Facilitators of PATHs and MAPs (Making Action Plans): creative planning tools that generate a shared vision of a positive future for an individual.

• Facilitators of Circle of Adults and Solution Circles: processes that support professional teams to problem solve together around an individual.
• Running a Circle of Friends: an approach which enhances the inclusion of an individual in school by involving their peers in problem solving and giving support.
• Training others to use Competency Profiling (a SYCOL Technique): A solution oriented approach which encourages CYP to recognise their skills, gifts, and virtues, to boost self-awareness and increase their self-esteem.
• Using play-based approaches (puppets, small world, sand, play-doh, role play...) to explore feelings and communicate together: building trust and acting out social scenarios.
• Five-minute therapeutic activities: a short guide to using everyday items in a therapeutic way to calm pupils and help them to be ready to learn and engage.
• Precision monitoring - Addressing a very specific gap in a child’s knowledge or increasing a desired behaviour: showing them daily success.
• Sensory profiling - Carrying out a very detailed observation of sensory differences, to create a personalised profile that is strengths-based. This is designed to help educational settings and families to be more aware of any differences and to then co-create a practical approach to intervention and planning that helps a young person to self-regulate.
• Mentor role: acting as a positive role model, encouraging goaling and supporting individuals to pursue their hopes and dreams.
• Using Team Pupil is a fantastic way to support the adults around a child or young person to work together to provide a physically and emotionally safe environment across the school day.
• Invest in staff development and person-centred practice: this miniPATH training nurtures staff with the confidence and skills to deliver their own miniPATHs with CYP.