Sunshine After The Rain - liverpoolcatholic.org.uk

Jackie Harris & Carmel Perry Learning Mentors

Sunshine After

The Rain


Sunshine After

The Rain

When trauma strikes a community as in the case of the Coronavirus Pandemic,

the prospect of children returning to school can be daunting for all concerned. However, returning to school is an important milestone, because it is essential that children get back into some form of routine after the sudden impact of

‘lockdown’. Although we will do our best to provide a stable environment within school, we will have to be mindful of the ongoing risk assessment and changes

as we try to establish new routines to help adjust to the new environment as we move towards opening school to all children. Reassurance is key to the stability and security for all. Children find comfort in the familiar, and going back to

school helps to build emotional and mentally resilient children. Whilst COVID19 is a physical virus its impact on our mental health and well-being mustn’t be

overlooked. It is understandable that some children might be hesitant about returning to school. The activities in this module will help to acknowledge and

support the emotional and mental health and well-being of the children and in turn, their families and staff.

Adults and children alike can at times become stressed. Our bodies and brains

have ways to respond to stress that can help us in difficult situations such as starting a new job or first day at school. Our body releases stress hormones

which raise our heart rate and blood pressure. Our brains focus on the stressor and this helps us to respond quickly. Our responses may be fight, flight or freeze. These responses help us manage with the normal every day stresses in

life. Once we have adjusted to the stressor or it has gone we can begin to relax.

On-going news and social media coverage of the Coronavirus Pandemic means

that we are all exposed to disturbing and upsetting images of tragedy, suffering, and loss almost the instant they occur anywhere in the world. Repeated exposure can overwhelm the nervous system and create stress just as if you

have been adversely impacted by the trauma first-hand. Indirect conversations about the Coronavirus Pandemic can be overheard by all and in some cases

create secondary stress.

It’s normal to experience some form of stress and anxiety following a traumatic event, whether it’s the coronavirus pandemic, or any form of loss, change or

separation, all of which can have varying degrees of impact on the mental health and well-being of our children, families and staff.

The effects and impact of the Coronavirus Pandemic will differ from person to person dependent upon the individual’s exposure.

Responses may also be affected by pre-existing and/or on-going life events that already place people at risk. If a child, their family or member of staff has experienced another loss or trauma prior to the Coronavirus Pandemic their

lived experience of that loss along with the on-going Coronavirus Pandemic may at times overwhelm their ability to cope and function effectively.


The impact of trauma can evoke a sense of insecurity, leaving a feeling of helpless and vulnerability especially if the traumatic event is ongoing and

unresolved as in the case of the Coronavirus Pandemic.

Responses to traumatic events may present in a variety of ways, some of which are physical and may include having difficulty focusing, trouble sleeping, feeling agitated, or struggle to manage emotions. These physical effects are all

expected responses to adverse events and may not present immediately and can surface at a later date and range from mild to more intense. The emotional

impact of trauma can present as shock, anxiety, confusion, fear, sadness, anger and a feeling of hopelessness or overcome by conflicting emotions resulting in a reduced lack of concentration and focus.

Be on the lookout for nonverbal cues or changes in behaviour or attitude which

could possibly be indicators of anxiety, or the child who hasn’t shared any positive or negative thoughts and feelings about the impact of the Coronavirus Pandemic. Living through trauma can place you in Fight, Flight or Freeze, in this

mode a child has difficulty accessing the part of the brain which would support executive functioning making it more difficult for them to access the academic

curriculum. Fight, Flight or Freeze is a way our brain and body reacts when we feel threatened.

The first step to recovery is to heal and to support this process and help the children to thrive we need to build and strengthen safe, stable and nurturing

relationships. An integral part of building relationships is to be able to self-regulate and co-regulate. Adopting a whole school approach and dedicating time

to the activities within this module we are giving the children the opportunity to explore and share in a safe environment their experiences, thoughts and feelings. The skills that the children will learn will help them to develop healthy

brains, grow in physical and mental health and increase resilience.

Being able to identify their emotions, the children will be able to both self-regulate and co-regulate enabling them to navigate their way through the situation and in turn aid the process of healing. Each individual’s timetable to

heal is personal to them and may or may not be within a similar time frame to family members or peers.

Children benefit from knowing: • That they are cared for

• That the Coronavirus Pandemic is not their fault • They will be given the opportunity to explore and share any positive and

negative experiences throughout ‘lockdown’ and the ongoing pandemic • That clear information will be shared about COVID19 and the on-going changes in school

• Their thoughts and feelings are important and valued • They will be listened and encouraged to share their thoughts and feelings

• They will be supported in establishing new routines and structure • That it’s OK to laugh, smile, play, relax and have fun, it’s also OK to feel sad and upset.


Sunshine After

The Rain

Contents: Reconnecting:

Welcome – PowerPoint Charades

Jokes Friendships – That’s Me! Laughter therapy

Just for fun

Changes: My feelings – often, sometimes, never Non-contact Games

Visual timetable Emotional check-in

Adversity:

Facing Fears and Worries Unlocking our lockdown feelings FaceTime Feelings

Fizzy Feelings Sunshine after the rain

Safety: Who keeps us safe in the community?

Looking back and bouncing forward Crush Coronavirus

Circles inside and outside of our control Triangle of trust and support Remote Control

Resilience:

Self-help spinner Umbrella activity Things that make me happy

Breathing Rainbows Mindfulness colouring

Self-massage – Ear Mindfulness brain break breathing exercises Mindfulness listening exercise

54321 Grounding activity Paving the way forward

Celebration: What I love about school

The Gift of Giving compliments Pieces of my heart


Feelings Check-in

The introduction of a feelings check-in takes a little time to become a natural part of a

child’s daily routine.

Feelings check-ins are a valuable and supportive way in which children can identify and

communicate how they are feeling. Being aware of a child’s emotional wellbeing is an

important way of supporting their mental health.

Children can really flourish and thrive when they are able to identify and name, reason,

understand and manage their feelings in a positive way.

For children to gain an understanding that feelings, thoughts and behaviours are all

connected: “When something makes me feel sad, I might also cry” “When something

makes me feel happy I may laugh” “When something makes me feel angry, I may want

to hit”.

Embedding a feelings check-in across school:

Each class will be provided with the above emoji feelings to display in class.

A peg will be provided for every child on which they write their name.

Explain to the children that each morning as they come into class they will be asked to

share how they are feeling by pegging their name peg onto the matching feelings emoji.

The earlier we can engage with a child who is displaying a change in demeanour will help

to prevent an escalation in emotional distress. Class teacher or teaching assistant to

check-in with the child to support them in sharing their thoughts and feelings by

exploring what has generated the emotion.

Happy Sad Excited Worried

Changes Safety

Adversity Resilience


Happy


Sad


Excited


Worried


Reconnecting

Re-establish Visual Timetable

Visual timetables are a proven way to support children when facing change. Particularly, during the uncertain times we are facing due to COVID19, the use

of visual timetables will help relieve anxiety and support the introduction of new routines.

The benefits of using a visual timetable for all children:

Visual prompt – Using a visual cue with children can help them see what has just happened and what is coming next. Showing children that they have just finished a task and are about to start another can be a simple

way for them to understand the routine as children strive on routine and relish on knowing what is happening next.

Reduce anxiety – Anxiety can quickly be brought on if children do not

know what is happening next, using visual cues can help reduce this. Showing children what they are doing can reduce the likely hood of children becoming anxious.

Structure – Visual timetables create a structure which is important in

school. By displaying a class visual timetable children can easily see what is happening now and next and understand the routine and structure of the day.

Help with transition – Using a visual timetable can help children

transitioning especially when introducing new routines.

Day: Date:


Friendships - That’s Me!

This fun and interactive game gets the children moving within their confined space.

One child stands and shares a fact about themselves, like their favourite colour

or favourite animal, something they like or dislike. Everyone who also shares that thing stands up and shouts, “That’s me!”

This game helps the children to reconnect with their friends and foster new

friendships which will help strengthen, rebuild and heal our school community after the impact of the Coronavirus Pandemic.

Reconnecting Resilience


Crush Coronavirus

Children may pick up information from multiple sources. Ask them what they

know about the coronavirus pandemic and correct any misinformation. Explain what is happening using simple age appropriate language.

This activity is to reinforce and embed the guidance and rules that are in place for us to follow and help reduce the spread of Coronavirus.

Ask the children what messages they have heard or seen to help keep

themselves and others safe from coronavirus. The children are to write or draw their safety messages on the ‘Crush

Coronavirus’ activity sheet.

The children are invited to share one safety message with the group. In turn, one at a time, the children are to crush their coronavirus activity sheet

and throw it in the bin.

Wash hands


Crush Coronavirus


Unlocking our Lockdown Memories and Feelings

Explain to the children that experiences create our memories, some of our memories fill us with joy and happiness and some may leave us feeling sad.

Share with the children some of your happy memories during ‘lockdown’. Playing in the garden

Celebrating NHS – Thursday ‘clap’

Decorating rainbows

Sending thank you messages to key workers

Paddling pool

Have a lay in

Cleaner environment

Sunshine

Late nights

Bike rides

Walks

Birds singing

Learning in a different way – home schooling

Cooking

Movie nights

Duvet days

Joe Wickes

Teachers video

Ask the children to share some of their happy memories during ‘lockdown’.

Share with the children some of your unhappy memories during ‘lockdown’. Not being able to go out whenever I wanted

Hearing news that people have died from COVID19

Not seeing friends

Not being able to come to school

Not being able to celebrate special occasions

Feeling worried about COVID19

Celebrations cancelled

Worried about family catching COVID19

Not being able to see relatives

Ask the children to share some of their unhappy memories during ‘lockdown’.

On the left hand page of the activity book, in the rectangle, write or draw a happy memory you have had during ‘lockdown’, in the oval draw a feelings face that matches the happy memory that you are recalling.

On the right hand page of the activity book, in the rectangle, write or draw a unhappy memory you have had during ‘lockdown’, in the circle, draw a feelings

face that matches the unhappy memory that you are recalling.

Name the feeling and write it underneath your feelings face.

Resilience Adversity


Feel

ings


Resilience Reconnecting

Laughter Therapy

If you’re feeling down, laughter really could be the best medicine.

Laughter has so many benefits for the mind and body and the positive effects of

laughter travel through your body and produce all these happy benefits. Benefits of laughing:

• PHYSICAL HEALTH- provides low impact exercise, regulates blood pressure, reduces pain, increases oxygen, boosts the immune system

• MENTAL HEALTH- helps to think more clearly, breaks cycles of negative thinking, stress management • EMOTIONAL HEALTH- helps depression and anxiety, helps boost happiness and

joy • SOCIAL HEALTH- improves cooperation, communication, and empathy,

improves connection • SPIRITUAL HEALTH- inner harmony, joy, and peace Laughter songs:

Here’s a song you can sing to the tune of BINGO. There was a boy who liked to laugh ‘cause laughing is such fun-oh, ha ha

hahaha, ha ha hahaha, ha ha hahaha 'cause laughing is such fun-oh.

There was a girl who liked to giggle ‘cause giggling is such fun-oh, he he hehehe, he he hehehe, he he hehehe 'cause giggling is such fun-oh

There was a baby who liked to laugh 'cause laughing is such fun-oh, tee-hee heeheehee, tee-hee heeheehee, tee-hee heeheehee 'cause laughing is

such fun-oh.

Laughter breathing: Breathe as if you were a dog. Imagine you are all puffed out. Take a deep

breath and as you breathe out make three short panting sounds: “ha, ha, ha”. Then a long, tired, “HAAAAH”. Try this several times.

Now breathe like a small, laughing mouse. Breathe in and as you breathe out, in short bursts say “hee, hee, hee, hee” Make your tummy move with each “hee”.

Ask the children to draw on the body outline where they felt the effects of laughter, this will help them to gain a deeper understanding of their laughter

therapy experience.



5, 4, 3, 2, 1 Grounding Technique

Introduce this mindful grounding technique to the children by explaining that we can

use this technique to help bring us to be present at the moment in time. Ask the children if they can name the 5 of their senses. Explain that we will be using

our senses to learn some calming technique’s that will enable us to manage feelings during stressful times.

Tell the children that this is a countdown activity, they will be asked to think of 5 things they can see, 4 things they can feel, 3 things they can hear, 2 things they can

smell and 1 thing they can taste. To begin, close your mouth and take in a deep breath through your nose

then slowly breathe out through your mouth. 5 - LOOK: Look around for 5 things that you can see, and say them quietly to

yourself. For example, you could say, I see the computer, I see the cup, I see the picture frame.

4 - FEEL: Pay attention to your body and think of 4 things that you can feel, and say them quietly to yourself. For example, you could say, I feel my feet warm in my socks, I feel the hair on the back of my neck, or I feel the chair I am sitting on.

3 - LISTEN: Listen for 3 sounds. It could be the sound of traffic outside, the sound of typing or the sound of your tummy rumbling. Say the three things quietly to

yourself. 2 - SMELL: Say two things you can smell quietly to yourself. If you can’t smell

anything at the moment name your 2 favourite smells. 1 - TASTE: Say quietly to yourself one thing you can taste. It may be the

toothpaste from brushing your teeth, or what you ate for breakfast/lunch. If you can’t taste anything, then say your favourite thing to taste.

To complete: close your mouth and take in a deep breath through your nose then slowly breathe out through your mouth.

Now, ask the children to repeat this exercise (replacing saying quietly to yourself) by drawing or writing their senses on the activity sheet.

Safety

Changes Resilience

Adversity


5, 4, 3, 2, 1 Grounding Technique


FaceTime Feelings Engage the children in a class discussion about how we can often tell how

someone is feeling by their facial expression.

Refer to the emoji’s feelings faces check-in that we have begun to use to indicate how we are feeling each day.

Ask the children if they have used emoji’s to communicate feelings on social media during lockdown.

In this FaceTime Feelings activity, ask the children to think about a time when

they have felt happy, sad, excited or worried. Choose one of these feeling and draw it on the mobile screen. Once the children have completed their drawings, ask if anyone would like to hold their ‘phone’ in

the air to share their feelings face. The rest of the group are asked to put their hand up and guess what the feeling

is. Invite the child to then share what their feelings is, what made them feel that

way and ask if they were able to share their feeling with someone who could help them.

This activity helps the children to reconnect with their friends and embed the fact that we all have feelings and how we can express them in different forms

with the people we trust and care about us.


FaceTime Feelings


Looking Back and Bouncing Forward

To begin ask the children to put their hands up if they have heard of the word

resilience and what it means.

Ask the children to imagine they have an elastic band in their hands, as they pull

their hands apart, the elastic band stretches. If they let go of one end the elastic

band returns to its original size. This can be used as a visual example to demonstrate

resilience.

Resilience means that whatever bad times you go through you can bounce back again

and be yourself. Really, we should see resilience as bouncing forward as we learn the

skills to deal with the difficulty and move forward.

Resilience can also be described as:

• Bouncing back after difficult times (forward)

• Dealing with challenges

• Problem solving.

• Giving things a go or trying your best

• Confidence

• Being able to cope with what life throws at us

• Expressing your thoughts and feelings

Some things that can help develop resilience are:

Having a positive attitude

Finding good friends

Feeling good about yourself

Standing up for yourself

Feeling like you belong

Having a supportive family

Helping others or 'giving back'

Being able to solve problems and overcome challenges

Good communication with the people around you

Explain to the children that during times of change our ability to cope and bounce

forward can be difficult. However sometimes we can surprise ourselves with how

resilient we are.

Now, ask the children to take a couple of minutes to think about how since lockdown

they have shown resilience, when was this? What did they do?

Prompts for the children –

coping with doing school work at home

different ways for keeping in touch with family and friends

having a new daily routine

problem solving

sharing feelings

Ask the children to cut out and stick onto the trampoline all the ways they

have shown and can continue to develop resilience and bounce forward

to happiness.

Changes Resilience

Adversity

Reconnecting


Looking Back and Bouncing Forward

Cut out and stick onto the trampoline all the ways you have shown

and can continue to develop resilience and bounce forward to

happiness.

Add your own ideas in the blank spaces.

Share your

feelings

Try you

best

Help

others

Make

friends

Feel

confident

Be part of

a club

Problem

solve

Manage

change


Adversity Changes Safety Resilience

Facing Fears and Worries

To begin this session play a Stand up Sit down game.

Explain to the children that you are going to ask them to either stand up or sit down if any of the things that you read out are something they feel

frightened of or are worried about: Stand up/sit down if you are frightened or worried about:

Spiders Mice the dark Thunder and lightening

Bees and wasps Coronavirus

Moving class Heights Meeting new people

dentist Dogs

Going to parties Snakes Loud noises

Moving school Changing routines

Doctors Not having friends Nightmares

Parents arguing Swimming

At some point all of us will feel frightened or worried about something and this is normal. It’s natural that we may have more than one fear or worry, as we

get older some fears go away. It’s Ok to have fears or worries especially when things are changing. You don’t have to pretend that everything is OK, when you are worried or frightened, it’s good to talk about your feelings and share

them with the people you trust, and this is the first step in facing up to your fears and taking some control.

Ask the children to draw and/or write their fears or worries. These can be shared with the group or individually depending upon how comfortable the children feel.

Extension activity: ask the children if any of them have had a fear or worry that they have overcome and if they would like to share this

with the group.


Facin

g F

ears

and W

orr

ies


Just for Fun

Engage the children in a class discussion about things that are fun and make them feel good:

Laugh Jokes

Tickling Friends

TV Pets

Parents Listening to music Grandparents

Drawing Colouring

Siblings Funny faces Laughter therapy

Hearing others laugh People being silly

Playing a musical instrument Playing sports

On the clip board Just for Fun, draw something that makes you feel good.

Ask the children to share their drawing with the group and explain what it is about, this will make others feel good.



Just for Fun

Draw a funny moment you have had.

This happened on ________________


Resilience

Breathing Rainbows

Ask the children to think of their favourite colour. This should be a colour that they like because when they see it, it makes them feel nice. This may be yellow,

the colour of the warm sun. It may be blue, the colour of a beautiful, clear sky. You pick your own colour. This will be their colour to hold good feelings and

relaxed feelings. Black is a colour that happens when you take all other colours away. It is also the colour of the night when no twinkling stars or moon are seen. Black is a colour we will use to hold all of our uncomfortable feelings.

Ask the children if they would like to share what colours they have chosen. Help

them to remember that every colour can be a special and good colour. We have our colours. Close your eyes. Close your mouth and take a deep

breath in through your nose. As the air comes in, imagine it as air that is your favourite colour. Say to yourself, “In with the good, relaxing (Insert your

colour).” Hold it in for a few seconds. Then let it out of your mouth. It has had time to gather some of the uncomfortable feelings, turning the air black. Breathe out of your mouth, getting rid of the black air. Let it out very slowly,

this way it has time to gather more uncomfortable feelings as it leaves your body.

In with the good, (colour) air; relax as it goes in. Out with the black air. Let it out slowly.

Begin to feel your arms and legs start to get loose as the beautiful colour air fills your body. In with the (colour) air…out with the black air…In with the (colour)

air…out with the black air… Now your stomach and shoulders are starting to feel loose and relaxed. In with the (colour) air…out with the black air…In with the (colour) air…out with the

black air… Now your head, face, and neck feel relaxed and filled with good air…In with the

(colour) air…out with the black air…In with the (colour) air…out with the black air… In with the (colour) air…out with the black air… Relax…think of yourself filled with good, relaxed air and good feeling… In with

the (colour) air…out with the black air… In with the (colour) air…out with the black air…In with the (colour) air…out with the black air…

Relax…think of yourself filled with good, relaxed air and good feelings.

Breathe…breathe….breathe….Open your eyes and keep the good feelings with you.


Resilience

Safety

Self Help Spinner

The self-help spinner helps the children to identify and recall ways in which they can relax.

Ask the children if they can share any strategies that they can think of that help them to feel relaxed and calm and write them in a segment of the self-help

spinner:

Breathing exercises Go for walk Listen to music

Exercise Dance

Laughter yoga Self-massage Guided meditation

Drawing/painting

Cut out the spinner and arrow and attach them together using a split-pin. Encourage the children to spin the wheel and practise doing their chosen

relaxation techniques. By having the opportunity to practice these on a regular basis these will become a natural ‘go to’ part of their self-help plan in times of

need to regulate and manage their behaviour.


Self Help Spinner


Triangle of Trust and Support

This activity will help the children explore and begin to understand that we all

need support in different ways and at different times.

Ask the children what the word support means to them. Explain that support can be both physical and emotional and we look to people

who we trust for support. We all have people around us who love us, help us, guide us and look after us.

Ask the children who do they feel is there to support them.

Their supporters maybe family, relatives, friends, neighbours, school staff, etc. People have different ways of giving support which might include guiding you in

the right direction, being good at making you laugh, being helpful, having good ideas, good listeners, being empathetic and helping you if you are stuck.

It is important to know who is there for us not only on good days but also on bad days.

Give each child the ‘Triangle of Trust and Support’ activity sheet. Explain that the person at the top of the triangle is them and they are to write

their name on this person. The people in rows below are those who support them and help to ‘lift them up’

when they are feeling down. Allow the children time to think and make a list of who their supporters are.

The children are to allocate one figure to a supporter by writing their name on

the t-shirt. Working through their list of supports the children will continue to write the names on each t-shirt, allocating in any order they wish. The bottom row maybe friends or family and the two immediately below the child maybe

parents.

Ask if any of the children would like to share who their Triangle of Trust and Support and encourage them to identify how the individuals support them.

Safety

Changes

Adversity


Triangle of Trust and Support


Resilience

Reconnecting

Things that make me happy

Engage the children in a class discussion and begin the session by sharing things that make you feel happy.

Ask the children what makes them feel happy and support them in looking beyond material things such as phones and game consoles.

Make a list of their suggestions:

Going for a walk in the park Colours of flower Spending time with family

Seeing friends Sounds of the see

Hearing the birds sing Sunny weather Playing in the garden

Listening to music Cooking/baking cakes

Writing Playing board games Exercise

Pets Looking at the stars

Jigsaws Reading Art and craft

Playing a musical instrument

On the ‘things that make me happy’ activity sheet, the children are to write or draw all the things that help to make them feel happy.

On days when we are feeling down we can use this list to remind us of how we

can help ourselves feel happy.



Paving the Way Forward

Children need to see the future as positive to give them hope and help them along the path to healing.

Engage the children in a class discussion about looking forward to life in the future. Often people call this ‘Paving the Way Forward’ which means looking to

the future, how we live, and the things we do, our hopes and dreams. Ask the children:

Planning ahead what path do you want your life to take?

What would life look like for you?

What kind of things can help you to build that path as you move forward in life?

Who can help you pave the way forward?

Beginning with this week, use the paving stone template to write or draw people and things that you have identified to help you.


Paving the Way Forward


Brain Break Breathing Exercises

Breathing has to be the most natural means we can teach our children for

managing their emotions in a positive way - our breath goes everywhere with us!

Teaching children breathing techniques provides them with a simple but effective strategy for slowing down, both mentally and physically, helping them to take

notice of how they’re feeling and to relax or calm down in the face of overwhelming emotions.

Breathing techniques can help you move from states of high anxiety to a calmer state of mind. Taking a deep breath helps calm your nervous system in your

downstairs brain (Amygdala) and reconnect to the calmer thinking upstairs brain (Prefrontal cortex).

These simple breathing exercises are perfect for use in the classroom. It is important to teach children these techniques when they are calm so they

can draw upon them at any time. These breathing exercises will help to regulate their emotions or can be used as a brain break exercise to refocus and re-fresh.

These exercises are fun and relatable for children of all ages.

Introduce the exercises one at a time and practice them frequently so that the children have time to master each one before you introduce the next.




Resilience

Celebrate Adversity

Pieces of My Heart

This activity will help us is to remember that It’s OK to love and care for

different people. There is room in our hearts for many people, memories, animals and other things that are important to us. We can always think of these

people, memories and other things we love, and when we imagine them in our hearts it can help us feel happy, safe and peaceful.

Ask the children to draw or write in their pieces of my heart jigsaw the memories

of the people and things that are important to them.


Pieces of My Heart

There is room in my heart for many people, memories, animals and other things that are important to me. I can always think of these

people, memories and other things I love, when I imagine them in my heart it can help me feel safe and peaceful.


Fizzy Feelings

Ask the children:

Has anybody ever had a bottle of fizzy drink that has been shaken?

What happened when they took the lid off? Did it fizz out everywhere?

This can be like our feelings, sometimes, they are fizzing up inside us and can fizz out everywhere like an explosion that is out of control causing damage and

harm.

Things can happen that make us feel uncomfortable, sometimes we might feel like this but don’t know the reasons why.

Think about a time when you have had fizzy feelings and they have exploded everywhere.

These might look like:

Hitting out Throwing things

Slamming doors Screaming Unkind words

Hurting others Breaking things

Kicking Punching

On the activity sheet, in the bubbles, draw times when you have had a Fizzy Feeling and what it looked like.

This activity has helped to identify times when we have lost control of our

feelings.

An extension activity to follow on from this is Circle of Control and/or Remote Control.

Resilience

Adversity



Safety Resilience

Remote Control This ‘Remote Control’ activity will help the children understand and experience

the connection and impact their thoughts have on their choices and behaviour. Show the children the big picture of the remote control and ask them to think

about and agree actions for each button to operate the controls, these actions become the rules.

Copy the remote control on to A3 and then write in the coloured rectangles the relevant instruction agreed by the children.

Ask the children to stand behind their desks, tell the children you are going to

press each button and shout out the action, the children are to carry out the instructed action.

Explain to the children that by agreeing to follow the rules they have displayed how they have self-control over their thoughts, feeling and actions.



Resilience

Safety Adversity

Weather the Storms under Your Umbrella An umbrella is a form of protection from bad weather and shelters us from the rain.

In this activity we are going to think of the raindrops as times when people have faced

problem. The umbrella symbolises the problem solving strategies that can be used to

help resolve the problem and protect us.

Engage the children in identifying problems they have faced:

1. Falling out with friends

2. Had a late night and feeling tired

3. My work is too hard

4. Someone upset me

5. Mum and dad arguing

6. Reading in front of the class

7. Not understanding what is being asked of me

8. Left my PE kit at home

9. Didn’t do my home work

10. Can’t find my shoes

11. Late for school

12. Lost my coat

13. Had an argument with my brother/sister over the IPad

Now discuss suggestions of how to problem solve these difficulties:

1. Apologise ask if we can be friends again

2. Go to bed a little earlier tonight

3. Put your hand up and ask teacher or teaching assistant for help

4. Ask an adult to help and explain what has happened

5. Tell mum and dad how you feel when they are arguing

6. Explain to the teacher that how you feel about reading in front of the class

7. Ask the teacher to repeat what they want you to do

8. Leave your PE kit in school

9. Agree with parents when is the best day and time to do homework

10. Put your shoes in the same place before you go to bed so they are ready when

you get dressed in the morning

11. Set an alarm clock to get you up in the morning

12. Make sure your coat and uniform has your name on it

13. Have a rota and share the IPad

Developing problem solving skills will build resilience and is an important life skill

children need to support them in making positive choices.

On the segments of the umbrella write or draw the positive choices you can make to

problem solve.



Self-Massage

This self-massage exercise can be practiced as a brain break activity.

Sit comfortably on your chair with your feet firmly on the ground.

You may like to close your eyes for this exercise.

Take in a deep breath through your nose and breathe out slowly

through your mouth.

Take hold of your ear lobes with your finger and thumb and gently tug them five times.

Now squeeze the lopes firmly with your finger and thumb and make

little circles for a count of 10. Now change the direction of the circles for a count of 10. This motion moves something called the

tentorium membrane in your head which make you more alert and helps relieve stress.

Close your eyes, take in a deep breath through your nose, hold for 3 seconds then slowly breathe out through your mouth.

Notice how your ears feel.

Slowly open your eyes

Repeat this exercise

Safety Resilience

Reconnecting


Changes Adversity

My Feelings – Often, Sometimes Never

Explain to the children that this activity is another way of identifying, sharing and communicating their feelings and reflecting upon them.

Choose three colours to create a key to identify the frequency of your feelings -

Often, Sometimes Never.

This activity is to be used at the end of the first full week back in school to gage

the emotional health and well-being of the children in these times of uncertainty and change.


Happy Worried

Angry Upset

Shy Sad

Depressed Lonely

Safe

Jealous Embarrassed Confident

Responsible

Guilty Hurt

Wanted Independent Relaxed

Unwanted

Colour I feel this way …

Often

Sometimes

Never/hardly ever

My Feelings

Choose three key colours Look at each feeling in turn

Colour in each feeling based on how often you feel this way

Choose three key colours

Look at each feeling in turn Colour in each feeling based on

how often you feel this way


Mindfulness Listening

Tell the children that you are going to ring a bell and ask them to listen carefully

to the vibration of the ringing.

Ask them to close their eyes, stay silent and to raise their hands when they can no longer hear the sound.

Then ask them to stay silent for one more minute to tune in to any other sounds they can hear around them once the ringing has stopped.

Afterwards, ask each child to recall all the sounds they could hear during that minute.

Children love this and it helps them connect to the present moment and the

sensitivity of their perceptions. Use the Mindfulness listening activity sheet to draw or write all the sounds they

could hear.


Mindfulness Listening



Telling Jokes

Telling and teaching jokes and riddles to children has many benefits which

include:

a great way to form relationships

can be used as an icebreaker induce laughter

can improve mental health and well-being

prevent boredom

keep children's attention

brain break activity

develop social skills

Use the scripted jokes and riddles to begin this laughter session.

Begin by telling the children one of your best jokes or riddles.

Give each child a scripted joke or riddle card and in turns, ask each child to read them to the group.

Joke of the Day

Each day choose a child to pick a joke or riddle card and share it with the group.







Changes Safety

Non-Contact Games

When children are worried or anxious, play is more important than ever, it helps children develop social skills and ways to express themselves.

During a class discussion about the recent changes, reiterate the 2 metre social distancing rule. Tell the children that we can still play and have fun, ask them to

think about games and activities that they can play in class and on the playground.

This will strengthen structure and routine enabling the children to feel safe and secure.

Indoor games and activities Outdoor games and activities

I Spy

Charades Simon says Musical statues

Telling jokes Name that song

I went the shops and bought a … Origami - paper airplanes/fortune

teller

Drawing and colouring Rock, paper, scissors

Yes, No game Headbands Bingo

Play an instrument

I Spy

Charades Simon says Hop scotch

Exercise Dancing

Make a list with the children and display it in class to give them clear guidelines to help them understand what games and activities they are able to play.




Reconnecting

Changes

Charades

Give each child a charade card and ask them to act out what is on their card.

Remind the children that they must do this without making any sounds, or saying any words.

Ballet dancing Flying a kite

Going bowling Filming a movie

Building a campfire Riding a bike

Ironing a shirt Flipping pancakes

Swimming Mowing the grass

Finger painting Building a sandcastle

Having a water fight Playing football

Making a pizza Riding a scooter

Singing into a microphone Getting dressed

Picture card actions can be used with younger children.







Safety

Reconnecting Adversity Celebration

Celebrating our Community Heroes

Throughout the coronavirus pandemic, children’s sense of safety and security has been shaken, this may result in overwhelming uncomfortable feelings such

as anxiety and fear. Children’s sense of trust that they can be protected from bad things may also be undermined. One step in restoring and rebuilding safety

and security is for the children to identify people in their world that help, listen, comfort, protect, educate, offer friendship and guide them. This aspect of healing may take a considerable length of time for some children.

Patience, consistency, reliability, and compassion are needed as the healing gradually proceeds. Each individual’s timetable to heal is personal to them and

may or may not be within a similar time frame to family members or peers.

Ask the children if they can identify and share the people who have been heroes

to themselves or to the community during lockdown.

Make a list of the children’s suggestions on whiteboard. Parents – home schooling Grandparents – self isolation

Brother and sisters – made me laugh/played together School staff – videos/emails/home visits/phone calls

Lorry drivers – delivering food and supplies to the shops Doctors and nurses – caring and looking after us Bus and train drivers – taking key workers to work

Ourselves – following COVID19 rules/keeping up with our learning/helping at home

On the activity sheet, ask the children to identify, label and colour the people who are heroes in their community.


Cele

brati

ng

ou

r C

om

mu

nit

y H

eroes


Safety

Resilience

Circles Inside and Outside of our Control Engage the children in a class discussion asking them what they think the word

control means. Now ask the children if they think some things are within our control and some things are outside of our control.

Ask the children to share examples of things that are within our control and things that we have no control over.

Make a list for both.

Make a list of the things that are within our control: How we treat each other To use good manners

Help each other Smile

Share Follow rules

How we think The choices we make What we say

How our body moves Doing homework

Make a list of the things we have no control over:

Weather

Bedtime How other people feel

How other people think Other people’s actions What other people do

Other people likes and dislikes What other people thinks

Friendships

On the activity sheet, ask the children to think about things that are inside and outside of their own control, they can write or draw these in the empty circles.



Mindfulness Colouring


Celebration Resilience

The Gift of Giving Compliments

Begin the session by giving each child a compliment then ask the group to share how it made them feel.

Tell the children how you felt being the giver of the compliment. Discuss different ways we can complement others: appearance (pretty, clothes,

shoes), personality (nice, helpful, smart, and funny), and skills/talents (sports, maths, reading, skipping, singing).

Ask each child in turn to stand, say another child’s name out loud and then pay them a compliment, continue until all the children have given and received a

compliment. Receivers of compliments are to say thank you. Tell the children that they are going to think of a compliment they would like to

give themselves: Discuss ideas using the ‘I’ statement

I have good manners I am caring

I am kind I am helpful I am good listener

I am generous I am creative I am good at reading/math/science

I am good at football/dance I am friendly

On the Compliment to myself activity sheet, ask the children to write or draw compliment to themselves.

This is to form positive affirmations that can be read each day by the child.


A compliment to myself


Celebrate

Reconnecting

What I love about school

Following a trauma, children often feel a loss of security, safety, trust and

normality. The basic order of their lives has been disrupted or perhaps changed in many ways. This may be due to personal loss, or from being separated

friends or other family members. To enable children to thrive they benefit from a sense of order. As lockdown eases it is important for the adults in their lives to help them return, as much as possible, to a consistent environment. One of the

best ways to accomplish this is through regular routines. By returning to school the children will begin to regain some of the day to day normalities and routines.

Support the children in recalling the things that they enjoyed doing in school before ‘lockdown’:

Seeing friends Playing Breakfast and afterschool club

Writing Talking to classmates PE

Reading Maths

Assemblies Art Music

In the hearts on the activity sheet, draw or write all the things you love about school and are looking forward to doing again.


What I love about school


Adversity

Resilience

Sunshine after the Rain

To open this activity ask the children if they know what we usually see when there is rain followed by sunshine.

Acknowledge that the children may have coloured in a rainbow and put it up in their window at home as a symbol of thanks to front line workers and a sign of

hope for the future.

Explain to the children that this activity will help us to understand that, even when things are difficult it is ok to have fun and plan for when things are better.

During lockdown we will have all faced challenges, but also had good times that have been fun and made us smile.

Bring the children’s attention to the fact that we are all here together today and that may make some of us smile and we all have our future ahead of us. Maybe

some of us are hoping that they have a good day, some of us maybe planning what they are going to do when we get home, and some of us maybe making plans for something special such as a birthday.

Ask the children to look at their activity sheet, they will see a rain cloud, a sun and a rainbow.

Explain that on the rain cloud they are to draw or write some of the things they found difficult during lockdown.

In the sun, they are to draw or write the things that have been fun or have

brought a smile to their face. On the arcs of the rainbow the children are to draw or write what their hopes for

the future are, what are they planning or looking forward to. Once the cloud, sun, and rainbow are completed, ask the children to cut them

out and stick them on a piece of A4 paper to form a collage.



Documents

Sunshine After The Rain - liverpoolcatholic.org.uk