Again and again pieces of case work have illustrated to me the way in which assumptions held by practitioners – often unconsciously so – can be a barrier to effective working with families around hard to spot children.
Poppy Ionides, Educational Psychologist and Consultant
I was reminded of the skill and subtleties required for communication with families about hard to spot children a few days ago when talking with a mother whose child’s unusual behaviour in nursery was noticed and discussed with her. Appropriate support was put in place at nursery. But the possibility of referral to investigate diagnostic labels was not raised by practitioners. It had been assumed (wrongly, in this case) by practitioners that waiting for the family to ask about referral possibilities was the best way forward.
Again and again pieces of case work have illustrated to me the way in which assumptions held by practitioners – often unconsciously so – can be a barrier to effective working with families around hard to spot children. Keeping a series of questions in mind helps to uncover and challenge these assumptions. For instance:
By noticing and putting aside our assumptions when working with hard to spot children and their families we help to maximise the chance of positive outcomes for all.
Mirkka Jokelainen addresses the question how can we ask students to demonstrate thinking skills and the ability to apply knowledge by ticking a box?
John Galloway discusses how we can identify and support girls with social, emotional and behavioural difficulties.