Thrive is a specific way of working with all children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubled, or troubling, behaviours providing a firm foundation for academic attainment.
• An online assessment and action-planning tool, Thrive-Online
• Training and mentoring for key support staff
• Wider Staff Induction training
• Training across multi-agency teams
The interrelationship between children’s development and learning is critical and central to the Thrive Approach, which identifies and supports the needs of each individual.
There are four guiding principles of the Thrive Approach:
• Every child is a unique person, constantly developing and learning in different ways and at different rates, each with his/her own abilities, talents and potential to be fulfilled.
• Children’s healthy development, emotional well-being and learning are crucially dependent upon, and promoted through, positive relationships.
• Children flourish when they are confident, self-assured, capable and resilient.
• Children thrive in enabling environments, in which their individual development, learning experiences and needs are understood, responded to and supported through strong partnerships with parents/carers.
Thrive teaches the understanding of children’s behaviour as communication, improves learning skills and leads to greater attainment.
• It promotes productive learning for all children.
• It creates practical strategies that can be implemented the next day.
• It supports and empowers, providing the confidence and competence to work with challenging and vulnerable children, and with parents and integrated teams.
• It leads to better relationships at home and in school.
• It provides ongoing support through a peer group of fellow trainees, Thrive-Online support tools and continuing professional development.
* The Approach is targeted, rigorous and measured.
The four originators of The Thrive Approach came together in 1994 concerned about the number of children being excluded from schools and learning at an earlier and earlier age. They are: • Jan Banks • Julia Bird • Lynne Gerlach • Roe Lovelock They drew on their collective expertise in social work, family therapy, counselling and psychotherapy, and education advisory and inspection work in schools, to create an approach that drew on the up-to-date research and best practice.
Thrive is aimed at any professional working closely with children and young people, including those involved in education, health and social services. It will also be of interest to parents and carers.
The Thrive Approach can be used effectively from birth to adulthood. Courses available include those aimed at early years, Childhood and Adolescence.
Children at all stages of emotional development respond well to, and benefit from, the Thrive Approach.
Thrive is an approach to working with all children. It is based on neurological evidence which addresses brain development so that all children learn to regulate their emotional responses, develop resilience and manage disappointment and frustration.
All children (and adults!) need a little emotional support when things are going wrong. Thrive provides a way of understanding and addressing the emotional and social development of all children. It pays specific attention to children as and when they experience interruptions to that development whenever and for whatever reason they arise.
The Thrive Approach helps children who are, temporarily or more permanently, restless, withdrawn or underachieving as well as those with attachment issues or challenging and disruptive behaviours. Schools that have introduced Thrive report improved attendance, reduced classroom disruption, better educational attainment and fewer exclusions. Parents report significant improvements in their relationship with their children as well as improved behaviour. The children themselves say they feel better understood and they get more out of school.
Because addressing emotional developmental needs early builds resilience, decreases the risk of mental illness, prepares children for school and equips them to be ready and willing to learn. It also helps those children who are at risk of underachieving or exclusion to stay in school and re-engage with life and learning. Many trainees say that the Approach has been life-changing for them too! They report not only the progress of the children, but also significant professional benefits.
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