Using Motional Program Activities with a Small Group

Motional Programs, designed to support 1:1, small group, and whole class interventions, are a powerful tool for addressing Emotional Wellbeing and Mental Health needs. Before embarking on a Program for a Small Group, it's crucial to complete a Groupshot. This provides a comprehensive view of the group's wellbeing and readiness to learn, equipping you with the necessary insights to tailor your approach effectively.

There are two crucial principles to hold in mind when using a Motional program and the activities suggested:

Flexibility

Motional Activities are not rigid templates but flexible starting points designed to be adapted to the unique needs of the group. Your professional judgment and skills are key in this process, empowering you to make the necessary adjustments to ensure the activity is a meaningful and effective experience for each individual within the group. Motional's activities can be used for children and students of all ages. However, it is important for adults to engage with them using age-appropriate and respectful language. This might include rebranding the activity, e.g. Face-Painting may become Stage Make-up or Camouflage. Additionally, the adult should be aware of the part of the brain the children are operating from. It is crucial to consider whether the Social Defence subdomains (RAGE, FEAR, PANIC/GRIEF) are predominant or if the children have the capacity to use Executive Function skills.

Environment and Relationship

The activity is the ‘hook’ on which we ‘hang the advice’ in Motional. What we mean by this is that the advice is the really important bit. How we are with children is far more important than what we do. Remember, the relationship and environment are making the biggest difference.

Additional considerations

The role of an adult in a small group setting is not just important; it's crucial. The adult is responsible for setting the emotional tone, which requires them to possess skills in holding boundaries and facilitating the children's social and emotional learning.

Adults must also support children's tolerance of each other within this social setting. They should model, notice and facilitate peer interaction while supporting individual experiences within the group activity. This way, each child can feel safe, valued, appreciated and connected to themselves and others. This allows them to develop their social, emotional and communication skills while learning to share the adult's attention and participate in activities alongside and with their peers.

Take time to notice your relationship with each child and their relationship with each other.

Be bold in adapting or developing the activity for or with the young people as you see fit. Remember your sense of PLAY if the activity calls for this!