Using Motional Program Activities with an Individual

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 an Individual, it's crucial to complete a Snapshot. This provides a comprehensive view of the child'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 young person. 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 the individual.

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

In a one-to-one situation where the child or young person is working with a significant and trusted key adult, the focus must be on the relationship.

The child or young person needs to form a meaningful connection and attachment with the adult to get the most out of the activity and benefit most from this one-to-one time.

The evidence is clear that this relationship promotes the development of new, positive synaptic pathways in the brain. In order for the foundations of the relationship to be built, the adult needs to set the emotional tone, contain the child, and prioritise the child's safety needs.

Adults also need to be aware of their impact on the child and be observant and responsive to the child at all times. Safe and expressive contact needs to be maintained where mirroring, matching, and modelling emotions and sensations predominate.

Ultimately, the success of the activity depends on the quality of this relationship and the connectedness that it fosters.