Research School Network: Emotional Coaching: An inclusive approach to support social emotional and mental health

It is estimated that across the UK, one in four children will show some evidence of mental ill health (Young Minds, 2018, p5) and three children in an average UK classroom will have a mental health problem (Green et al, 2005). These statistics mirror the current picture at our school. Year on year, we have seen an increase in the amount of children who are identified as having SEMH (Social Emotional Mental Health) on the SEN register and as a school we have been researching ways to support these children. This is important to us as research has shown emotional wellbeing is a clear indicator of success both in school and later life (Public Health England, 2014; Gutman and Vorhaus, 2012).

Increasingly in schools there are children in schools classified with SEMH. Instead of regulating their emotions independently, children would portray their emotions in an unsuitable manner. This was often caused because they couldn’t identify the emotion they were feeling and had no strategies to regulate their feelings. One approach to address this concern is emotional coaching.

Emotional Coaching is based on the work of Gottman et al (1996) and is a useful tool to support children’s behaviour and wellbeing both at home and in school. Emotional coaching uses ​‘emotional regulation rather than behaviour modification’ (Rose and Mcguire-Sniekus, 2016) and is used during ​‘moments of heightened emotion to guide and teach the child about more effective responses’ (Emotional Coaching UK, 2015).

Emotional Coaching UK (2015) divides the process into 5 steps:

1. Becoming aware of the child’s emotions

2. Recognising the emotion as an opportunity for teaching

3. Listening empathetically, validating the child’s feelings

4. Helping the child find words to label the emotion

5. Setting limits and explore strategies to solve the problem at hand.

Alongside emotional coaching, an 8 week programme can be delivered, teaching the zones of regulation, which enables the children to label their emotions. During the 8 weeks, children learn about the different zones, identify how others are feeling, think about what feelings feel like and look like and establish strategies to regulate their emotions.

References:

Emotional Coaching UK (2015) What is Emotional Coaching? [online] Available at: https://www.emotioncoachinguk.… (Accessed: 13 August 2019)

Gottman, J. M., Katz, L. F., and Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), pp 243 – 268.

Green, H., McGinnity A., Meltzer. H., Ford, T. and Goodman. R. (2004) Mental health of children and young people in Great Britain. Available at:

https://sp.ukdataservice.ac.uk… (Accessed: 17 August 2019)

Gus, L., Rose, J., and Gilbert, L. (2015) ​‘Emotion Coaching: A universal strategy for supporting and promoting sustainable emotional and behavioural well-being’ Educational and Child Psychology 32(1) pp 31 – 41

Gutman, L. M. and Vorhaus J. (2012) The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes. Available at: https://assets.publishing.serv… ment_data/file/219638/DFE-RR253.pdf (Accessed: 17 August 2019)

Public Health England. (2014) The link between pupil health and wellbeing and attainment: A briefing for head teachers, governors and staff in education settings Available at: https://assets.publishing.serv… ment_data/file/370686/HT_briefing_layoutvFINALvii.pdf (Accessed: 16 August 2019)

Rose, J. and McGuire-Sniekus, R. (2016) How Emotion Coaching brings to the best in Children, The Conversation. 2 August 2016 Available at: http://theconversation.com/how…359 (Accessed 22 August 2019)

Young Minds (2018) Impact Report: How we made a difference to children and young people in 2016 – 2017. Available at: https://youngminds.org.uk/medi… (Accessed: 16 August 2019)