The Educational Emotional Wellbeing Practitioners Team (EEWP) has now been established as part of the Educational Psychology Team and is ready to start working in schools. EEWPs will work with children and young people 0 - 25 experiencing emotional
and well-being difficulties relating to Covid-19.
Most children and young people are resilient and will suffer no long term emotional harm from the pandemic. It is normal for everyone to experience mild difficulties, such as having days or times when they eat less, have trouble sleeping, seem more irritable,
or express more worries.
Some children may however have more persistent difficulty adjusting to the changes we are all experiencing due to the pandemic and may benefit from additional support to cope during this time. These children and young people may benefit from tailored interventions
or support from an EEWP to facilitate their recovery.
The Education based Emotional Wellbeing practitioners (EEWP) Team
The Educational Emotional Wellbeing Team is part of the Educational Psychology Team and aims to
provide early intervention for children and young people who are presenting with concerns which appear to have
emerged as a result of the COVID-19 Pandemic. Their purpose is to provide early intervention so initial concerns do not develop further.
The EEWP team is funded via the covid recovery grant and there is no cost to schools for this service.
Research indicates that the presenting concerns are likely to fall into the areas of low mood, anxieties and worry, resilience and bereavement but this is not an exhaustive list. The therapeutic work of EEWP is underpinned by child focused approaches.
The aim of the EEWP is to work proactively in educational settings to improve children and young people’s emotional wellbeing following coronavirus. EEWP provide a flexible and non-threatening first point of contact into wellbeing and mental health services
area for children and families.
EEW practitioners will provide support to children and young people with persistent mild to moderate difficulties, on a one-to-one or small group basis . They will work in schools and early years settings and will also liaise with parents and carers, providing
low intensity, evidence based interventions such as guided self-help based on cognitive behavioural therapy (CBT)
How to make a referral
The Referral Form (including Consent Form) can be accessed here.
Using the referral pathway below, schools need to consider carefully whether a referral is appropriate.
A referral can not be processed unless there is signed parent / carer consent.
Once the referral is received it will be triaged by the EEWP team and a decision made about next steps. You will be contacted about the outcome of your referral within 5 woking days. If your referral is not successful you will be given guidance on next steps.
Following a successful referral, you will be offered a date and time for an initial assessment.The appointment will be used to discuss the aim of the intervention, on-going emotional well-being needs and how best the CYP can be supported in school.
For further information please contact:
The EEWP Team
Rebecca Horn - Education Emotional Wellbeing Lead (North)
My current role as Education Emotional Wellbeing Practitioner Lead has been created in response to COVID-19. The aim of the new team is to deliver Emotional Wellbeing intervention based support for children and young people in school that are experiencing
mental health difficulties that have emerged during the COVID-19 Pandemic. This is a new team which is currently being shaped to the needs of the Bradford school population. Research indicates that the mental health needs are likely to be: low mood, anxieties,
resilience and bereavement. The team’s aim is to provide early intervention for these children and young people so issues do not grow into more complex mental health difficulties.
My background is in CAMHS Mental Health Support Team as an Educational Mental Health Practitioner, with IAPT training I am keen that all interventions provided be with an evidence base so we can be confident we are providing the best service to the young
people of Bradford. I have previous experience working in challenging behaviours including Pupil Referral Units, Children’s Residential Homes for young people with Problematic Sexualised Behaviours (PSB) and as a drug and alcohol worker in a Prison Setting.
I have a degree in Education Studies and a Masters conversion in Psychology as well as a Postgraduate Diploma in Evidence Based Psychological Treatment: Education Mental Health Practitioner.
Sophie Dinsdale - Education Emotional Wellbeing Practitioner (North)
My background is in supporting children, young people, and their families experiencing difficulties as a result of a neurodevelopmental disorder and/or a Social, Emotional, and Mental Health (SEMH) need. I worked in an Alternative Education
Provision for over a year where I offered specialist SEMH support to pre- and post-16 year old students who could not access mainstream education. I have worked on various research projects including a longitudinal efficacy trial of Lexia Reading Core and
have a particular interest in Autism Spectrum Disorders, Alexithymia and Somatisation. I graduated from the University of York in January 2020 and hold a BSc in Psychology in Education and a MSc in Development, Disorders and Clinical Practice. My passion lies
in supporting children and young people to flourish socially, academically, and psychologically.
Jade Kernick- Education Emotional Wellbeing Practitioner (East)
My background is in working with children to support social, emotional and mental health needs as well as special educational needs and communication and language difficulties. Over the last 5 years, I have supported children on a one to basis,
taught classes as a cover supervisor and worked as an assistant special educational needs coordinator. I have particular experience in working with primary school aged children and facilitating an inclusive school environment for all pupils. I hold a BSc degree
in psychology and have a particular interest and a knowledgeable background in working with children with Autism and attachment and trauma difficulties. I have a desire to assist the positive psychological development of children and young people, as well
as utilise my skills to provide significant support using evidence based interventions as part of the EEWP team.
Lisa Aveyard- Education Emotional Wellbeing Practitioner (South)
My background is in education where I have spent many years teaching in both mainstream schools and alternative provisions. I hold a BSc (hons) in Psychology and Social Sciences, a Post Graduate Certificate in Education and an MSc in Psychology
where my dissertation focused on male mental health. I have held the positions of Leader of English in an autism specialist setting, nurture teacher in a pupil referral unit, outreach support practitioner and private tutor of creative writing. I look forward
to providing evidence based interventions that will further support schools and the wellbeing of children and young people across the Bradford district.
Simrit Bharaj- Education Emotional Wellbeing Practitioner (West)
With an education background including over fifteen years teaching in Primary Education, my experience of working with children and young people across the Bradford district is varied and diverse. Having taught children with a range of social, emotional
and varied learning needs, I have built up a resourceful bank of skills and expertise. Being an educator gave me the unique opportunities to understand the needs of children from a spectrum of perspectives. Being a facilitator of knowledge, my role has always
been to support, guide and empower children and young people to be confident and conscientious. This new role supports those beliefs with the undercurrent of the importance of mental health. Over the years, I have supported children and young people when making
decisions about their futures and can see the benefits of early intervention from support networks for good mental health.
The challenging outcomes presented by the COVID-19 pandemic are widespread and have impacted children and young people in many ways. As an Education Emotional Wellbeing Practitioner, my role is to implement creative, evidence-based interventions to help children
and young people cope with these unprecedented circumstances. Working collaboratively with schools, we will help children and young people build their resilience to impact positively on their mental health and wellbeing.
Contents: 1. Background, 2. Scope, 3. Preparation, 4. Ethos and Principles, 5. Whole Setting Approach, 6. Identifying Early Warning Signs of Emotional Wellbeing Needs of Children and Young People, 7. Potential Universal and Common Needs, 8.
Additional Considerations, 9. Staff Wellbeing
1. Guidance notes 1 2. Introduction and user guide 2 3. Parent Focus 3 4. Staff Focus 4 5. Regulate (calm) 9 6. Relate (connect) 15 7. Reason (reflect/think) 20 8. Timetabling Primary (an example) 23 9. Timetabling Secondary (an example)
Interventions Used by the EEWP Team