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What is Thrive?
Thrive offers a trauma-informed approach to improving mental health and wellbeing of children and young people.
Thrive guiding principles
Thrive is a systematic approach to the early identification of emotional developmental need in children so that differentiated provision can be put in place quickly by the adults wrapping around the child. It is preventative, reparative, pragmatic and easy to use.
There are four guiding principles of the Thrive Approach:
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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.
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Children's healthy development, emotional wellbeing and learning are crucially dependent upon, and promoted through, positive relationships.
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Children flourish when they are confident, self assured, capable and resilient.
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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.
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Two conceptual models
The developmental strands model conceptualises the developmental stages as six spiralling strands that come online sequentially and run throughout a persons life.
In adolescence (ages 11 - 25 years) the 'interdependence' strand is broken down into sub strands as there is so much growth and learning happening in that stage.
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The building blocks model imagines each of the developmental stages as a building block, as we grow these blocks are piled on top of each other, with each block building on the last. If all of our developmental needs were anticipated and met at every point in our development, the building blocks would appear as six 'full' blocks stacked comfortably on top of each other. However life is such that we inevitably experience some gaps, these are represented on the right, showing what interrupted development - that can be revisited and repaired - might look like.
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Thrive at Home
Thrive is used in over 2800 settings - supporting over 795,500 young people. As a licensed practitioner I can work in early years settings, primary and secondary and special schools however - I find the most impactful setting is home or family based with children and young people.
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In a setting I am generally engaged to screen the whole class group then I visit once a week and see children who have come out of the initial screening assessment as higher need or potential for support to maintain or deepen emotional wellbeing through support.
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Undertaking Thrive at Home, I work with you and your child or young person, do the exact same assessment, find strategies and actions that will help support development and share these with you as parents/carers. During our time I share the key principles of the Thrive approach, share development theory and practice in an accessible way alongside individualised family support for your children or young people. This way you learn self regulation activities, creative arts based approaches and the benefits of relational support to your children in a hands on way.
'Parents are saying that they have been able to see their child's behaviour through a different lens and be more compassionate and empathic with them as a result'
Thrive in Schools
A whole school approach to mental health and wellbeing is a collaborative effort to improve outcomes for children and young people. It involves identifying and addressing the needs of pupils, staff and the wider community and creating an environment that removes the barriers to learning.
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In line with Public Health England's 8 principles of a whole school approach, Thrive provides practitioners (either independently like me who you hire) or training for your teams and an online tool that will empower you to not only promote mental health and wellbeing, but improve behaviour, attendance and attainment throughout your setting through supporting children's resilience, wellbeing and emotional support.
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I support early years, primary and secondary schools on a daily rate, attending local schools once a week to support or cover for class teachers, SENCos, pastoral teams providing whole class assessments, individual working 1:1 and monitoring impact and progress.
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