Nepsy consultation (neuropsychiatric features)
Nepsy consultation (neuropsychiatric features)
In the learning support and inclusion project, the Finnish National Board of Education defined increasing the competence of teaching staff as a primary goal. During the project, the NEPSY coordinator and a consulting special education teacher were responsible for the consultation.
After the project ends, the consulting special education teacher will be responsible for the consultation:
Katri Iivonen
Modeling Nepsy consultation for preschool and primary education
Nepsy consultation modeling can benefit all parties who want to promote Nepsy competence and a solution-oriented operating model in preschool or basic education. The modeling is particularly suitable for, for example, a Nepsy teacher in a preschool or school community who has a portion of their time reserved for Nepsy consultation.
Step 1: Identifying the need for support and contacting a consulting firm
Contact can be made by a guardian, group teacher, special needs teacher, principal or daycare director. From the social services side, contact can be made with the guardian's permission by, for example, a school psychologist, school curator, occupational therapist or other social or health professional.
Step 2: Listening to the concern without preconceptions and striving for understanding
Genuine understanding and listening require that the person consulting understands that information is scattered. Understanding a child or young person's situation always requires careful listening to all views. Such a setting promotes openness between the parties and leads towards a solution-focused approach. The aim of consultation is that all decisions are made in an equal joint discussion, in which everyone's ideas are taken into account.
Step 3: Mapping the child or young person's strengths and support needs as part of the rest of the group
It is good to observe and assess the child's or young person's activities as part of another group, as support needs will manifest themselves differently, for example when working with a child or young person alone. In addition, interaction skills are only learned in a group, so support is planned with the well-being of both the child and the group in mind.
Step 4: Striving to think together and find solutions
In consultation, the goal is rarely achieved by giving direct advice, although direct instructions also have their place. It works better to consider solutions to the situation using open questions. Open questions avoid why questions. Instead, the aim is to use what, which, when, who or whom questions to specify which practical solutions could be useful for the child, young person or group in question.
Step 5: Agree and record practical goals and proposed solutions
It is best to choose a maximum of a few goals and proposed solutions at the beginning so that they can be implemented effectively. This will also make it easier to see their effects.
It is particularly important to record proposed solutions in a tone that respects the child and young person. A solution-focused recording method tells you what means will be used to achieve the desired goal. For example, you can record it like this:
The child's transition situations are supported by increasing the use of supportive gestures and pictures.
Immediate positive feedback supports the young person in their own operational management.
Step 6: Assessing the tracking of goals
It is usually a good idea to try new ways of doing things systematically for at least a month, as it takes time for a child or young person to get used to the new way of doing things. After this, we discuss together what has worked and what perhaps should be done differently.
Goals of the Nepsy consultation
Objective 1: Applying researched knowledge when planning pedagogical support for students
The project aims to raise awareness of the support needs that neuropsychiatric syndromes cause. ADHD, autism spectrum disorder, Tourette syndrome or sensory disorders each have their own unique characteristics that are good to be aware of. By applying the researched information, it is possible to increase a child's or young person's attention span, concentration and design sensory-friendly learning environments.
Objective 2: Identifying the student's strengths and receiving feedback on them
Learning is built on strengths, as this increases self-efficacy. A child or young person with neuropsychiatric symptoms needs constant feedback about their own strengths, as they are usually unable to see them themselves.
Objective 3: The child's or young person's interests as part of learning
Teaching aims to utilize the child's or young person's interests as part of the learning process. This increases motivation to study.
Goal 4: Respectful, inclusive and solution-focused interaction with the caregiver
Meeting the guardian and student in a respectful and solution-focused manner promotes a positive attitude towards school at home.
Goal 5: Accessibility and accessibility
Accessibility refers to the physical design of the learning environment in a way that supports the learning of a child or young person with neuropsychiatric symptoms. Accessibility refers to the creation of an environment that takes into account the individual needs of the child or young person, for example in terms of participation and interaction. Above all, it is about changes in attitude.
In neuropsychiatric syndromes, it is especially important to understand the significance of sensory deprivation. You can learn more about this topic on the following websites, for example: Accessibility material from the Autism Society's website
Goal 6: Strengthening emotional and interaction skills
Children and adolescents with neuropsychiatric symptoms often need support to strengthen their emotional and interaction skills. These skills are best practiced where interaction occurs, i.e. in the child's or adolescent's group. Early, solution-focused, long-term and multidisciplinary support is also important. Sometimes a child or adolescent can benefit from support from a school counselor, for example.