When S joined the LINX programme He was consistently distracted, disruptive and displayed a very poor self-image. In spite of this he demonstrated a keen interest in the ‘Empathy Wall’ and was able to understand, by the end of the programme, how his experiences, feelings and actions were intrinsically linked. S started to recognise that he had a choice in the way he reacted to situation.

S has now started to view goal setting as a potential, and has been able to identify goals he would like to achieve. He is very aware of how his behaviour can impact on himself and those around him. He was able to distinguish between cognitive and affective empathy.

The sessions focused on perception, judgements, empathy, team-work, healthy and unhealthy relationships, equality, diversity and peer pressure, amongst others. Through having a safe space to speak S has left LINX feeling empowered, empathic and confident. It is hoped this progression will continue, and that he will continue to use the tools learned during the LINX sessions in the future.

Feedback from school staff is that S is no longer disruptive in class and is able to engage more in the school curriculum.

 

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