Aluna
Behaviour
Consultancy

About Aluna Behaviour Consultancy

Aluna is a Kenyan word, meaning 'approach' as in 'welcome' or 'come to me'. The name represents important concepts in effecting lasting changes in behaviour to contribute to the happy and healthy lives of children, young people and adults. Among all of the positive outcomes, I strive for my work to enable those needing support to experience:

• A advocacy

• L liberty

• U understanding

• N nurturing

• A aspiration

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My Professional Experience

My work in education has spanned 36 years in the state sector, the independent sector and in business. This has been predominately teaching in primary schools in a number of local authorities around the country, but also in secondary schools, further education settings and delivering training and support to adult learners.

 

I have worked as an Advisory Teacher for Elective Home Education in two neighbouring local authorities in the West Midlands for nine years where I gained a valuable insight into the numerous ways in which children learn. I found that there are as many ways to home educate as there are children. I met parents who discovered creative and innovative ways of educating their children; it has been one of the most enlightening roles in my career.

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During eight years as a Specialist Advisory Teacher for the Behaviour Support Service in two local authorities in the Black Country I provided schools with support for all aspects of positive behaviour management. In addition to whole school support, general classroom management, parental engagement and enhancing pupils’ behaviour for learning, I develop interventions for individual pupils demonstrating behavioural issues.

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Specialist Training and Expertise

I have undertaken specialist training in:

• Attachment

• Child Advocacy

• Child Criminal Exploitation

• Child Protection

• Child Sexual Exploitation

• Disguised Compliance

• Domestic Abuse and Children

• Dyslexia

• Forensic Psychology

• Leadership and Management

• Nurture

• Offender Profiling

• Parent Mental Illness

• Restorative Practice in Schools

• Safeguarding

• Support for Bereaved Children

• Supporting Parents with Learning Difficulties

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Additional Services

The majority of my work is via mainstream schools in the UK, funded from the schools' budget.  However, some of my work is directly with families, particularly where children display behaviours to be typical of Autism Spectrum Condition.  In order for these families to receive the help needed there is the opportunity to have subsidised support provided.  Therefore, I have established a dedicated page for donations to a family fund to provide subsidised support for children with Autism Spectrum Condition to help to meet their needs.

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Autism Awareness

A diagnosis of autism can leave a family with more questions than answers.  Many parents suddenly find themselves facing a scary and uncertain future. Autism awareness training sessions on how autism can affect people’s lives are available from specialist services. Parents are signposted to information for families through the tough times and support that offers a helping hand along the way.

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Children's Mental Health

Children need appropriate access to support for their emotional well-being and mental ill-health. Children and young people with mental health problems, their families and carers want timely access to evidence-based, high quality care in the right setting. Signposting to services and charities is provided.

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The Emotional Impact of Covid-19

Children’s experiences of the pandemic and their socio-emotional wellbeing, language, and numeracy skills have been a subject of recent research. Results identified that the schools surveyed declared at the start of the school year that they were concerned about pupils' personal, social and emotional development, as well as their communication and language skills. The Covid-19 pandemic has impacted most people in some way and parents have requested emotional support for the whole family. This is also offered subsided where possible.

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