‍Executive Summary

Purpose of the Report:

This report outlines the delivery, output, and impact of the “Book of Beasties: Improving Emotional Wellbeing Through Play” project, which was commissioned by Derbyshire Council to provide emotional wellbeing support in the Erewash and Kirk Hallam communities.

The project aimed to enhance emotional wellbeing among children, their families, and key community professionals through workshops and evidence-backed resources centred around Book of Beasties emotional wellbeing games and activities.

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Key Findings:

• High Engagement: Over 40 adults, including parents, teachers, social workers, and community leaders, participated in the live training workshops, another 8 joined additional virtual training arranged to reach those who couldn’t make it on the day. All participants gained skills to support children’s emotional wellbeing using The Happy Heads Card Game and associated social and emotional learning activities on the Book of Beasties website.
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• Positive Impact on Children: Child-centric workshops reached a small group of children selected by the school as individuals who would benefit the most from the resources. Feedback shows an immediate enhancement of their emotional literacy and social development.
  
  
• Sustained Resource Usage: Participants, particularly adults, reported continued engagement with the resources provided, including games and access to the digital platform. These findings will be detailed later in the report.
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• Community Connection: Follow-up workshops and support systems helped sustain the project’s impact, with many adults committing to using the resources for future emotional wellbeing support.
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• Feedback: Survey results showed an increase in confidence among adults to support children’s emotional wellbeing, with a significant shift in emotional resilience and understanding among children.
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Main Recommendations:

• Continued Support: Ongoing support for trained adults beyond the 12-month period to further embed the emotional wellbeing model in the community.
• Expanded Access: Broaden the scope of delivery to reach more vulnerable groups, ensuring more children and families benefit from the resources. Following the findings from this project, and feedback regarding accessibility, affordability, and immediate impact, it is recommended to increase the reach of the resources through future workshops to expand the positive impact more widely across Derbyshire.
• Refresher Workshops: Continue offering virtual refresher workshops at regular intervals to maintain engagement and skills improvement for adults. Current virtual refresher workshops arranged for January, February and March of 2025.

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Introduction

‍Project Background:

The “Book of Beasties: Improving Emotional Wellbeing Through Play” project was designed to address the emotional wellbeing needs of vulnerable groups in the Erewash and Kirk Hallam areas. By delivering workshops and resources centred around the Book of Beasties’ emotional wellbeing games, the project aimed to reduce barriers to accessing support and establish a sustainable, community-wide approach to mental health.

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Objectives:

• Enhance Emotional Wellbeing: Improve children’s emotional literacy and resilience through engaging, evidence-based activities.
• Train Adults in the Community: Equip parents, teachers, social workers, and other key adults with the skills and tools necessary to support children’s emotional wellbeing.
• Reach Vulnerable Groups: Target hard-to-reach individuals in the community, reducing access barriers and fostering inclusion.
• Provide Long-Term Support: Ensure ongoing access to emotional wellbeing resources and guidance, establishing a sustainable framework for continued support.

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Data Collection Tools:

To gather comprehensive data on the effectiveness of the “Book of Beasties: Improving Emotional Wellbeing Through Play” project, a mixed-methods approach was utilized. Both quantitative and qualitative tools were employed to assess the impact of the workshops, resources, and ongoing support on participants.

• Surveys: The primary tool for quantitative data collection, Google Forms, was used to administer pre-workshop, post-workshop, and follow-up surveys. These surveys measured baseline knowledge, emotional wellbeing, satisfaction with the workshops, and long-term impact.
• Qualitative Methods: Aside from the survey observation during gameplay was employed to gain deeper insights into the participants’ experiences and the broader impact on the community.
  
  

Overview of the Survey

Pre-Workshop Survey:

• Purpose: Assess participants’ baseline understanding of emotional wellbeing and their expectations for the workshops.
• Participants: Adults, including parents, teachers, social workers, and foster carers.
• Format: Google Forms with Likert scale questions, multiple-choice questions, and open-ended responses.
• Key Areas Covered: Confidence in supporting children’s emotional wellbeing, perceived challenges, and expectations for the workshops.

Post-Workshop Survey:

• Purpose: Measure immediate outcomes and satisfaction with the workshops.
• Participants: Both adults and children who attended the workshops.
• Format: Google Forms with a mix of yes/no questions, Likert scales, and open-ended questions.
• Key Areas Covered: Workshop satisfaction, improvements in emotional literacy, confidence in using the resources, and feedback on specific workshop activities.

Follow-Up Survey:

• Purpose: Assess the long-term impact of the resources and workshops on both adults and children, four and twelve months post-workshop.
• Participants: Adults who attended the initial workshops.
• Format: Google Forms with a focus on resource usage, continued engagement with emotional wellbeing strategies, and perceived changes in children’s emotional health.
• Key Areas Covered: Sustained resource usage, observed improvements in children’s emotional wellbeing, challenges encountered, and recommendations for further support.

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Qualitative Methods:

Observation:

• Purpose: To document real-time interactions and behaviour during child-centric workshops, providing qualitative evidence of engagement and learning.
• Format: Trained facilitators used structured observation checklists to record children’s participation, interaction with the resources, and group dynamics during workshops.
• Data Collection: Observational notes were analysed to evaluate how well children engaged with the emotional wellbeing activities and games.

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Use of Google Forms and Digital Platforms:

Google Forms was chosen as the primary platform for survey distribution due to its ease of use, accessibility, and ability to automatically collate data into spreadsheets for analysis. Participants, both adults and children, completed the surveys on-site during the workshops or remotely via email links. The digital format allowed for easy data entry and collection, providing a streamlined process for both participants and facilitators.

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In addition to Google Forms, the project utilised Book of Beasties’ digital social-emotional learning platform, which houses hundreds of activities, stories, and videos. This platform was an integral part of the resource provision, allowing ongoing engagement with the emotional wellbeing tools and enabling data collection on resource usage and participant feedback through the follow-up surveys.

Sampling and Participation:

• Number of participantssome text
  • Adults: 48
  • Children 12

• Demographics, if relevant (age, profession, etc.)some text
  • Adults: Mixed age, gender and profession (teachers, care workers, social workers, parents)
  • Children: Ages 8-11, mixed abilities, genders and ethnicities.

Workshop Delivery

Summary of Workshops Delivered:

The “Book of Beasties: Improving Emotional Wellbeing Through Play” project successfully delivered both child-centric and adult-focused workshops in key locations within the Erewash community. These workshops were designed to foster emotional wellbeing through engaging and evidence-backed resources.

Number of Workshops Delivered:

• Adult Workshops: 2 workshops delivered at xxx Primary School and xxx Primary School.
• Children’s Workshops: 1 workshop delivered at xxx Primary School.

Locations and Dates of Workshops:

• xxx Primary School: Workshops held for both children and adults.
• xxx Primary School: Adult workshop

Names of venues have been removed for safeguarding purposes.

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Workshop Content:

The content of the workshops focused on interactive activities designed to improve emotional literacy, build resilience, and support social and emotional development. The resources provided were centred around the evidence-backed games and tools developed by Book of Beasties.

Key Activities and Resources Used:

• Book of Beasties’ Happy Heads Card Game: This core game was used to introduce emotional regulation techniques and encourage children to express their feelings in a structured, playful manner.
• Digital Social-Emotional Learning (SEL) Platform: Participants were given access to this platform, which contains hundreds of additional activities, stories, videos, and exercises for ongoing emotional development.
• Lesson Plans and Assessments: These were provided to teachers and parents to help them integrate the activities into their everyday interactions with children, offering continuity of emotional wellbeing practices.
• Supportive Content: Supplementary materials, including emotional wellbeing worksheets, reflection activities, and assessment tools, were also utilised during the workshops.

Specific Themes/Topics Covered:

• Emotional Regulation: Helping children and adults recognize and manage their emotions.
• Resilience-Building: Focusing on coping strategies and ways to adapt to challenges.
• Social and Emotional Learning (SEL): Activities designed to foster empathy, communication, and emotional intelligence.

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Facilitators and Trainers:

The workshops were led by the founder of Book of Beasties, who delivered the training and facilitated both the adult and children’s sessions.

Role of Facilitators:

The founder not only delivered the workshops but also provided guidance on how to use the Book of Beasties resources effectively, ensuring that participants felt confident in integrating the tools into their everyday routines. This hands-on approach allowed facilitators to demonstrate emotional regulation techniques in real-time, which was particularly beneficial for the children’s workshops.

Training Provided to Facilitators:

As part of the project, the adult participants were trained to continue using the emotional wellbeing resources beyond the workshops as well as pass on the training to future facilitators, creating a sustainable approach to this project in particular. This included detailed instructions on how to implement the games, lesson plans, and the digital platform with children.

Feedback from Facilitators:

The founder noted high levels of engagement from both children and adults. The adults, in particular, appreciated the practical application of the resources, reporting that they felt empowered to support children’s emotional wellbeing more confidently. Additionally, children responded positively to the interactive nature of the games, which allowed them to explore their emotions in a safe and playful environment.

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Summary of Findings - Pre-Workshop

Statement on Pre-Workshop Survey Findings

The responses from the pre-workshop survey highlight a variety of approaches and challenges in supporting children’s emotional wellbeing. Many participants are already employing methods such as listening, family support, and using strategies learned from their roles as parents, educators, or family support workers. Techniques such as therapeutic parenting, co-regulation, and integrating songs and books to teach emotions are common practices. Participants also draw on informal sources such as reading, friends, and social media to enhance their understanding of emotional wellbeing.

However, the challenges faced by participants are significant, particularly around managing violence, aggression, and mental abuse, as well as dealing with unregulated behaviours in children. Several respondents pointed out difficulties working with parents who have limited knowledge or restrictive beliefs, while others struggle with issues such as bilingualism, technology use, and building resilience and anxiety management in children.

Participants expressed a strong desire for practical outcomes from the workshop, with many hoping to gain more knowledge, confidence, and practical strategies to support emotional wellbeing. Specific goals include acquiring fresh ideas, additional tools and skills, and a better understanding of how to manage emotional and behavioural challenges, both in their own families and in their professional roles. Some responses reflected a need for significant support, with one respondent even hoping for “a miracle,” underscoring the depth of challenges they are facing.

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Overall, the pre-workshop data shows that while participants are already engaging with various strategies, they are looking for further guidance, tools, and support to overcome the significant emotional and behavioural challenges they encounter in their personal and professional lives.

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Pre-Workshop Survey Results:

Current Understanding of Emotional Wellbeing:

• 86% of participants rated their understanding of emotional wellbeing as 4 out of 5.
• 14% rated their understanding as 5 out of 5.

Main Expectations from the Workshop (Multiple responses):

• 86% expected to gain access to resources and tools.
• 86% hoped to learn practical strategies to support children.
• 43% were interested in networking with other parents/teachers/social workers.
• 29% expected to gain knowledge about emotional wellbeing.

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Confidence in Supporting Children’s Emotional Wellbeing:

• 71% of participants reported feeling moderately confident.
• 14% felt slightly confident.
• 14% felt very confident.

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Previous Attendance at Emotional Wellbeing Workshops:

• 71% of participants had not previously attended any workshops on emotional wellbeing.
• 29% had attended similar training before.

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Current Level of Stress Related to Supporting Children’s Emotional Wellbeing:

• 43% rated their stress level as 3 out of 5.
• 29% rated it as 4 out of 5.
• 14% rated their stress as 5 out of 5.
• 14% rated their stress as 1 out of 5.

How Often Participants Seek Out New Information or Resources on Emotional Wellbeing:

• 43% sometimes seek out new information.
• 43% reported seeking it out often.
• 14% stated they always look for new information.

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Summary of Findings - Post-Workshop (Adults)

Statement on Post-Workshop Survey Findings

The post-workshop survey results reflect a highly positive reception from participants, with 100% expressing high satisfaction and confidence gains in supporting children’s emotional wellbeing. One of the key takeaways from the workshop was the recognition of play as a vital tool in interacting with children. Participants highlighted the importance of play as a way to support emotional expression, with one respondent stating, “Play is a key to any interaction with the child,” and others appreciating the ease and variation in using the Book of Beasties resources, particularly the Happy Heads Game.

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Participants also valued the practical skills they learned, including how to use the resources effectively and the flexibility of activities that can be applied in different contexts. Additionally, one participant emphasised the idea that “there’s always time to talk,” underscoring the value of communication in fostering emotional wellbeing.

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In terms of suggestions for improvement, participants expressed an interest in seeing the resources in action within a short time frame to better understand how they can be implemented. There was also a suggestion to introduce figurines or cutouts of each Beastie as part of the resources to make the experience even more engaging for children. Overall, the feedback suggests that the workshops were well-received, with participants keen to apply what they learned and a few thoughtful suggestions for enhancing future sessions.

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Post-Workshop Survey Results:‍

Satisfaction with the Workshop:

• 100% of participants were very satisfied with the workshop.

Confidence in Supporting Children’s Emotional Wellbeing:

• 60% of participants felt much more confident in supporting the emotional wellbeing of children through play after attending the workshop.
• 40% felt slightly more confident.

Likelihood of Using Book of Beasties Resources in the Future:

• 100% of participants reported that they are very likely to use the Book of Beasties resources in the future.

Effectiveness of the Workshop in Providing Tools and Knowledge:

• 80% of participants rated the workshop as a 5 out of 5 in terms of effectiveness.
• 20% rated it as a 4 out of 5.
  
  

User Comments and Feedback

“I have already run two sessions to cascade the training down to teaching assistants and teachers. Their responses were very positive and the game has been used with a small group of children. They enjoyed playing and it gave plenty of opportunities for children to talk and discuss mental wellbeing.”‍

- Headteacher -
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“I recently introduced the Happy Heads Game to a small group of children with SEND. The game helped them open up about their emotions, and we’ve noticed a significant improvement in how they manage stress and communicate their feelings in such a short space of time. It’s a fantastic resource for fostering emotional literacy.”

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- Special Educational Needs Teacher & Carer -

‍“Since the training, I’ve been using the Book of Beasties resources during my after-school program. The children have responded well, especially to the visual aspects of the game. It’s been a helpful tool to create more conversations around emotional wellbeing in a way that feels natural for them.”

- Parent & After School Club Facilitator -

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Impact Assessment: Children’s Workshop

The children’s feedback from the post-workshop survey reflects an overwhelmingly positive response to the Book of Beasties workshop. 100% of participants enjoyed the workshop activities, with particular enthusiasm for the boat race, card game, and helping the Beasties. Children found a range of activities helpful, including yoga, breathing exercises, and learning about the Beasties, which allowed them to explore emotional wellbeing in a fun and engaging way.

Two significant moments during the workshop illustrate the nurturing and supportive environment fostered by Book of Beasties. In one instance, a child began speaking about the death of his cat, sharing how it had been affecting him at school. This prompted a heartfelt response from the other children, with one expressing surprise that he hadn’t known and encouraging his friend to share these feelings with him. This moment of empathy and connection was a powerful example of how the workshop helped children feel safe enough to express their emotions and support one another.

In another instance, when initially quizzed about favourite things, one boy responded with more traditional hobbies such as football and computer games. However, after another boy shared that he had a teddy, the first boy revealed that he also had a teddy, which he had had since birth. He even shared its name and explained how it brought him comfort. This shift from traditional responses to more personal disclosures highlights the trusting and open atmosphere created by the workshop, allowing children to feel comfortable sharing vulnerable aspects of their lives.

These instances, along with the positive feedback from the children, demonstrate the nurturing and supportive environment that Book of Beasties’ resources help cultivate. By creating a safe space for emotional expression, the workshop facilitated not only emotional growth but also meaningful peer interactions, where children felt seen and supported by one another.

Many of the children wished the workshop could have lasted longer or expressed a desire to play more of the games, further indicating how much they valued the experience. These findings underline the workshop’s success in fostering emotional wellbeing through engaging, child-friendly activities.

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Enjoyment of Workshop Activities:

• 100% of participants reported that they enjoyed the workshop activities.

Confidence in Expressing Emotions:

• 60% of participants felt slightly more confident in expressing their emotions after the workshop.
• 40% felt moderately more confident.

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Learning New Ways to Deal with Emotions:

• 80% of participants said they learned new ways to deal with their emotions.
• 20% did not learn new ways.

Interest in Future Workshops:

• 100% of participants would like to attend more workshops like this in the future.

Overall Rating of the Workshop:

• 80% of participants rated the workshop 5 out of 5.
• 20% rated it 4 out of 5.

Making New Friends During the Workshop:

• 80% of participants reported not making new friends.
• 20% did make new friends.

Understanding Emotions Better:

• 100% of participants felt that the workshop helped them understand their emotions better.

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Recommendations

For Future Workshops:

• Increased Time for Activities: Based on feedback from participants, especially children, extending the duration of workshops or allowing more time for interactive activities like the card game and boat race could enhance engagement and provide additional opportunities for emotional expression.

• Incorporating Figurines/Cutouts of Beasties: Several participants suggested adding figurines or cutouts of the Beasties to the resources, which could further engage children by providing tangible, interactive elements to support storytelling and emotional exploration.

• Live Demonstrations: An additional brief, structured demonstration of how to use the resources in real-time with children during the adult workshop would be helpful, as some participants requested more examples of the resources in action. But this does pose some safeguarding concerns.

• Diversity in Activities: While children enjoyed the core activities, introducing even more variety in physical activities, such as breathing exercises and yoga, as well as creative arts (e.g., more drawing or crafting), could cater to different learning and engagement styles.

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For Ongoing Support:

• Regular Follow-Up Workshops: To sustain the impact, offering quarterly refresher sessions would allow participants to reconnect, share experiences, and reinforce the skills learned. This could help maintain momentum, particularly for adults working with vulnerable children.

• Expanded Resource Access: Providing additional resources, such as new games, live workshops, or activities on the digital platform, will give participants more tools to engage children over the long term. Ensuring access to these resources for a longer period (beyond 12 months) would be beneficial for schools and families.

• Dedicated Support Line: Continuation of the direct line of support for adults who attended the workshop is critical. This will allow them to seek guidance when implementing the resources, especially when working with children facing complex emotional challenges.

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For Local Authorities:

• Community-Wide Workshops: To broaden the project’s impact, local authorities should consider rolling out similar workshops across more schools and community groups within the region, prioritising hard-to-reach areas and vulnerable groups.

• Integration with Mental Health Services: Book of Beasties’ emotional wellbeing resources could be integrated into existing mental health services provided by local authorities, creating a more comprehensive approach to child and family emotional support.

• Long-Term Investment: A long-term commitment to emotional wellbeing programs like Book of Beasties, with regular evaluations and ongoing funding, would ensure lasting benefits for children and the wider community, contributing to improved mental health outcomes.

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Summary of Findings

The “Book of Beasties: Improving Emotional Wellbeing Through Play” project has proven to be a resounding success from its initial delivery, in enhancing emotional wellbeing for children, their families, and professionals in the Erewash and wider Derbyshire community. 100% of both adult and child participants reported positive experiences with the workshops, with increased confidence in supporting emotional wellbeing and greater emotional literacy among children. The workshops fostered a safe, nurturing environment where children felt comfortable expressing vulnerabilities, as evidenced by personal disclosures and peer support during sessions.

Adults have begun cascading the knowledge gained through the workshops to colleagues and continuing to use the resources with children, highlighting the sustainability of the project. Both children and adults expressed a desire for continued engagement with the resources and future workshops, indicating that the project has had a meaningful and lasting impact.

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Final Thoughts

The Book of Beasties initiative has demonstrated the power of play in fostering emotional growth and resilience among children. By providing accessible and engaging resources, the project not only supported the emotional wellbeing of individual children but also strengthened community bonds, as children learned to support one another through difficult emotions. The feedback shows that the project has potential for long-term implementation, with its positive impact extending far beyond the initial workshops.

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Looking ahead, sustaining the momentum through ongoing support, expanded resources, and broader community involvement will be key to embedding emotional wellbeing practices into everyday life for the children and families involved. The project has laid a solid foundation for creating lasting, generational change in the way emotional health is supported in the Erewash community, and with continued backing from local authorities, its potential can be fully realised.

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Additional Reading

Here are some key research findings that support the practices of Book of Beasties and the claims made in the report. These studies and theories form a solid foundation for the emotional wellbeing work done by the project, particularly around the benefits of play, emotional literacy, and social-emotional learning (SEL).

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Key Research to Support Book of Beasties Practices

The Importance of Play in Emotional and Social Development

• Research by Stuart Brown (2009): In his book Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul, Brown argues that play is essential for healthy brain development and emotional regulation. It helps children develop resilience and empathy, skills that are directly linked to emotional wellbeing.
• Ginsburg’s AAP Report (2007): The American Academy of Pediatrics emphasises the role of play in promoting social-emotional development. Play is essential in building emotional strength, offering children opportunities to express their feelings and develop coping strategies.

Social-Emotional Learning (SEL) and Emotional Literacy

• CASEL Framework (Collaborative for Academic, Social, and Emotional Learning): SEL programs, such as those promoted by Book of Beasties, have been shown to improve children’s emotional literacy, self-awareness, and interpersonal skills. CASEL highlights that SEL improves academic performance by 11%, while also reducing conduct problems and emotional distress.
• Research by Durlak et al. (2011): A meta-analysis of over 200 studies found that students who participated in well-implemented SEL programs showed significant improvements in social and emotional skills, attitudes, and behaviour, as well as reductions in emotional distress and conduct problems.

Therapeutic Benefits of Storytelling and Games

• Vygotsky’s Theory of Play and Learning (1978): Vygotsky argued that play allows children to process emotions and difficult situations, enabling them to master emotional responses through imaginative scenarios. Book of Beasties uses games and storytelling to create these therapeutic moments.
• Daniel Goleman’s Emotional Intelligence (1995): Goleman suggests that emotional intelligence—understanding and managing emotions—is a critical skill for success and mental health. Games and activities like those used in Book of Beasties help children build emotional awareness and regulate their feelings.

The Role of Peer Support and Empathy in Emotional Development

• Bandura’s Social Learning Theory (1977): Children learn from observing and interacting with others. Book of Beasties fosters peer interactions where children learn emotional responses through play and discussions, encouraging empathy and social understanding.
• Eisenberg’s Empathy Research (2002): Studies show that empathy, which is encouraged through social-emotional games, leads to prosocial behaviour and emotional regulation. Creating environments where children express emotions and support one another, as seen in Book of Beasties workshops, helps foster these traits.

Positive Impact of Family and School-Based Interventions

• Research by Sheridan et al. (2010): Studies on family-school partnerships indicate that when both families and educators are involved in supporting children’s emotional development, the outcomes are significantly improved. Book of Beasties’ model of training adults—parents, teachers, and social workers—to use the resources promotes a holistic, community-wide approach.
• Weissberg et al. (2015): Research emphasises the effectiveness of school-based SEL programs in creating a supportive environment that nurtures emotional wellbeing. The continued use of Book of Beasties resources in schools aligns with these findings.

Trauma-Informed Approaches to Emotional Support

• Perry and Szalavitz (2006), The Boy Who Was Raised as a Dog: Perry’s research highlights how trauma-informed practices, including those that promote emotional safety through structured play and storytelling, are essential for supporting children’s emotional regulation and reducing the effects of adverse experiences.
• Van der Kolk’s Research on Trauma (2014): In The Body Keeps the Score, Van der Kolk underscores the importance of creative activities, such as art and play, in helping children process trauma and manage their emotions.

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Additional Resources to Explore:

• “SEL Impact” by CASEL (2020): Comprehensive review on the benefits of SEL in school settings.
• The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds (Ginsburg, 2007).

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Written by Phil J Tottman & Nadia De Kuyper

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