ABSTRACT This study was interested in the views of Emotional Literacy Support Assistants (ELSAs) in one English county. Support staff from ten schools experienced 7 days of ELSA training over one academic year and attended four supervision sessions led by educational psychologists over the subsequent 12 months. Five ELSAs were interviewed about their views at the end of their first year of ELSA supervision; these interviews were carried out in respective ELSA’s school. The interviews were transcribed: six overarching themes were identified through thematic analysis, carried out by two researchers. The themes identified were: “session format”; “learning in the moment”; “applying learning from supervision sessions”; “communication, relationships and emotional support”; “schools' approach to ELSA”; and “challenges”. Implications for practice are discussed.

中文翻译：

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小组督导：了解英格兰某县情感素养支持助理的经验和观点

摘要 本研究对英国一个县的情感素养支持助理 (ELSA) 的观点感兴趣。来自十所学校的支持人员在一学年中经历了 7 天的 ELSA 培训，并在随后的 12 个月内参加了由教育心理学家领导的四次监督课程。五位 ELSA 在他们第一年的 ELSA 监督结束时接受了采访；这些采访是在各自的 ELSA 学校进行的。采访被转录：通过由两名研究人员进行的专题分析确定了六个总体主题。确定的主题是：“会议形式”；“在当下学习”；“从督导课程中应用学习”；“沟通、关系和情感支持”；“学校对 ELSA 的态度”；和“挑战”。