Transcript Sample title

Lunch
Behaviour and Attendance Strategy for
Manchester
Secondary Social and
Emotional Aspects of
Learning (SEAL)
Network meeting 2
Wednesday 16 January 2008
Aims of the day
• To consider how stressful situations can
impact on the behaviour of adults
• To begin to understand the effects of stress
on the body and the brain
• To identify how an emotionally healthy
workplace supports the raising of standards
• To explore key elements in a healthy
workplace
• To share examples of good practice
• To explore alternative methodologies for
staff development opportunities
Activity 1: Human bingo
Activity 2: Expectations and
anxieties
• Turn to a neighbour and discuss your
expectations and any anxieties
about the afternoon
• Record one of each (if applicable)
on a post it and be prepared to
feedback
Ground rules
• Look at the ground rules displayed
- Are we happy with them?
- Anything to add?
Activity 3: Feelings, thoughts and
behaviour
In pairs, think of a time at work when you
have felt under pressure. Consider the
following questions:
• What was the situation?
• What were your feelings and thoughts?
• What action did you take?
Be prepared to feedback
Behaviour
Feelings
Thoughts
Stress – A definition
Stress is a condition or feeling experienced
when a person perceives that demands
exceed the personal and social resources
the individual is able to mobilise.
Pre-frontal cortex
Hippocampus
Hypothalamus
Amygdala
3 stages – GAS Model
• Alarm response
• Stage of resistance
• Stage of Exhaustion
Stress in the workplace
• Teachers have on average 10 days a year
off sick
• Out of every 100 training teachers, 40 drop
out, 15 move into another branch of
education and 10 leave after 3 years
• One third remain teachers
• Recruitment and retention of teaching staff
in Manchester is a key issue
Stress in the workplace
• Stress is not seen as a sign of weakness, but as
something for everyone to manage
• Employees are in the right jobs – supported by
clear roles, objectives and training
• Communication - both formal and informal is
effective and clear
• Employees are involved in decision-making and
have control over work
Stress in the workplace - bullying
Bullying is a key element in stress
related workplace illness and costs
employers many millions of lost
days a year. Stress related illness
and absence levels in education
are substantially above the national
average.
Bullying in the workplace
• Bullying lowers confidence and self esteem.
It also makes staff worry about going to work
and impacts on performance
• Some institutions struggle to acknowledge
that bullying is a problem. But, some take
practical steps with bullying being treated as
a health and safety hazard that must be
identified, evaluation, recorded and
prevented like other hazards
Stress is more likely to be controlled if;
• The individual is supported by strong social bonds
• Close family
• Strong friendships
• Supportive colleagues
• Supportive work systems which allow the individual
some control over their working lives
• Good emotional immunity comes from being
safely held either physically or verbally and
being helped to recover from stress
The importance of promoting a
healthy workplace
• Better motivated staff leads to improved
standards
• Good management reduces staff
absence/sickness and attracts good quality staff
• Staff feel valued and respected in a positive
school environment
• Confident and competent staff act as positive
role models
Activity 4: The Dream School
Cast your mind back to the previous network
meeting where we discussed the dream SEAL
school. Focus on one strand…
The emotional health and
well-being of staff
Shhhhhhh!
Think in terms of…
- Organisation
- Environment
- Training and development
A healthy workplace: organisation
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Effective PPA time
Shared resources/planning
Problem solving groups
Distributed leadership and opportunities for decisionmaking
Marking policy
Short meetings
Payment for attending extra meetings
Timetable changes
Flexibility and support in terms of working hours,
child care and job sharing
Support for employees in terms of counselling,
advice and ways of dealing with conflict
Staff health and well-being audit
A healthy workplace: environment
• Calm space
• Regular temperature and ventilation
• High quality and safe working
environment
• Good staff room
• Rest area separate from work area
• Access to healthy food and drinks
• Areas to exercise and relax
A healthy workplace:
training and development
• Training on emotional health and wellbeing
• Social and emotional skill training
• Coaching staff
• Support for NQT’s, RQT’s as well as
ongoing support for all staff
• Behaviour for learning policy
• Massage and relaxation sessions
• Healthy lifestyle information
Activity 5: Using rating scales
On a scale of 1 to 10 where 10 is high
and 1 the opposite
• Where is your school as a healthy
workplace now?
• What are the factors that make it x?
• What can you do to move your
school from a x to a y up the scale?
….. be prepared to share this action with
the rest of the group
Break
Case study from a BIP cluster
‘Improving behaviours for learning
through promoting the emotional health
and well-being of staff.’
Michael Cowieson, Lead Behaviour
Professional at Ashbury Meadow
and
Jane Parker, Deputy and SENCo
at St Clement’s
How can this learning be
transferred into your
workplace?
Activity 5: Sharing effective practice
and identifying solutions to barriers
What does your school
currently do to support the
emotional health and
wellbeing of its staff?
What worked
well?
What do you and your
colleagues do to support the
emotional health and wellbeing of each other?
What would’ve
been even
better?
Activity 6: Your emotional health
and well-being
How do you keep
your wells
‘topped
up’?
Physical
Spiritual
Creative
Emotional
Cognitive
Can opportunities for
these be woven into
organisational
structures in your
school?
Tools for recognising emotional
health and well-being
• Social readjustment measure
• Healthy schools emotional health and
well-being audit
What’s useful?
How does it need adapting?
• BIP audit tool
What will you do as a
• Physiological stress consequence of completing
any tool?
audit
Next steps…
• How is emotional health and wellbeing incorporated into your
Secondary SEAL action plan?
• As part of network meeting 3 there
will be opportunities to reflect on
progress to date
• Planning for network 4 – the
celebration!
• Setting dates for meetings in school
with LA team
Dates for your diaries
• PSHE Curriculum planning day
Friday 18 January, 9.00 – 3.30 pm @ The Zion Centre
• Behaviour and Attendance Network meeting
Tuesday 26 February, 10.30 – 3.30 pm @ Chancellors
• Senior Lunchtime Organiser Conference
Thursday 28 February, 10.30 – 2.00 pm @ Friend’s
Meeting House
• SSEAL Network meeting 3
Thursday 24 April, 9.00 – 1.00 pm @ Gorton Monastery
(Focus – To be agreed)
• SSEAL Network meeting 4
Wednesday 24 June (provisional date), 9.30 – 4.00 pm
@ Gorton Monastery. Focus – Celebration
Resources and websites
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www.hse.gov.uk/stress/standards
www.worklifesupport.com
www.teacherline.org.uk
Teacher Support Network (Tel: 0207 554 5200)
www.teachersupport.info
• Teacher Support Line (Tel: 08000 056 2561)
• National Healthy Schools Status –
www.wiredforhealth.gov.uk
Local resources
• Frank Wolstenholme – MCC Corporate
Services Tel: 0161 234 1837
• Manchester Education Partnership –
Behaviour and Attendance Programme
Tel: 0161 223 3158
• Manchester Healthy School Partnership
Tel: 0161 882 2312
www.mhsa.org.uk - staff healthy and wellbeing section has an audit and case studies
Websites
www.bandapilot.org.uk
www.mewan.net
Questions
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Please complete an
evaluation sheet