Transcript Slide 1

European Network of Health Promoting Schools
‘A healthy schools approach to promoting
emotional health and well-being including
reducing bullying’
Dr. Annette Lyons
Adviser for PSHE and Citizenship
Devon Learning and Development Partnership, UK
16th – 17th April 2010
Sunrise Beach Hotel, Protaras, Cyprus
1
Workshop objectives:
• To consider what emotional health and well-being is
• To explore why we teach children about the social and
emotional aspects of learning, and what are social,
emotional and behavioural skills?
• To consider how we promote social, emotional and
behavioural skills within a whole school framework
• Actions back in school
• To become familiar with resources to promote
emotional health and well-being in the primary school
2
Activity 1:
Why teach children about the social and
emotional aspects of learning, and what are
social, emotional and behavioural skills?
•
•
•
•
•
self-awareness
managing feelings
motivation
empathy
social skills
3
What is emotional health and wellbeing?... …
• 5 broad social and emotional aspects of learning –
– Self awareness
• Self-awareness enables children to have some understanding of
themselves. They know how they learn, how they relate to
others, what they are thinking and what they are feeling. They
use this understanding to organise themselves and plan their
learning.
– Managing feelings
• In managing feelings, children use a range of strategies to
recognise and accept their feelings. They can use this to
regulate their learning and behaviour – for example managing
anxiety or anger, or demonstrating resilience in the face of
difficulty.
4
– Motivation
• Motivation enables learners to take an active and enthusiastic part in
learning. Intrinsically motivated learners recognise and derive pleasure
from learning. Motivation enables learners to set themselves goals and
work towards them, to focus and concentrate on learning, to persist
when learning is difficult and to develop independence,
resourcefulness and personal organisation.
– Empathy
• Being able to empathise involves understanding others; anticipating
and predicting their likely thoughts, feelings and perceptions. It
involves seeing things from another’s point of view and modifying one’s
own response, if appropriate, in the light of this understanding.
– Social skills
• Social skills enable children to relate to others, take an active part in
a group, communicate with different audiences, negotiate, resolve
differences and support the learning of others.
5
Children will be motivated and equipped to:
•
•
•
•
•
•
•
•
•
•
•
be effective and successful learners;
make and sustain friendships;
deal with and resolve conflict effectively and fairly;
solve problems with others or by themselves;
manage strong feelings such as frustration, anger and anxiety;
be able to promote calm and optimistic states that promote the
achievement of goals;
recover from setbacks and persist in the face of difficulties;
work and play cooperatively;
compete fairly and win and lose with dignity and respect for
competitors;
recognise and stand up for their rights and the rights of others;
understand and value the differences and commonalities between
people, respecting the right of others to have beliefs and values
different from their own.
6
Research on the benefits of developing
children’s social and emotional and
behavioural skills
•
•
•
•
•
greater educational and work success;
improvements in behaviour;
increased inclusion;
improved learning;
greater social cohesion.
Students who are anxious, angry or depressed don’t learn; people who
are in these states do not take in information efficiently or deal with it
well… when emotions overwhelm concentration, what is being
swamped is the mental capacity cognitive scientists call ‘working
memory’, the ability to hold in mind all information relevant to the task
at hand.
Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995)
7
ACTIVITY 2:
How do we promote the development of
social, emotional and behavioural skills?
Think about all the ways your school currently
helps your children to develop the knowledge,
skills and understanding.
Write your examples on sticky notes.
•
•
•
•
Planned teaching;
School and classroom ethos and organisation – conditions of
learning
Whole-school initiatives
Supporting children with difficulties
8
Whole school framework
Quality teaching of social, emotional and behavioural skills to all children
Effective whole school policies and frameworks for promoting emotional
health and well-being
Small group intervention for children who need
additional help in developing skills, and for their families
Individual
intervention
9
To be successful, effective social, emotional
and behavioural skills development requires:
•
•
•
•
•
•
•
•
a high profile and value placed upon the outcomes at every level of school
practice;
a shared understanding that it is the responsibility of the whole-school
community to promote and foster social, emotional and behavioural skills and
PSHE;
a taught curriculum which is structured, progressive and which enables skills to
be revisited and developed at different chronological ages;
a cross-curricular approach that reinforces the knowledge, skills and
understanding taught through the explicit curriculum plan;
an emotionally safe and positive environment which is consistent with the taught
curriculum;
school-wide sharing of aims, language and agreed strategies, e.g. for calming
down, conflict resolution, problem-solving and for talking about and managing
feelings;
a structured and progressive whole-staff training programme which develops
skills and provides the experiences and information that lead to confidence in
supporting children’s social and emotional learning;
a parental-involvement programme.
10
Factors that research has identified
as essential for success
• senior management commitment to the principles and
understanding of the implications;
• school systems which make sure that all individuals feel valued
and listened to;
• positive relationships in the school or setting: adult–child, child–
child, adult–adult;
• teacher insight and knowledge into the emotional factors that
affect learning;
• clear and consistently implemented policies on behaviour,
bullying, race equality and inclusion;
• high professional standards;
• skilful teaching which arouses pupil interest and motivates;
• proactive work with parents;
• the active involvement of children themselves.
11
BACK IN SCHOOL – Planning the curriculum:
issues to consider… …
• What are our needs and priorities regarding the development of
social, emotional and behavioural skills (taking into consideration the
unique character of our school or setting and local geographic area)?
• What is the current state of social, emotional and behavioural skills
development and how is it being achieved?
• What is working well for us in this area?
• What are the gaps in current practice?
• How is progress ensured (and assessed) in this area?
• How can we ensure that subject coordinators are involved in planning?
• How can we ensure that children understand the purpose of work to
develop their social, emotional and behavioural skills and are involved
in planning?
• How will we involve parents/carers in our plans?
• What sources of support will we draw on?
• What initial and ongoing training will be necessary?
• What resources might we need?
• How will we reflect all this in our School Development or
Improvement Plan
12
ACTIVITY 3:
A focus on ‘new beginnings’ and belonging
13
ACTIVITY 3: Instructions:
• Select a piece of jigsaw paper – arrow side facing you
• Place the paper on the table with the arrow pointing away from
you – turn the paper over sideways
• On the paper using pen, pencils, colours etc include the following
information:
–
–
–
–
Your name
Interests/hobbies you have
Somewhere you like to go
Any personal information about you that you are happy to share
with people in the group and other people in the room
– You can DRAW / WRITE, it is up to you. It is NOT an art exercise
• When you have finished fit your jigsaw pieces together and
stick down on the flip chart paper
• Take it in turns to talk about your picture
14
How did we work as a group?
•
•
•
•
•
Did the group work well?
Did people have specific roles in the group?
What helped you work well?
What got in the way of you working well?
How could we work better in this group next
time?
15
HEADON resources… …
Empathy
Board
Body Board
and
Emotions
Pack
School Scenario Board
16
17
Reviewing resources for promoting
emotional health and well-being in the
primary school…
In your group, review the resources/activities
you have been allocated and consider the
following:
•
•
•
•
•
•
What resource is it from?
What is the focus of the activity?
What age group is it for?
Does it involve individual, group or class work?
What is your view of the lesson?
What teaching strategies are involved?
Write down 1 positive thing that the group liked
about the resource that you can share with
everyone later
18
Thank you
If you have any queries please do contact me
[email protected]
19