hereward college in partnership with queen alexandra college, birmingham and city college coventry
TRANSCRIPT
HEREWARD HEREWARD COLLEGECOLLEGEIn partnership with Queen In partnership with Queen Alexandra College, Birmingham Alexandra College, Birmingham and City College Coventryand City College Coventry
ProjectProject
THE PROMOTION AND DEVELOPMENT OF EMOTIONAL,
SOCIAL AND COGNITIVE RESILIENCE IN THE POST 16
SEN POPULATION
ContextContext
• Hereward College
• The Social Emotional Development Department
• The mentors
• The students
Positive Mental HealthPositive Mental Health‘We believe that children who are mentally healthy will have the ability to:
•Develop psychologically, emotionally, creatively, intellectually and spiritually•Initiate, develop and sustain mutually satisfying personal relationships•Use and enjoy solitude•Become aware of others and empathise with them•Play and learn•Develop a sense of right and wrong•Resolve (face) problems and setbacks and learn from them’
Bright Futures, The Mental Health Foundation, 1999
Emotional LiteracyEmotional Literacy• Emotional literacy is the ability to recognise, understand,
regulate and appropriately communicate our emotions. This refers particularly to self awareness.
• This ability involves being able to read and interpret the emotions of others. This refers particularly to social awareness.
• A third component of this ability involves the use of the above to guide and develop our thinking. This combines, self, social and cognitive awareness and skills
Navraj Matharu, Educational Psychologist 2011
ResilienceResilience
“The human capacity to face, overcome and ultimately be strengthened and even transformed by life’s adversities and challenges….a complex relationship of psychological inner strengths and environmental social supports throughout a person’s life”
Ann S Masten, University of Minnesota
Acceptance of social and emotional learning by college leadership
giving rise to a positive ethos for such learning
to take place.
Commitment and set up of SEDD with
associated ethos, values and beliefs
Creation of structures within SEDD that support social and emotional learning
Appointment of informed leadership to SEDD that enables and commits to social and
emotional learning
Over time commitment to staff growth and
learning Introduction to
schemes of work: All About Me
Short term transitions
visits to start early
relationship building with new students
Self Awareness
Passions and Past times
Social Awareness
Regulation of Emotion
Empathy
Strengths and Self Efficacy
Thinking
Reaching Out
?Working with Anxiety
Complementary Therapies
?Working with Anger Social skills
Peer supervision
?Working with Anxiety
SEDD Map Feb 2011 Key: Red: top leadership Orange: departmental leadership and systems Ochre: departmental staff development Yellow: new students systems Lime: SOW in place requiring some work Lilac: SOW in place Bright Blue: SOW 1st draft written not in place Muted Blue: SOW to be written
Passions and Pastimes Passions and Pastimes Objective of the Unit: To develop and enhance own sense of self and self-awareness through exploring likes and dislikes
• Skills developed in this Unit: • To identify and name feelings; identify personal preferences (likes
and dislikes); identify reasons underlying feelings; • To identify connections with others through my interests and
preferences• To develop an awareness of physical changes in the body linked to
external stimuli • To link thoughts, emotions and behaviours • To understand the basis of choice and making decisions• To recognise own preferences as unique and of value
The Project Phase 1The Project Phase 1Developing staff
•I feel much more confident. I have been able to demonstrate my skills and abilities but also be challenged and stretched. This has bought growth, motivation and confidence.• I am constantly motivated by student responses to this project. If the students had received the units poorly I wouldn’t have enjoyed the work as much but they love it and want more!
The Project Phase 1The Project Phase 1
Developing studentsEnjoyed looking at me in different relationships and how I behave. I
understand that I am different with different people. My friend CJ has noticed that I am immature around her and more mature when I am
not around her. I like being young.
I have learned something new, the different types of relationships. Thought staff were my friends, they are not they are friendly.
The work has helped to build a relationship of trust.
I felt listened to at all times.
Acceptance of social and emotional learning by college leadership
giving rise to a positive ethos for such learning
to take place.
Commitment and set up of SEDD with
associated ethos, values and beliefs
Creation of structures within SEDD that support social and emotional learning
Appointment of informed leadership to SEDD that enables and commits to social and
emotional learning
Over time commitment to staff growth and
learning Introduction to
schemes of work: All About Me
Short term transitions
visits to start early
relationship building with new students
Self Awareness
Passions and Past times
Social Awareness
Regulation of Emotion
Empathy
Strengths and Self Efficacy
Thinking
Reaching Out
?Working with Anxiety
Complementary Therapies
?Working with Anger Social skills
Peer supervision
?Working with Anxiety
SEDD Map Feb 2011 Key: Red: top leadership Orange: departmental leadership and systems Ochre: departmental staff development Yellow: new students systems Lime: SOW in place requiring some work Lilac: SOW in place Bright Blue: SOW 1st draft written not in place Muted Blue: SOW to be written
Some of our post 16 learners Some of our post 16 learners applying the emotional and resilience applying the emotional and resilience
skills they have learntskills they have learnt.