0. Liz and Louise’s version of…….
The importance of emotions in the classroom, at home, in fact, everywhere!
Louise Stevenson
Liz Robinson
Portsmouth Educational Psychology Service

1. Objectives To provide opportunities:
to reflect and deepen understanding about emotions
to explore how the emotions of adults in the classroom, at home and in fact everywhere, impact upon children’s emotions, behaviour, attendance and learning
to develop strategies for managing emotions (both our own and those of children)
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2. Principles
• The more adults can be aware of and manage their own emotional responses to inappropriate behaviour, the more likely they are to be able to maintain a calm atmosphere
Children’s behaviour is underpinned by the stage they have reached in social and emotional development, the level of skills they have in this area, and their emotional well-being, in interaction with the social, emotional and physical environment
There is a need to take active steps to develop children’s social, emotional and behavioural skills
Positive relationships with children are the key to positive behaviour
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3. The links between emotions and learning
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4. Thinking about our feelings
In pairs:
• think of a time when you have believed you weren’t valued and didn’t belong
talk about how you felt at that time
In squares (two pairs):
write words in the centre of the page to describe your feelings
illustrate the way you behave when you have those feelings
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5. Our response to threat
THREAT
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6. Feelings/emotions happiness sadness disgust surprise panic fear
anxiety
anger
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7. Fight or flight?
‘thinking brain’
‘feeling brain’
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8. Fight or flight? ‘thinking brain’ ‘feeling brain’ Quick Response:
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9. Fight or flight? ‘thinking brain’ ‘feeling brain’ Quick Response:
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10. Overtaken by emotions
Thinking brain
Emotional brain
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11. irritable
Overtaken by emotions
irritable
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12. Overtaken by emotions
irritable
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13. Overtaken by emotions
Interprets everything negatively
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14. Overtaken by emotions
Overtaken by emotions
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15. Calming down
Relax, distract or exercise
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16. Possible additional assaults
The assault cycle
Trigger phase
Escalation phase
Crisis phase
Recovery phase
Depression phase
Possible additional assaults
Baseline behaviour
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17. Teaching about emotions
Label feelings
Recognise feelings
Acknowledge feelings
Manage feelings
Think about feelings and what to do about them
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18. Crown copyright statement
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