0. ‘Emotional Well-being’
‘The Importance Of
Understanding Emotions
In The Classroom’
NQTs 12th October 2013
Dennis Piper
SEN Consultant: ‘Emotional Well-Being’ (social, emotional and behavioural needs)
C0-Lead (Salford): TA/MMU National Award for SEN Coordination
Associate Lecturer: Manchester Metropolitan University

1. Objectives
To know the official definitions of Behavioural, Emotional and Social Difficulties and understand the factors that create BESD
To reflect upon and deepen our own awareness / understanding about emotions and explore how and why adults’ emotions in the classroom impact significantly upon children’s emotions, behaviour, attendance and learning - Our responsibilities!
To develop strategies for managing our own and pupils’ emotions within the learning environment and to understand the concept and nature of ‘emotional intelligence’;
To understand how risk and resilience factors impact on children and young people’s emotional wellbeing and begin profiling/provision mapping around pupils’ emotional wellbeing needs;
To understand how emotions affect the ability to communicate.

2. DEFINITIONS APPROACHES
FACTS AND FIGURES
RESPONSIBILITIES

3. WHAT IS GENERALLY UNSEEN LEARNING
THE ICEBERG MODEL
The iceberg model is a thinking tool designed to help an individual or a group to discover the patterns of behaviour, supporting structures and mental models that underlie a particular event.
______________________________________________________________
 Structures
What has influenced the patterns?
(rules, lesson plans, curriculum)
What are the relationships among the parts?
________________________________________________________    
Mental Models
What values, beliefs, and assumptions do you have about teaching?
WHAT IS SEEN
Events
What’s happening?
WHAT IS GENERALLY UNSEEN
Patterns of Behaviour
What’s been happening?
What are the trends?
What changes have occurred?
LEARNING
LEVERAGE
Dennis Piper: Adapted from the Iceberg Model by M. Goodman (2002)

4. Introduction to BESD
In schools at times we may experience disruptive behaviour causing us
‘Negative’ Feelings.
There are many factors that can lie behind behavioural difficulties:
Social
Emotional and Psychological
Biological
These difficulties present a significant barrier to teaching and learning.
If you understand and respond to these underlying factors it can help you develop positive relationships with these pupils.
This in turn can make teaching them easier.

5. What are Behavioural Emotional and Social Difficulties?
Many people, when they hear that a pupil has ‘behavioural difficulties’ instantly think that the pupil is disruptive.
In fact BESD and disruptive behaviour are not the same thing.
Disruptive behaviour is commonly exhibited by pupils with no BESD
Pupils with BESD do not always exhibit disruptive behaviour
BESD are a special educational need (SEN), defined as a ‘learning difficulty’ where children and young people demonstrate features of emotional and behavioural difficulties such as:
Being withdrawn or isolated, disruptive and disturbing;
Being hyperactive and lacking concentration;
Having immature social skills;
Presenting challenging behaviours arising from other complex special needs.
(Source: SEN Code of Practice 2001)

6. A Difficulty? A Need? So……. How should we look at behaviour? So…….
“F_ _ _ Off!”
“F_ _ _ Off!”

7. manifestation of how we feel.” “Behaviour is a
So ... what is Behaviour?
“Behaviour is a
manifestation of
how we feel.”

8. Rationale for looking at Behaviour from an emotional wellbeing perspective
Behaviour is a manifestation (i.e. outcome) of how we feel. How we feel is related to our level/s of anxiety. Therefore, behaviours are ‘anxiety-driven’. Anxiety is related to our emotional well-being. Emotional Wellbeing is a significant aspect of mental health. Child mental health involves ‘risk’ and resilience’ factors interacting within 3 domains - individual, family and environment. Thus, the primary focus for understanding behaviour should centre on ‘emotional well-being’ and ‘anxiety’ levels (Maslow, A.1954).
Piper, D. (2013)

9. What do we need in order to look at behaviour from an emotional wellbeing perspective?

10. Professor of Psychology and Psychiatry
What is Empathy?
Empathy is without question an important ability. It allows us to tune into how someone else is feeling, or what they might be thinking. Empathy allows us to understand the intentions of others, predict their behaviour, and experience an emotion triggered by their emotion. In short, empathy allows us to interact effectively in the social world. It is also the “glue” of the social world, drawing us to help others and stopping us from hurting others.
Simon Baron-Cohen (2004)
Professor of Psychology and Psychiatry
Cambridge University

11. psychotherapist and a parent educator.
Haim G. Ginott (originally Ginzburg) (1922–1973) was a school teacher, a child psychologist and
psychotherapist and a parent educator.
He pioneered techniques for conversing with children that are still taught today.

12. Teaching and Reflecting on Emotions 6 important areas to explore
“Am I emotionally intelligent?”
1. Label feelings
2. Recognize feelings
3. Acknowledge feelings
4. Manage feelings
5. Think about feelings
and …….
6. What you should do about them

13. Creating an ‘Emotionally Supportive’ Learning Environment: a checklist
Activity: Individually, complete the checklist.
What are you doing well for your class and what would you like to change?
“Am I emotionally intelligent?”
The classroom
Rewards
Relationships
Communication
Feedback
Learning
Confidence
Staff Support

14. “It’s Everyone’s Responsibility!”
“Anyone in contact with a child has an impact on that child’s mental health and psychological wellbeing.
The challenge for all of us is to remember that, and to be able to respond if things start to go wrong”.
Children and Young People in Mind; final report of the CAMHS Review 2008

15. Who are the vulnerable?
850,000 children aged 5 – 16 years of age have a diagnosable mental health problem (ONS, 2008)
Around 1 in 12 children and young people deliberately self harm (MHF, 2006)
3 children in every classroom have a diagnosable mental health problem
(Green H, McGinnity A, Meltzer H et al., 2005)
Nearly 80,000 children and young people suffer severe depression (ONS, 2004)
45% of children in care have a mental health disorder (Meltzer, Gatward and Corbin, 2003)
In a Secondary School with a 1000 student population, at any one time:
100 will be suffering a significant mental illness
50 pupils will be seriously depressed
10-20 pupils will have an obsessive compulsive disorder (OCD)
5-10 girls will be affected by eating disorders
35-60 are bereaved of someone close
BUT ….only 25% of children and young people with clinically significant mental health problems will be accessing the services they need.
Source: Sir Aynsley-Green
Website:

16. 5 Key Principles ~ Promoting emotional well-being
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 classroom.
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 whilst interacting with the social, emotional and physical environment.
There is a need to take active steps to develop children’s social, emotional and behavioural skills.
4. Positive relationships with children are the key to developing positive behaviour, self esteem, regular attendance and achievement.
5. We need to draw on / share each other’s experiences to enhance our understanding of self and others. 1 2 3 K E Y P R I N C L S 4 5

17. Maslow’s Hierarchy of Needs (and Theory of Motivation)
Self-actualization
personal growth and fulfilment
Esteem needs
achievement, status, responsibility, reputation
Belonging and Love needs
family, affection, relationships, work group, etc.
Safety needs
protection, security, order, law, limits, stability, etc.
Biological and Physiological needs
Basic life needs - air, food, drink, shelter, warmth, sleep, etc.

18. Are you ‘Child focussed’ or
‘Child centred’?
What is the difference?

19. . . .because it is NOT the same as child focused.
Why is a ‘Child-Centred’ Model more effective for understanding ‘emotional wellbeing’?
. . .because it is NOT the same as child focused.
It starts from where children and young people are i.e. from their ‘lived experience’ - and looks out from there.
It challenges us to ‘actively’ listen (with our eyes and ears); then reflect on, and act upon what we hear.
It requires us to build services around Children and Young People’s needs i.e. ‘inclusive practice’.
It challenges us to understand behaviour as communication and to remain curious about what is being communicated rather than leaping to conclusions.

20. Are you ‘Child-focused’ or ‘Child-centred’?
Education Education
Social Health Social Health
Care Care
Housing Housing
‘Child Focused’ ‘Child Centred’

21. What are children and young people saying to us?
“We feel judged.”
“We need to talk about how we feel inside.”
“Teachers need to notice when we are distressed at school.”
“We need help early on not when it’s too late.”

22. HOW IT AFFECTS MENTAL HEALTH AND
RISK AND RESILIENCE:
HOW IT AFFECTS MENTAL HEALTH AND
EMOTIONAL WELLBEING
Emotional
Wellbeing M E N T A L H
Risk Factors
Resilience Factors
Resilience Factors

23. What are the Risk and Resilience Factors when looking at emotional wellbeing and mental health?
1. A range of factors in children’s early lives have been consistently associated with increased risk of mental health problems in adolescence and adulthood (MHF, 1999, p7).
2. The greater the number of risks, and the more severe the risks, the greater the likelihood of the child developing a mental health problem.
3. If a child has only one risk factor in their life, their risk of developing a mental health
problem has been defined as being 1-2%.
4. However, with three risk factors the likelihood increases to 8%; and with four or more risk factors the likelihood of the child developing a mental health problem is increased to
20% (MHF, 1999, p7).
5. Evidence suggests that children’s emotional well-being can be improved if the number of risk factors is reduced, and the number of protective factors is increased.
However, some individuals are more resilient than others. There are children who, against all odds survive intact and develop into competent, confident and caring adults despite prolonged and negative experiences.
An important key to promoting children’s mental health is,
therefore, a greater understanding of those protective factors
that enable these children to be resilient.
(Mental Health Foundation, 1999, p.9).

24. What should we aim for?
To reduce risk and increase resilience factors via child-centred approaches and needs-led provision / interventions, including ‘quality first teaching’ delivered within optimal learning / therapeutic ‘settings’;
(2) To produce better outcomes for children within the 5 ECM outcomes.
(DfE Green Paper, 2003), (Children Act - change for children 2004);
(3) To demonstrate measurable academic progression.
(Ofsted Inspection Framework 2012);

25. Where are the risk and resilience factors located?
There is a broad agreement that factors that can promote
childhood resilience are located in the following domains.
The physical and emotional attributes of the child;
The child’s family;
The immediate environment in which the child lives.

26. Community/Environmental Protective factors
© Dennis Piper: ‘Emotional Well-Being: Profiling and Provision Mapping for Children and Young People Based On Risk and Resilience (Protective) Factors - A Process Model.’
Community/Environmental Protective factors
Community/Environmental Risk factors
Family
Risk factors
Family
Protective factors
Wider support
networks
Inconsistent or unclear discipline
Socio-economic disadvantage
Affection
Parental conflict
Individual Protective factors
Individual Risk factors
Hostile and
rejecting relationships
At least one good parent-child relationship
Difficult temperament
Access to sport and leisure amenities
Physical illness, especially if chronic and/or neurological
Gender (female)
Failure to adapt to a child’s changing needs
Good communication skills
Communication problems
Academic failure
Homelessness
Supervision
Capacity to reflect
Learning difficulty or disability
Physical, sexual and/or emotional abuse
Higher intelligence
Authoritative discipline
Affection
Religious faith
Specific developmental delay
High standard of living
Believing in control
Low self-esteem
Parental criminality or substance addiction
Substance misuse
Humour
Genetic influences
Support for education
Low IQ
Severe parental mental health problems
Disaster
Supportive parental relationship/absence of severe discord
Schools with strong academic and non-academic opportunities
Death and loss, including loss of friendships
Family
breakdown
Discrimination
Adapted: Mental Health Foundation 1999
Good housing
Unemployment

27. ‘RISK AND RESILIENCE FACTORS’
EMOTIONAL WELL-BEING
‘RISK AND RESILIENCE FACTORS’
SCHOOL: __________________________________________________________________________________________________________________________________________________________
ACTIVITY: USING THE RISK AND PROTECTIVE DIAGRAM, PLEASE COMPLETE THE TABLE BELOW AND DISCUSS THESE ISSUES WITHIN YOUR GROUP
(1) Identified M/F and Year e.g. 5, 7 9,11:
(2)
Identified
‘Protective’ (Resilience) Factor/s
(use diagram):
(3)
‘Risk’ Factor/s
(4)
Observable Characteristics and Behaviour/s within School and the Classroom e.g. on/off task, interaction with peers/staff, social, interpersonal and communication skills:
(5)
Skills, Strategies, Ideas or Plans required to address identified concern/s or ‘risk/s’:

28. Is this EWB profiling helpful?
Activity
Individually:
Think of a pupil.
Look at the risk and resilience factors sheet.
What are the risk and protective factors?
Is this EWB profiling helpful?

29. Emotions, Speech, Language, Communication and the Brain!! C F I O D
A U S F
M K A F
Emotions,
Speech, Language,
Communication
and the
Brain!!

31. RATIONAL AND IRRATIONAL BEHAVIOUR
© The Salford “TENSION MODEL” - for recognising, predicting and responding appropriately to a pupil’s emotional levels and presenting (i.e. observable) behavioural difficulties.
ATTACKING STATE
Pupil Behaviour: Loss of self-control
with a need to attack something
or someone i.e. frenzied. Has a great deal
of strength/energy to expend –
very difficult to talk to/manage.
AGGRESSIVE STATE
Pupil Behaviour: Extremely tense,
confrontational and
irrational (severe physically
challenging actions).
AGITATED STATE
Pupil Behaviour: Increasing tension and physically
unsettled. Clearly challenging staff authority and/or control
e.g. jumping on chair/throwing things/banging window/
shouting loudly.
THRESHOLD BETWEEN
RATIONAL AND IRRATIONAL BEHAVIOUR
ANXIOUS STATE
Pupil Behaviour: Beginning to feel uncomfortable and tense.
Avoiding contact, fussing more than usual,
sitting away form others and difficulty in concentration/remaining ‘on task’.
CONTROLLED STATE
Pupil Behaviour: Generally calm/compliant but can be ‘giddy’ or ‘boisterous at times.
Staff Response:
To prevent injury or harm to the person themselves; to prevent injury or harm to other people-appropriate physical restraint; to remove from premises with support – inter-agency meeting (follow up).
To use non-verbal signals (non provocative body posture). Physical proximity to pupil is crucial i.e. safe distance if pupil ‘hits out’ (2 staff minimum present); to try and ‘let the fire burn out’ without increasing pupil tension; to encourage pupil to adopt slow breathing actions (speaking in a calm, clear voice); to move other pupils to a ‘safe’ place – quickly/calmly/orderly (2 staff to supervise); to increase language (verbal strategies) during ‘lulls’ and as the pupil calms to Agitated/Anxious states.
To prevent other pupils being interfered with/provoked – move other pupils to a ‘safe’ place (if necessary) and in orderly fashion; to deploy 1 member of staff for observation/physical and emotional support; to deploy 1 member of staff for talking to pupil – “please do it for me” (personalise); to clearly remind pupil of rules/behavioural boundaries – calmly and clearly; to avoid being further provoked – remain calm. Think before saying/doing anything; to stand in a relaxed manner but not too near pupil – proximity to pupil is crucial!; to allow pupil to make a choice or face the consequences – ‘self-management’; to allow pupil time to follow instructions, if possible – ‘time out’ facility available; to ensure that consequences can be enforced – are they pragmatic/relevant/realistic?; to allow pupil to ‘save face’ – if they do it and swear the outcome has still been achieved (specific praise for ‘positives’ and ignore ‘negatives’ if possible.
To reassure pupil that they can be supported - “we do care about you”; to suggest talking about problem - “we can try to make things better”; to tell pupil that you are aware they are unhappy (stay near if pupil doesn’t respond); to reassure pupil that you are available if they wish to talk – ‘library area’ available.
To harness, maintain and develop pupil’s positive attitude to staff/others/work; to give specific and general praise regularly (celebrate achievements) – ‘circle time’; to remind pupil (if behaving ‘silly) of rules/boundaries in a clear and calm manner.
Baseline
DOWN UP

32. Strength of Emotion/Anger/Tension/Anxiety Possible additional assaults
The ‘Anger Mountain’ ~ also known as the ‘assault cycle’
TIME
3. CRISIS PHASE
Strength of Emotion/Anger/Tension/Anxiety
4. RECOVERY PHASE
Possible additional assaults
2. ESCALATION PHASE
5. DEPRESSION PHASE
1. TRIGGER PHASE
BASELINE
Be aware of body language; Communication limited; Stressed behaviour gives clues.
Remove trigger
Give alternative activity
Visual Reminder
Exercise
May need to:
Remove from room – may need to be quieter/darker
Defuse
Give space
Summon help
Protect
Safe place
Safe person
Go for a walk
Child/Young person needs
calm reassurance
No blame
Use Social Stories
What to do when ...
Rehearsal of situations
Agree visual reminders
Where to go/who will help
Teach strategies for relieving or controlling anxiety
ACTIONS
KEEP TALKING (USING LANUAGE OF EMOTIONS)
KEEP CALM

33. Thoughts, Emotions
And
The Brain

34. How feelings affect our thoughts
How I interpret my feelings
Thinking part of brain
Emotional part of brain
How I feel

35. Our Response To Threat Fight or Flight?

36. “He’s annoying me” …
Feeling
Irritable

37. “He’s really getting on my nerves!” … Feeling more irritable

38. Interprets everything negatively
“I know he hates me!” …
Interprets everything negatively

39. “I’ve had enough of him!” Overwhelmed by emotions!!

40. Calming down ‘emotional rescue’
Therapeutic Techniques:
Relaxation
Exercise
Distraction
CBT
Mindfulness

41. © Reducing Anxiety Management Plan [RAMP]
PUPIL’S NAME:
DATE OF BIRTH:
CONTEXT: IN-CLASS [ ] PLAYGROUND [ ]
DINNER TIME [ ] TRANSPORT [ ]
STATUS: AT HOME [ ]
WITH RELATIVES [ ]
IN PUBLIC CARE [ ] ACCOMMODATED [ ] FOSTERED [ ]
PRIORITY CONCERNS: _________________________________________________________________________________________________________
_________________________________________________________________________________________________________
MEDICAL CONDITIONS: ____________________________________________________________________________________________
____________________________________________________________________________________________
_____________________________________________________________________________________________

42. © Reducing Anxiety Management Plan
PUPIL BEHAVIOUR:
STAFF STRATEGIES:
LEVEL (5): ATTACKING/DISTRESSED STATE
LEVEL (4): AGGRESSIVE/HIGHLY STRESSED STATE
LEVEL (3): AGITATED STATE
(Threshold between Rational / Irrational Behaviour)
LEVEL (2): ANXIOUS STATE
(Baseline)
(Baseline)
LEVEL (1): CONTROLLED STATE
CONTEXT CODES: (C) = CLASS (P) = PLAYGROUND (D) = DINNER TIME (T) = TRANSPORT

43. Activity Individually/Collectively:
Look at the Reducing Anxiety Management Plan (RAMP)
Plan for your chosen child in EACH context.
DOES THIS TYPE OF PLAN HELP?

44. Provision Mapping for Social, Emotional and Behavioural Needs ~ The 3 ‘waves’ model
Additional highly
personalised
Interventions e.g. 1:1 support
Wave 3
Wave 2
Small-group intervention for
children who need additional help
in developing skills, and for their families
Wave 1
Quality first teaching of social, emotional and behavioural skills to all children; an effective and positive ‘whole-school’ ethos or ‘educational setting’; policies, good practice and ‘learning frameworks’ for promoting emotional health and wellbeing.

45. © 3-WAVE PROVISION MAP WAVE [1] [2] [3] RISK FACTORS RESPONSE REWARD
SCHOOL: ________________________________________________________________________________________________________________________ NAME: ___________________________ YEAR: ______ SEN CoP: __________ START DATE: ____________________ REVIEW DATE: ___________________
CURRICULUM.INTERVENTIONS
RISK ASSESSMNENTS AND PREVENTATIVE MEASURES
IMPACT
(REFER TO REDUCING ANXIETY MANAGEMENT PLAN)
WAVE [1] [2] [3]
(SETTINGS/CURRICULUM/INTERVENTIONS
RISK FACTORS
(HEALTH AND SAFETY)
RESPONSE
(PREVENTATIVE STRATEGIES)
REWARD
(POSITIVE REINFORCEMENT)
SUCCESS CRITERIA
(MEASURABLE OUTCOMES)

46. How Do I Know If I Am Emotionally Intelligent In My Work?
QUESTION: WHAT IT MEANS:
Do I have self-knowledge? Do I know enough about myself?
Am I open? Can I share feelings/thoughts?
Am I warm? Have I a friendly/caring manner?
How accepting am I? Do I accept others and myself?
Do I show support? Do I advocate for the child?
Am I flexible? Can I creatively re-frame situations?
Do I appreciate children? Am I ‘child-centred’?
Am I empathic? Can I identify feelings?
Do I show respect? Can I be unbiased?
Am I accountable? Do I allow ‘learning from mistakes’?
Do I set and move towards goals? Do I see the ‘Bigger picture’?

47. Acknowledgements and References:
Baron-Cohen, Simon: ‘Zero Degrees of Empathy: A New Theory of Human Cruelty’, Allen Lane Publisher, 2011
Brennan, Sarah: An Integrated Approach to Mental Health - The Role of Schools in the 21st Century, Young Minds, ENSEC Conference, Manchester University, June 2011
Buchanan, A. & Ten Brinke, J.A, 1998: ‘Key Risk and Resilience Factors for Emotional and Behavioural Problems’, The Mental Health Foundation, 1999
Children and Young People in Mind; Final report of the CAMHS Review, 2008
Green-Aynsley, Al: Why listening to the voices and views of children and young people should be the basis for promoting their social and emotional competence, ENSEC Conference, Manchester University, June 2011
Risk and Resilience and Emotional Wellbeing: Mental Health Foundation, 1999
Smith, Rachel: Promoting Children's Emotional Health, Research Review, Policy, Research and Influencing Unit, 2002
The National Strategies Inclusion Development Programme: BESD Focus, DCSF, 2010
Weare, Katherine, Nind, Melanie: Mental Health Promotion and Problem Prevention in Schools - What does the evidence say and what are the messages for Europe? University of Southampton, ENSEC Conference, Manchester University, June 2011
Young Minds: The Voice for Young People’s Mental Health and Wellbeing

48. Acknowledgements and References continued:
Websites:
Young Minds
Anysley-Green Consulting
European Network for Social and Emotional Competence

49. PowerPoint design by Dennis Piper 2013
Contact Details
Dennis Piper
SEN Consultant
Associate Lecturer (MMU)
PowerPoint design by Dennis Piper 2013
Salford City Council, Children's Services Directorate, Inclusive Learning Services, 2013.