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People Progress Pride Helping Everyone Learn To Succeed Helping Our Children Learn To Succeed By Understanding.

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Presentation on theme: "People Progress Pride Helping Everyone Learn To Succeed Helping Our Children Learn To Succeed By Understanding."— Presentation transcript:

1 People Progress Pride Helping Everyone Learn To Succeed Helping Our Children Learn To Succeed By Understanding & Overcoming Low Self Esteem

2 People Progress Pride Key Stage 3 Strategy2 What do children need to learn to succeed? REFLECTION TIME Learning in the 21 st Century is to be very different from that in the 20 th century, and the parent in this video clip agrees with this. But what do YOU think our children need to learn in order to succeed in adult life?

3 People Progress Pride 100 years ago achieving academic success in exams was thought to be key to overcoming difficulties and being successful. Reflected in both the UK and France What do children need to learn to succeed in the 20 th Century?

4 People Progress Pride 1902 Education Act in the UK introduced national secondary schools – the intention was to preserve as much as possible the traditional grammar- and public-school emphasis and spirit English, History, Geography, Foreign Language, Science and Mathematics all became compulsory. Inspectors introduced to maintain standards What do children need to learn to succeed in the 20 th Century?

5 People Progress Pride 1900 Alfred Binet a gifted psychologist, was asked by the French Ministry of Education to discover the dull and defective children Binet posed many questions to youngsters of different ages which he believed predicted success or difficulties in school, the first intelligence test. What do children need to learn to succeed in the 20 th Century?

6 People Progress Pride This video clip reflects these 20 th Century priorities to learning and education for children. What do children need to learn to succeed in the 20 th Century?

7 People Progress Pride Key Stage 3 Strategy7 However, in the 21st century there is a large range of difficulties experienced by virtually all young people. The news each day, demonstrates they have NOT learnt to succeed What do our children need to learn to succeed?

8 People Progress Pride BOOZED up kids are drinking themselves to an early grave. Why are our kids killing each other? Suddenly we find ourselves in living in a country where our children are murdering each other. Rizwan Darber - the 51st youngster this year to die by the knife or gun – was stabbed to death by a gang of teenage muggers because he refused to hand over his mobile. 9 th October 2007

9 People Progress Pride Saturday 5 th July 2008 TRAGIC Ben Kinsella begged Gordon Brown to wipe out the scourge of knife crime just weeks before he became a victim. The 16-year-old student stabbed to death during a night out with pals last week wrote a letter to the Prime Minister on the subject as part of his English GCSE coursework. It starts with the words: Youth violence hits deadly peak. When will it stop? Ben then goes on to make it clear that being brought up yards from the crime-ridden Market Estate in Islington, North London where he was to lose his life had a massive effect on him. He wrote: Since January this year 78 teens have been violently attacked and killed. In a recent survey of the borough of Islington 85 per cent of teens from 14 to 18 admit theyve assaulted someone with a group of people. Ben wrote to Brown: Stop this culture of violence among youth By SARA NATHAN

10 People Progress Pride Third of girls 'have self-harmed' A third of UK girls aged 11 to 19 have tried to harm themselves, a survey for a mental healthcare provider suggests. More than half of the 800 young people said they knew someone who had self-harmed - either through cutting, burning or punching themselves. The main reason given was feeling depressed, with the results among boys being slightly lower at 22%. The survey showed that 73% of young people who self-harmed admitted to cutting, 48% to punching themselves, 14% to burning and 10% to self-poisoning. Of those who admitted to self-harm, 43% said they did it because they were depressed, 17% because they were angry, 10% because of relationship problems and 10% because they were stressed. Friday, 25 th April 2008

11 People Progress Pride In 2006 Self Harm UK reported - 1 in 15 young people in Britain have harmed themselves, there are probably two young people in every secondary school classroom who have done it at some time. Most young people who harm themselves are aged between 11 and 25. The age at which most people start is 12, some children as young as 7 have been known to do it. Young people start self-harming to cope with their problems and feelings, but it very soon creates other serious problems. It can set up an addictive pattern of behaviour, from which it can be very hard to break free. Probably the tip of the iceberg because self- harm is often hidden

12 People Progress Pride BOOZED up kids are drinking themselves to an early grave. 9 children a day are admitted to hospital in England for binge drinking 3,322 children, last year, aged admitted for alcohol-related problems.

13 People Progress Pride Parents in England may be warned if their children are found to be overweight, under Government proposals. Between a quarter and a third of children are thought to be overweight, and doctors fear there will be an epidemic of poor health related to obesity in coming decades. An obese person dies on average nine years earlier than somebody of normal weight, while a very obese person's life is cut short by an average of 13 years. Monday 22 nd October 2007 Child obesity alert plan pondered

14 People Progress Pride More than a million children have mental Health problems, a doubling of the number in a generation, devastating research reveals an epidemic of disorders ranging from depression, anxiety and anorexia to violent delinquency has struck one in ten youngsters. The children's charity, NCH, called for urgent action to prevent mental health problems wrecking the prospects of a generation. Wednesday, 20 th June 2007 Alex Sykes suffered from depression and rejection as a child A million children now suffer from mental health problems

15 People Progress Pride Suicide spate 'masks' wider worry Thursday 7 th February 2008 The MP for Bridgend has said the recent spate of suicides in her constituency masked a high level of suicides across the whole of Wales. SUSPECTED SUICIDES Dale Crole, 18, died Porthcawl, 5 Jan David Dilling, 19, died Pyle, 18 Feb Thomas Davies, 20, died Pyle, 25 Feb Anthony Martin, 19, died Cefn Glas, 26 Apr Alan Price, 21, died Maesteg Apr James Knight, 26, died Cefn Cribbwr, 17 May Leigh Jenkins, 22, died Maesteg, 3 June Zachary Barnes, 17, died Brackla, 11 Aug Jason Williams, 21, died Cornelly, 23 Aug Andrew O'Neill, 20, died 19 Sept Liam Clarke, 20, died Bridgend, 27 Dec Gareth Morgan, 27, died Bridgend, 5 Jan 2008 Natasha Randall, 17, died Blaengarw, 17 Jan 2008 Angie Fuller, 19, died Nantymoel, 4 Feb 2008 –

16 People Progress Pride Suicide among the teenage male population has reached "crisis" point with a 72% increase in reported cases over 20 years. Health psychologist Dr Rory O'Connor believes the growing suicide rate reflects the urgent need for society to address the wider underlying issues. He said: "We place higher expectations on our young people and we are not training our young people with the skills needed in a changing society. Fifteen to 19 is a very vulnerable age and it is everyone's responsibility to help them. Suicide is the most common cause of death in men aged under 35 (Mens Health Forum, 2002) Teen male suicides hit 'crisis' levels

17 People Progress Pride UK is accused of failing children Unicef says the study is the firstof its kind for child well-being. The UK has been accused of failing its children, as it comes bottom of a league table for child well-being across 21 industrialised countries. The Unicef report looked at 40 indicators including poverty, peer and family relationships and health. Wednesday, 14 th February 2007

18 People Progress Pride UK ranked low on youth wellbeing Monday, 20 th April Netherlands 2 Sweden 3 Norway 4 Iceland 5 Finland 6 Denmark 7 Slovenia 8 Germany 9 Ireland 10 Luxembourg 11 Austria 12 Cyprus 13 Spain 14 Belgium 15 France 16 Czech Republic 17 Slovakia 18 Estonia 19 Italy 20 Poland 21 Portugal 22 Hungary 23 Greece 24 United Kingdom 25 Romania 26 Bulgaria 27 Latvia 28 Lithuania 29 Malta A table of young people's wellbeing in 29 European states - the EU plus Norway and Iceland - has ranked Britain 24th. The Netherlands was top while only Romania, Bulgaria, Latvia, Lithuania and Malta came lower than the UK. The table, about youngsters aged up to 19, was compiled by York University researchers for the Child Poverty Action Group using mostly 2006 data.

19 People Progress Pride Depression looms as global crisis Wednesday, 2 nd September 2009 About half of mental disorders begin before the age of 14 Around 20% of the world's children and adolescents are estimated to have mental disorders or problems Source: WHO The World Health Organization predicts that within 20 years more people will be affected by depression than any other health problem. According to the WHO, depression will be the biggest health burden on society both economically and sociologically.

20 People Progress Pride Depression or anxiety affects one in six people at some point Schools, employers and GPs all Have more of a role to play in mental-health care in the UK, ministers say. The new 10-year strategy calls for more emphasis on prevention and early intervention. Mental illness accounts for a greater burden of disease than any other condition. A fifth of early deaths are related to mental health problems, compared to under a sixth for both heart disease and cancer. Monday, 7 th December 2009 Ministers target depression in government policy shift

21 People Progress Pride Doubt and depression burden teenage girls according to a poll commissioned by the magazine Bliss. Thursday February 24, 2005 The GuardianThe Guardian The vast majority of teenage girls in Britain suffer depression and self-doubt, 90% say they have felt depressed, 42% feel low regularly, and 6% think "life is not worth living". 84% felt burdened with too much homework and coursework at school, 65% thought there was too much pressure to succeed academically. Most admitted crying over their homework. Appearance brought the heaviest burden, 94% saying there was too much pressure to look good. UK is accused of failing children

22 People Progress Pride Growing up in the 21 st Century This video clip gives an insight into the problems of growing up in the 21 st century

23 People Progress Pride

24 "a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. (The World Health Organisation) Well Being

25 People Progress Pride Growing Up in the 21 st Century- When I was 12 1Colour T.V. 2Portable T.V.s 3Video recorder 4DVD player 5Stereo player 6Cassette recorder 7CD player 8Automatic washing machine 9Tumble dryer 10Electric Toaster 11Electric kettle 12Electric blender 13Refrigerator 14Freezer 15Microwave 16Dishwasher 17Electric iron 18Electric vacuum cleaner 19Shower 20Electric hairdryer 21Central heating 22Double glazing 23Duvets 24Computer 25Video games 26 27Internet 28Satellite T.V. 29Remote controls 30Digital watches 31Electronic calculator 32House telephone 33Mobile telephone 34Family car 35Holidays abroad 36Cash machines 37Credit cards 38Large supermarkets 39Shopping malls 40Leisure/fitness centres 41Mcdonalds/KFC/Pizza Hut 44Designer (label) clothes 45Video shops 46Contact lenses 47Weekly Live football on TV 48Father out of work 49Mother in work 50Meals in front of the T.V. 51Allowance (money for nothing) 52Lifts to school

26 People Progress Pride Success in the 21 st Century REFLECTION TIME What do you think are the skills or qualities (competencies) that employers believe are most needed in employees in the 21 st Century?

27 People Progress Pride Success in the 21 st Century In 1990 (almost 20 years ago!) the Creative Education Foundation survey taken of the future skills requirements of the Fortune 500 list of the worlds top companies produced the following – in order of importance 1Teamwork 2Problem-solving 3Interpersonal skills 4Oral communication 5Listening 6Personal development 7Creative thinking 8 Leadership 9 Goal setting (motivation) 10 Writing 11 Organisational development 12 Computation (IT) 13Reading

28 People Progress Pride 2005 National Employers Skills Survey - the Learning Skills Council Skills Lacking - in order of importance 1Teamwork 2 Customer-handling skills 3 Technical & Practical skills 4Oral communication 5Problem-solving skills 6 Written communication 7 Management skills 8 General IT user skills 9 Literacy skills 10 Numeracy skills the broader skills, they will need for this future world.

29 People Progress Pride Graduates 'need work experience' Thursday 26 th March 2009 EMPLOYABILITY SKILLS Self-managementSelf-management Team workingTeam working Business and customer awarenessBusiness and customer awareness Problem solvingProblem solving Communication & literacyCommunication & literacy Application of numeracyApplication of numeracy Application of information technologyApplication of information technology The head of the CBI, Richard Lambert says students must get skills and first-hand experience of work while still at university.

30 People Progress Pride In the 2004 Enterprise survey of 20,000 employers in the UK, employers were most worried about lack of skills such as customer handling, problem solving and teamworking. In fact, research has shown that social and emotional skills had more correlation with success in the labour market than cognitive skills, IQ and formal qualifications (Cunha et al., 2005). the broader skills, they will need for this future world.

31 People Progress Pride An integrated approach to care and education to ensure a consistent approach to care, learning and development to focus upon key skills. Early Years Foundation Stage From birth to 5 years old 3.Social and Emotional Skills Self awarenessEmpathy Managing feelingsSocial skills Motivation 1. Cognitive Skills Reasoning, Evaluation, Creativity, Enquiry, Problem solving, Information processing 2. Communication Skills Concentration, Attention Span, Visual (reading, writing, body language), Non-visual (speaking, listening)

32 People Progress Pride THIS VIDEO SHOWS ONE OF THE SKILLS - MANAGING FEELINGS NEEDED TO SUCCEED the broader skills, they will need for this future world.

33 People Progress Pride Key Stage 3 Strategy33 REFLECTION TIME 1.Consider how this book A Wonderful Life? could be used to help young people learn to succeed? 2.What can you suggest that you and other adults could/should do to help children learn to succeed? Learning The Skills We Need To Succeed

34 People Progress Pride Self-awareness Learning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success Self-awareness Learning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success Managing feelings We are born unable to control our impulses, to learn how to manage our emotions and delay gratification is essential for our success Managing feelings We are born unable to control our impulses, to learn how to manage our emotions and delay gratification is essential for our success Social skills Our need for attachment with others means we have a desire to be popular, so we need to learn to deal effectively with others. Learning to avoid following other peoples poor decisions to become an effective leader. Social skills Our need for attachment with others means we have a desire to be popular, so we need to learn to deal effectively with others. Learning to avoid following other peoples poor decisions to become an effective leader. Empathy We are dependent on others to help us survive, and we need to learn to become sensitive to others emotions, and appreciate others feelings in order to overcome our difficulties Empathy We are dependent on others to help us survive, and we need to learn to become sensitive to others emotions, and appreciate others feelings in order to overcome our difficulties Skills We Need To Succeed Communication skills We need to learn to improve our: Concentration and increase ourConcentration and increase our Attention span to receive information.Attention span to receive information. Verbal skills (speaking, listening, reading, writing) andVerbal skills (speaking, listening, reading, writing) and Non-verbal skills (visual gestures, body language, touch) to understand and convey informationNon-verbal skills (visual gestures, body language, touch) to understand and convey information Communication skills We need to learn to improve our: Concentration and increase ourConcentration and increase our Attention span to receive information.Attention span to receive information. Verbal skills (speaking, listening, reading, writing) andVerbal skills (speaking, listening, reading, writing) and Non-verbal skills (visual gestures, body language, touch) to understand and convey informationNon-verbal skills (visual gestures, body language, touch) to understand and convey information Motivation To learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we avoid attempting to overcome our difficulties Motivation To learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we avoid attempting to overcome our difficulties Skills To Learn Effectively In the 21st century life is very complex and continually changing Only Successful Learners will adapt to these new life conditions Skills To Learn Effectively In the 21st century life is very complex and continually changing Only Successful Learners will adapt to these new life conditions Cognitive skills If we are to succeed we have to learn to make good decisions with long term positive consequences. Analytical thinking –detect the key information for our decision. Conceptual thinking-understand and relate this information to overcome our difficulties Cognitive skills If we are to succeed we have to learn to make good decisions with long term positive consequences. Analytical thinking –detect the key information for our decision. Conceptual thinking-understand and relate this information to overcome our difficulties

35 People Progress Pride Self-harm Teenage pregnancies S.T.D.s (Promiscuity) S.T.D.s (Promiscuity) Smoking Poor learning of the 8 Skills Alcohol abuse Substance abuse High risk (extreme) activities High risk (extreme) activities suicide Depression Spendaholics (huge debts) Spendaholics (huge debts) School truancy Gambling Criminal behaviour Antisocial behaviour Homeless School exclusion School underachievement Family disruption

36 People Progress Pride LEARNING THE SKILLS WE NEED TO SUCCEED So why havent our children learnt these skills and how can we help them develop these key skills? Learning skills takes time, this video clip may help to understand how this occurs.

37 People Progress Pride The Learning Pyramid Trying to learn using this often presents many barriers Effective Learning requires a great deal of this Learning The Skills We Need To Succeed

38 People Progress Pride What is required to achieve success at this? 1.Fold your arms across your chest 2.Study which hand is on top 3.Fold your arms the other way round 4.Put your arms out straight in front of you 5.QUICKLY fold your arms the other way round Learning The Skills We Need To Succeed

39 People Progress Pride REFLECTION TIME What activities do you think caused you to develop the skills you needed to succeed? Attempting the activity Growing Up Learning To Succeed may help with this question! LEARNING THE SKILLS WE NEED TO SUCCEED

40 People Progress Pride Rearing Children In Captivity Walking to school What has happened in the last 30 years or so? The risk of abduction remains tiny. In 1970, 80% of primary school-age children made the journey from home to school on their own. We are rearing our children in captivity – their habitat shrinking almost daily. In 1970 the average nine-year-old girl would have been free to wander 840 metres from her front door. By 1997 it was 280 metres. Now the limit appears to have come down to the front doorstep. Monday 4 th June 2007

41 People Progress Pride Freedoms Orphans Raising Youth In A Changing World – IPPR Research (Nov 2006) The Incapable Generation (page 2) many young people today are left simply incapable of succeeding in the current socio-economic climate. in just over a decade, personal and social skills or capabilities became 33 times more important in determining relative life chances

42 People Progress Pride The skills we need to succeed in the 21st century are unlikely to be learnt by chance, so helping our children grow up successfully has probably become the most difficult and important job of our lives! Helping children learn to succeed

43 People Progress Pride 1.Show repeatedly (model) what you want them to learn Children learn by copying, especially in their early years, and their behaviour will reflect what theyve learnt. 2.Demonstrate an enthusiasm for learning and dont do too much for them – Children are born keen to learn, they just need to be encouraged continually. Helping children learn to succeed

44 People Progress Pride 3. Play and talk to them as much as possible – Children are motivated to learn by interacting with people. 4. Try to read, do puzzles and challenges with them – Children need to learn to concentrate and solve problems, but they are not born able to do them. Helping children learn to succeed

45 People Progress Pride 5. Try to avoid giving in to your children – Children need to learn to appreciate what they need and not expect what they want. 6. Try to praise their EFFORT as much as possible – Children will learn that resilience and persistence are essential to success, not the short term rewards. Helping children learn to succeed

46 People Progress Pride 7. Talk frequently about your feelings openly and honestly – Children need to learn to become aware of their emotions and to empathise with others for effective relationships. 8. Encourage discussions that help them reflect on their actions and the consequences of them – Children need to learn to manage their emotions and understand the consequences of their actions in order to make good decisions. Helping children learn to succeed

47 People Progress Pride 9. Try to avoid giving them lots of things, especially expensive ones – Children need to learn to value learning skills more and things less to avoid depression and poor mental health. 10. Help them develop accurate self – assessment – Children need to learn to become experts in identifying their strengths and weaknesses in the skills they need to succeed to avoid having low self esteem. Helping children learn to succeed

48 People Progress Pride Key Stage 3 Strategy48 Analysing Success 1)What do you consider to be your greatest success so far – WHY? 2)Some Olympic competitors did NOT feel successful, despite winning Silver or Bronze medals – WHY? 3)Many big lottery winners do NOT feel successful – WHY? 4)Would you feel you have succeeded if you ran the marathon (26+ miles) in a)2 hours,b)4½hours, c)24 hours 5 )What do you think determines how successful you feel? Success = Overcoming Difficulties The greater the difficulty overcome, the greater feeling of success Analysing Success

49 People Progress Pride Cognitive-Understanding how we learn REFLECTION TIME Study this video clip carefully and discuss what is required for learning to occur. Learning The Skills We Need To Succeed

50 People Progress Pride MOTIVATIONUnless we are keen to learn, we will lack the determination to overcome the difficulties that will occur. CONCENTRATIONIf we do not focus on the task, our brain cannot receive or store the information needed. ENVIRONMENTDistractions can cause concentration to become too difficult to allow us to learn, ATTAINABLE TASKS Unless the task to be learnt is broken down into small steps (bitesize chunks) they are too difficult to grasp (too large to digest). FEELING SUCCESS If we do not feel we are making progress it becomes too difficult to keep motivated. REFLECTION TIME Consider how these learning requirements could be applied to learning the skills we need to succeed Learning The Skills We Need To Succeed

51 People Progress Pride MOTIVATION We are motivated to belong and feel attached, and we need to have people who can regularly teach and model them for us. CONCENTRATION (REFLECTION) The teaching and modelling by these people needs to occur when we are capable of receiving and storing it (capable of able to learning it). We must reflect (think deeply) about it. ENVIRONMENT These skills can be difficult to learn and take a long time to develop, and an environment that allows us to reflect is essential, which means avoiding distractions. ATTAINABLE TASKS The tasks require communication (interaction) with people so that emotions are felt and reflected upon. Traditionally games, hobbies, challenges, and team activities would help to cause learning of them. FEELING SUCCESS We now know that encouragement is essential for learning and maintain motivation. Criticism that is constructive can help (assessment for learning) so people providing positive feedback are essential. Learning The Skills We Need To Succeed

52 People Progress Pride Self-awareness Learning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success Self-awareness Learning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success Managing feelings We are born unable to control our impulses, to learn how to manage our emotions and delay gratification is essential for our success Managing feelings We are born unable to control our impulses, to learn how to manage our emotions and delay gratification is essential for our success Social skills Our need for attachment with others means we have a desire to be popular, so we need to learn to deal effectively with others. Learning to avoid following other peoples poor decisions to become an effective leader. Social skills Our need for attachment with others means we have a desire to be popular, so we need to learn to deal effectively with others. Learning to avoid following other peoples poor decisions to become an effective leader. Empathy We are dependent on others to help us survive, and we need to learn to become sensitive to others emotions, and appreciate others feelings in order to overcome our difficulties Empathy We are dependent on others to help us survive, and we need to learn to become sensitive to others emotions, and appreciate others feelings in order to overcome our difficulties Skills We Need To Succeed Communication skills We need to learn to improve our: Concentration and increase ourConcentration and increase our Attention span to receive information.Attention span to receive information. Verbal skills (speaking, listening, reading, writing) andVerbal skills (speaking, listening, reading, writing) and Non-verbal skills (visual gestures, body language, touch) to understand and convey informationNon-verbal skills (visual gestures, body language, touch) to understand and convey information Communication skills We need to learn to improve our: Concentration and increase ourConcentration and increase our Attention span to receive information.Attention span to receive information. Verbal skills (speaking, listening, reading, writing) andVerbal skills (speaking, listening, reading, writing) and Non-verbal skills (visual gestures, body language, touch) to understand and convey informationNon-verbal skills (visual gestures, body language, touch) to understand and convey information Motivation To learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we avoid attempting to overcome our difficulties Motivation To learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we avoid attempting to overcome our difficulties Skills To Learn Effectively In the 21st century life is very complex and continually changing Only Successful Learners will adapt to these new life conditions Skills To Learn Effectively In the 21st century life is very complex and continually changing Only Successful Learners will adapt to these new life conditions Cognitive skills If we are to succeed we have to learn to make good decisions with long term positive consequences. Analytical thinking –detect the key information for our decision. Conceptual thinking-understand and relate this information to overcome our difficulties Cognitive skills If we are to succeed we have to learn to make good decisions with long term positive consequences. Analytical thinking –detect the key information for our decision. Conceptual thinking-understand and relate this information to overcome our difficulties

53 People Progress Pride Self Esteem – What is it? Self Esteem is now a frequently used term, but not clearly understood. Consider this video clip and discuss what you think Self Esteem means.

54 People Progress Pride The word 'esteem' comes from a Latin word which means 'to estimate'. Self-esteem is how you estimate yourself. In psychology self-esteem reflects a persons overall self-appraisal of their own worth. Self-esteem encompasses both beliefs and emotions Psychologists usually regard self-esteem as a characteristic (symptom) of our personality but short-term variations occur. Self Esteem – What is it?

55 People Progress Pride Self Esteem – What is it? "The experience of being capable of meeting life's challenges and being worthy of happiness." or Their belief that they are capable of overcoming difficulties in their lives to achieve happiness. National Association for Self-Esteem this means it is very dependent on 3 of the skills Self-awareness – HOW one consciously thinks about oneself as one considers the discrepancy between ones ideal self, the person one wishes to be, and the perceived self or the realistic appraisal of how one sees oneself. Managing Feelings – HOW one refers to the feelings or emotions that one has when considering that discrepancy. Motivation - HOW assertive, resilient, decisive and respectful we are of others.

56 People Progress Pride Analysing Self Esteem REFLECTION TIME REFLECTION TIME Their belief that they are capable of overcoming difficulties in their lives to achieve happiness. CAPABILITY depends on the skills we need to succeed BUT What do you think BELIEFS depend upon? Consider this video clip, then discuss and decide your answer to this question.

57 People Progress Pride REFLECTION TIME Consider the profiles of the skills we need to succeed (success criteria), discuss and decide: 1. How useful is it? 2. How could you do it, effectively? 3. Why has it not been occurring?

58 People Progress Pride MASLOWS HIERACHY Stimulation, challenge and opportunities to use diverse talents Feel individually valued Sense of belonging; Social interaction; Feel known and cared about as individuals Feel safe and secure Physical needs met; food, water, oxygen, warmth What motivates us - our wants and needs

59 People Progress Pride Analysing Self Esteem- VALUES Our beliefs are based upon our values. Consider this video clip and attempt the What do you value most activity and discuss your responses. REFLECTION TIME Maslows Hierarchy helps to identify that for most people in our society, the key areas of motivation are: FEELING Safe and secure A sense of belonging, known and cared about as individuals - Social acceptance Valued as an individual - Self esteem

60 People Progress Pride What do we value most? 1 Achieve many difficult tasks 2 Have an attractive face (& hair) 3 Have a good physique (body) 4 Wear fashionable clothes 5 Have many famous friends 6 Be a TV celebrity 7 Have many exhilarating events 8 Have great sporting skills 9 Have great musical skills 10 Have brilliant dancing skills 11 Have great drama skills 12 Be academically very intelligent 13 Be very funny and witty 14 Have excellent practical skills 15 Have great artistic skills 16 Be able to make sacrifices to help others 17 Have good social skills 18 Be open, honest and fair 19 Not have to rely on others 20 Be resilient, cope with setbacks 21 Have a very well paid job 22 Have a job of high status 23 Have a very enjoyable job 24 Be considered very sexy 25 Have a reliable partner 26 Have a sense of purpose 27 Be a very good fighter 28 Be prepared to take a lot of risks Which 3 of these do you want most? You wont have the rest. I would most like to:

61 People Progress Pride What do we value most? 1 Achieve many difficult tasks 2 Have an attractive face (& hair) 3 Have a good physique (body) 4 Wear fashionable clothes 5 Have many famous friends 6 Be a TV celebrity 7 Have many exhilarating events 8 Have great sporting skills 9 Have great musical skills 10 Have brilliant dancing skills 11 Have great drama skills 12 Be academically very intelligent 13 Be very funny and witty 14 Have excellent practical skills 15 Have great artistic skills 16 Be able to make sacrifices to help others 17 Have good social skills 18 Be open, honest and fair 19 Not have to rely on others 20 Be resilient, cope with setbacks 21 Have a very well paid job 22 Have a job of high status 23 Have a very enjoyable job 24 Be considered very sexy 25 Have a reliable partner 26 Have a sense of purpose 27 Be a very good fighter 28 Be prepared to take a lot of risks Which 3 of these do you think a typical adolescent would want most?

62 People Progress Pride REFLECTION TIME Study this video clip very carefully and try to explain WHY these boys may have developed so differently? Learning The Skills We Need To Succeed

63 People Progress Pride During the last 25 years, one of the Most widely researched personality variables has been locus of control, the generalized expectancy of reinforcement as either internal or external to the self (Strickland, 1989). Internal locus of control is the expectation that reinforcement is the result of one's own effort, ability, characteristics, or behaviour; External locus of control is the expectation that reinforcement is the result of chance, fate, luck, or powerful others. Self Esteem - Locus of Control

64 People Progress Pride The importance of locus of control in understanding human behavior is more clearly understood in its extreme form. Imagine a classroom of students with external locus of control. These students would expect that the teacher's praise, their classmates' friendship, and their grades have nothing to do with any effort or ability on their part. It is only by luck or chance that they have been successful, or unsuccessful. And if that is the case, why bother expending any effort? On the other hand, imagine a classroom of students withinternal locus of control, who believe that through their own efforts and behaviors they could bring about the desired ends. Two very different classrooms, not because of intelligence, socioeconomic status, sex, or any of the other common ways we identify differences in people, but because of perceived locus of control. Self Esteem-Locus of Control

65 People Progress Pride Fixed Mindset – Believe That their talents and abilities are fixed traits. They have a certain amount, nothing can change it. They must keep proving their talents and abilities, hiding deficiencies, reacting defensively to errors or setbacks. Deficiencies and mistakes imply a lack of talent or ability. People in this mindset will actually pass up important opportunities to learn and grow if there is a risk of unmasking weaknesses Growth mindset – Believe That their talents and abilities can be developed through passion, education, and persistence. Looking smart or grooming their image is not very important. In commitment to learning and taking informed risks In learning from the results and people help them to grow. In looking frankly at their deficiencies, seeking to remedy them. Self Esteem - Mindsets

66 People Progress Pride Growth mindset – Believe That their talents and abilities can be developed through passion, education, and persistence. Looking smart or grooming their image is not very important. In commitment to learning and taking informed risks In learning from the results and people help them to grow. In looking frankly at their deficiencies, seeking to remedy them. Research shows that most great business leaders have had this mindset, because building and maintaining excellent organizations in the face of constant change requires it. Self Esteem - Mindsets REFLECTION TIME Consider this information and video clip. How do you think Mindsets are developed?

67 People Progress Pride People with low self esteem believe - Their life is the result of chance, fate, luck, or others That their talents and abilities are fixed traits. They have a certain amount, nothing can change it. They must keep proving their talents and abilities. They must keep hiding deficiencies, reacting defensively or aggressively to errors or setbacks. Deficiencies and mistakes imply a lack of talent or ability. They should refuse to learn and grow if weaknesses may be exposed. In this next video clip, 14 year old Nicola displays behaviour, characteristics, or symptoms reflecting her low self esteem. Try to identify as many as you can.

68 People Progress Pride Focus on trying to prove themselves or impress others - SHOWING OFF Tend to use others for their own gain. – BULLYING or SLAGGING OFF May act with arrogance and contempt towards others – BULLYING or PUT DOWNS Doubt their worth and acceptability- BOVVERED Reluctant to take risks to expose themselves to failure – WASTE OF TIME or CANT DO IT Frequently blame others for their shortcomings rather than take responsibility for their actions - NOT MY FAULT or IT WASNT ME ( National Association for Self-Esteem) Common Symptoms of Low Self Esteem

69 People Progress Pride While watching this video of Rhianna, consider her development of each of these skills and why she may be like this. Self-awareness – The accuracy of the appraisal of oneself. Managing Feelings – The control of our reactions to our emotions Motivation - Our assertiveness, resilience, respect for self and others, determination and decisiveness. Common Symptoms of Low Self Esteem

70 People Progress Pride REFLECTION TIME This video clip shows 2 girls called Charlotte, discuss what you think may be the most likely causes of the differences in their skill development ie. attitude and behaviour Learning the skills needed to succeed

71 People Progress Pride Analysing Self–esteem - Causes Effective Use of Praise can help develop these skills Self-awareness – The accuracy of the appraisal of oneself. Managing Feelings – The control of our reactions to our emotions Motivation - Our assertiveness, resilience, respect for self and others, determination and decisiveness. REFLECTION TIME Consider the MOTHER in this video clip. What are your opinions on her comments about her daughter, Soya. What sort of praise do you consider Soya may have needed throughout her life from her parents that may have been effective?

72 People Progress Pride Measuring Self–esteem REFLECTION TIME Try to get as many people as possible to attempt both the self evaluations entitled Assessing Your Self Esteem (one focuses on positive traits the other negatives). What are your comments?

73 People Progress Pride Assessing Your Self Esteem 1 Read each statement and tick it if you feel it tends to apply to you 1.When I make mistakes I tend to either feel embarrassed, blame others if possible and claim I dont make mistakes and desperately hope no one spotted it. 2 When I look at myself in the mirror, I tend to see someone who is not very good at overcoming difficulties. 3 When I try to solve problems I tend to spend a lot of time and effort looking for who or what I think caused the situation and who to complain about. 4 If my views are different from those of others, I am likely to keep quiet or agree to avoid embarrassment. 5 When I think about the main aims in my life, I tend not to know what I should be doing or even where to start. 6 When I make a commitment to myself to change and improve I tend to fail to stick to it and return to my old ways. 7 When I talk to myself, I tend to be very critical and negative, putting myself down and beating myself up emotionally. 8 When other people comment on my actions I tend to think they are saying something negative about me and take it very personally, or get defensive and often respond with a negative reaction to them. 9 I tend to gossip/talk about other people and readily discuss their faults. 10 I will always try to tell people what Ive done or let them know my strengths. 11 Unless I feel I am very good at something I am unlikely to attempt it.

74 People Progress Pride Analysing Self–esteem - Causes Effective development of these skills Self-awareness – The accuracy of the appraisal of oneself. Managing Feelings – The control of our reactions to our emotions Motivation - Our assertiveness, resilience, respect for self and others, determination and decisiveness. REFLECTION TIME Consider the development of these 3 skills fo Dana, an 8 year old anorexic, in this video clip. How do you think theyve contributed to her problem? How do you think her family may have contributed to her problem (and her skill development)?

75 People Progress Pride MOTIVATION Skills take a lot of time to learn and unless there is motivation to learn them, it will not occur. Key drivers are SENSE OF BELONGING & FEELING VALUED + ROLE MODELS CONCENTRATION To Learn new skills intense focus on them is essential initially, so the neuron pathways in the brain can be formed. REFLECTION (think deeply) ON THE OUTCOMES AND FEELINGS ENVIRONMENT Distractions can cause concentration to become too difficult to allow us to learn. SUPPORTIVE CLIMATE FOR LEARNING ATTAINABLE TASKS Skills are learnt in small steps each one must not be too difficult to achieve (too large to digest). This will require HOURS OF PRACTICE FEELING SUCCESS The difficulty and length of time this takes means making progress is slow and it becomes essential to keep motivated. It is essential to have EFFECTIVE USE OF PRAISE THE 5 LEARNING REQUIREMENTS

76 People Progress Pride Key Stage 3 Strategy76 This basically encouraging a team/group discussion to attempt to answer key questions. This provides young people with an opportunity to develop skills in COGNITION, COMMUNICATION, SELF-AWARENESS, MANAGING EMOTIONS and MOTIVATION. Collaborative Action Inquiry TEACHING OTHERS

77 People Progress Pride Basically the enquiry focuses on the successes already achieved to discover how this can be applied to overcome difficulties. This provides young people with ROLE MODELS and opportunities to develop skills in COGNITION, SELF-AWARENESS, MANAGING EMOTIONS and MOTIVATION. Solution Focus Approach

78 People Progress Pride Basically the learning uses collaborative action inquiry to focus on observing examples in video clips. This provides young people with a focus for discussion which does NOT THREATEN their self esteem and opportunities to develop skills in COGNITION, SELF-AWARENESS, MANAGING EMOTIONS and MOTIVATION. VIDEOSTUDY

79 People Progress Pride Effective Use of Praise Praise, the chief weapon in their armoury, is a powerful tool. Used correctly it can help students become adults who delight in intellectual challenge, understand the value of effort, and are able to deal with setbacks. Praise can help students make the most of the gifts they have. But if praise is not handled properly, it can become a negative force, a kind of drug that, rather than strengthening students, makes them passive and dependent on the opinion of others. What teachersand parents need is a framework that enables them to use praise wisely and well. Professor Carol Dweck

80 People Progress Pride How would you attempt to help Lee overcome his difficulties as reflected in this video clip? LEARNING THE SKILLS WE NEED TO SUCCEED IN THE 21 ST CENTURY REFLECTION TIME What skills do you think our young people believe they need to become good employees in the 21 st century?

81 People Progress Pride REFLECTION TIME The terms Behaviour and Good Behaviour are frequently used. What do you think they actually mean? Self Esteem and Behaviour

82 People Progress Pride 'The actions or reactions of a person or animal in response to external or internal stimuli. Good behaviour is a social construct depends on the perception of groups of people developing it requires effective teaching and a lot of practice Self Esteem and Behaviour

83 People Progress Pride Good behaviour is a social construct REFLECTION TIME Behaviour is a Reflection of the skills weve learnt Example: At what age and Would YOU consider it O.K. to have tattoos and studs like this? What are your reasons? Self Esteem and Behaviour

84 People Progress Pride Goal Child's Belief Attention "I count (belong) only when I'm being noticed or getting special service. "I'm only important when I'm keeping you busy with me." Power "I belong only when I'm boss or in control, or proving no one can boss me." "You can't make me." Revenge "I don't think I belong so I'll hurt others as I feel hurt." "I can't be liked or loved." (Assumed) Inadequacy "I don't believe I can belong, so I'll convince others not to expect anything of me." "I am helpless and unable; it's no use trying because I won't do it right." AN ENCOURAGED CHILD HAS NO NEED TO MISBEHAVE

85 People Progress Pride REFLECTION TIME Study this Little Angels video clip. What do you think the parents are teaching their child – Matthew? Which are the ways that they are increasing conflict and creating problems? Learning The Skills We Need To Succeed

86 People Progress Pride How to increase conflict and create problems Threaten the child View the conflict as a contest Handle in front of an audience Use threatening gestures and body language Give the child no room for manoeuvre Raise your voice and sound angry Deliver unrealistic ultimatums that cannot be implemented

87 People Progress Pride REFLECTION TIME In the next video clip 1.Are the parents using a more effective use of praise? 2. Are they applying the 5 learning requirements? Learning The Skills We Need To Succeed

88 People Progress Pride Reducing conflict and developing skills Label the behaviour not the child Avoid threatening gestures and body language Give the child a choice, but not an ultimatum Avoid dealing with the conflict in front of an audience Stay calm (at least on the outside) but dont try to soothe the child as this can make them even more angry Give the child time to comply Explain clearly what you want Show empathy Use humour to defuse the situation


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