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Towards Emotional and Social Health and Wellbeing

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Presentation on theme: "Towards Emotional and Social Health and Wellbeing"— Presentation transcript:

1 Towards Emotional and Social Health and Wellbeing
‘Building Curriculum for Excellence – Through Positive Relationships and Behaviour’ Towards Emotional and Social Health and Wellbeing Challenging perceptions: changing perspectives An activity based programme of support for staff working within schools and children’s services The purpose of this resource is to support children’s services’ staff in recognising the importance of their own emotional wellbeing, consider how we can nurture this, and consider how understanding their own emotional wellbeing helps promote emotional wellbeing of children and young people. The resource will also explore links with Curriculum for Excellence – the underlying principles and the EWB experiences and outcomes 1 1 1

2 Rationale “Curriculum for Excellence cannot be delivered without good
relationships and positive behaviour” “Health and wellbeing across learning is a responsibility for all. Children and young people should feel happy, safe, respected and included in the learning environment and all staff should be proactive in promoting positive behaviour in the classroom and the wider learning community. Underpinning this is the emotional health and wellbeing of staff.” ‘building curriculum for excellence through positive relationships and behaviour (2010)’ This interactive programme has been designed specifically as a support resource for adults working within schools, learning establishments and Children’s Services. It encourages all adults to consider their own emotional wellbeing….how this is promoted and how this in turn helps influence the emotional wellbeing of the children and young people we work with. The programme clarifies the significance of emotional wellbeing within Scotland’s policy and guidance framework including The Early Years Framework, Curriculum for Excellence and GIRFEC and makes clear the significance of the national approaches, including Restorative and Solution Oriented Approaches, in developing skills and attitudes which help promote an environment which encourages the emotional wellbeing of everyone within the community.

3 “The mental, emotional, social and physical wellbeing of
everyone within a learning community should be positively developed by fostering a safe, caring, supportive, purposeful environment that enables the development of relationships based on mutual respect” CfE HWB experiences and outcomes

4 Aims and intentions To further support, enable and positively influence us in our work within schools and children’s services through: consideration of how we best support and enhance our own emotional wellbeing further building upon our confidence, skills, abilities and attitudes to promote positive emotional wellbeing in our children and young people to enable them to develop as responsible citizens, confident individuals, effective contributors and successful learners To consider culture, relationships and emotional wellbeing as core factors which inform transformational change First mention of ‘relationships’ – not the last – fundamental to everything that goes on in supporting our journey through early years and into adulthood – central to life long learning and personal growth.

5 Themes Emotional wellbeing – universal state – a wellbeing continuum?
Ecology of the learner – our environment and relationships help shape us Core factors – attachment, coherence, resilience and mindset Not fixed – we can influence and promote – a consideration of Early Years Framework, Curriculum for Excellence, Getting it Right for Every Child, More Choices, More Chances, Equally Well, and Becoming Effective Lifelong Learners Supporting our children and young people. to develop their own emotional wellbeing to help them grow as responsible citizens, successful learners, effective contributors and confident individuals For ease of use the programme covers 5 key themes. Whilst the programme is progressive, there is the opportunity to focus on specific areas e.g. Health & Wellbeing experiences and outcomes

6 Why what we do is crucial
The Significance of Emotional Wellbeing

7 Adults 1 in 4 adults are estimated to be experiencing mental health problems during the course of a year A third of GPs’ time is spent dealing with mental health issues Depression was the most common condition recorded at G.P. consultations in Scotland in (NHS info. and statistics 2000) Over 31 million NHS prescriptions are written each year for anti depressants According to HSE statistics almost 60% of absenteeism is due to stress related issues British men are three times as likely as British women to die by suicide At this time in Scotland for every 1 homicide there are 3 suicides There has been an 80 per cent increase in self-harm among women aged between 16 and 24 since 2000 If we need any more convincing……We now have a range of indicators which highlight why emotional wellbeing is so important Mental Health Foundation Website

8 Children and young people
1 in 10 of Scotland’s under 19 population have “mental health problems which are so substantial that they have difficulties with their thoughts” (Scottish Government) This was higher in boys & twice as high in children from lone parent families or low income households 275 pupils in Scotland have a mental health problem recorded as a reason for support in their Co-ordinated Support Plan (CSP) or Individualised Educational Programme (IEP) (2009) UK ranks bottom out of 21 industrialised countries in terms of children’s subjective well-being (UNICEF) 2 young people take their own lives every day in the UK

9 “The international health community is concerned about the mental health status of our young people…. It is a time bomb that is ticking and, without the right action now, millions of our children growing up will feel the effects.” Dr Hans Troedsson, former WHO director for Child and Adolescent Health

10 Changing perceptions of emotional wellbeing and education
Traditional view For young children Responsibility of parents and carers Defined the child / young person For children with ASN / SEBN About trouble shooting / fixing /child deficit ‘Bolt on’ extra / low status activity / ‘addressed’ in PSE Emerging view For everyone, including adults Responsibility of parents, carers, schools, services, workplaces (all!) Influenced by relationships and the environment Focus on positives e.g. wellness, personal growth, strengths, Central to progress and achievement – learning and behaviour Holistic Defined the child or young person – inflammatory language such as’ he’s mad’ /’ she’s bad’……….

Self-actualisation Universal Levels of Human Need Self-esteem Love, affection and belonging Safety /Security Physiological (Survival)

12 multidimensional model of emotional well-being
positive relationships with others personal growth self-acceptance autonomy purpose in life environmental awareness / mastery Carol D. Ryff American professor of psychology – suggested a model developed from key components of emotional wellbeing – one of a number of models – underlines the increasing interest in and significance of emotional wellbeing

13 Relationships What makes a good relationship?
“Let no one ever come to you without leaving better and happier.”   Mother Theresa What makes a good relationship?      Whether the relationship is between friends, family members, partners, a teacher and a young person, work colleagues, etc. we know how important it is. Discuss with your partner what are the key features of a good relationship. Share with the participants that we have introduced them to the most significant aspects of our work – features which underpin progress towards transformational change – ‘ethos and culture’ and ‘relationships’ will permeate across this programme – also mention emotional wellbeing as critical to progress

14 Relationships Recent research highlights that positive relationships
are central to wellbeing, brain development, learning and behaviour. Relationships help map our way on our individual journeys - and provide us with skills and confidence to continue – even when the going gets tough. In 1970’s, psychologists and other mental health professionals argued vigorously against cuddling children and in general against the study and importance of emotions—certainly not love or affection. Harry Harlow/Science of Affection – work with rhesus monkeys/ institutionalised children led the way for John Bowlby and others Neuroscience Today: Brain Scanner Technology meant that able to look at the brain development of institutionalised children from Romanian Orphanages Difference one person can make (Kaufmann et al 2004) Importance of our emotional & social interactions and environments not only impact on Brain Development Mental Health but also link to: Antisocial Behaviour Violence/Lack of empathy ( Drug taking


16 Equally Well Review “Poor health is not simply due to diet, smoking or other life style choices. We need to understand factors underlying poor health and health inequalities such as people's aspirations, sense of control and cultural factors. This is best understood as a 'sense of coherence', in which the external environment is perceived as comprehensible, manageable and worthwhile. Without this sense of coherence, people are likely to be subject to chronic stress and poor health.” Enables specific links with key areas of Scottish Government policy / guidance – here with the ‘Equally Well’ framework.

17 What are the skills and qualities that are employed which might help us? – Or help us help others?
Good communication skills – including listening Empathy – understanding, or trying to understand how the other person feels Fairness – awareness of circumstances and personal needs and acting accordingly Solution centric – helping to develop a range of skills and qualities which may support an individual to move on.

18 What are the characteristics which best support and promote the emotional wellbeing of
Young People Friendships / good relationships Supportive staff Clarity of purpose Inclusive learning approaches A feeling of belonging The chance to develop independent skills Opportunities to take on responsibilities Trust Feel valued Fairness Adults Supportive colleagues / friendships / partners Good relationships Good communication Engagement Clarity of purpose Affiliation Autonomy Agency Trust Feel valued Fairness Same????

19 Impact on learning of the programme
Building resilience Building upon staff strengths Relationships and culture at the heart of learning Supporting staff skills Confirming and consolidating what we know works Better experiences, better outcomes for all

20 Next steps? Individual? Organisational?

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