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 PositiveRelationships and Behaviour’Towards Emotional and Social Health and WellbeingChallenging perceptions: changing perspectivesAn activity based programme of support for staff working withinschools and children’s servicesThe 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 outcomes111
2 Rationale “Curriculum for Excellence cannot be delivered without good relationships and positive behaviour”“Health and wellbeing across learning is a responsibility for all. Childrenand young people should feel happy, safe, respected and included in thelearning environment and all staff should be proactive in promotingpositive 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 positivelydeveloped by fostering a safe, caring, supportive, purposefulenvironment that enables the development of relationshipsbased on mutual respect”CfE HWB experiences and outcomes
4 Aims and intentionsTo further support, enable and positively influence us in our work within schoolsand children’s services through:consideration of how we best support and enhance our own emotional wellbeingfurther 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 learnersTo consider culture, relationships and emotional wellbeing as core factors which inform transformational changeFirst 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 usCore factors – attachment, coherence, resilience and mindsetNot fixed – we can influence and promote – a consideration of Early YearsFramework, Curriculum for Excellence, Getting it Right for Every Child, MoreChoices, More Chances, Equally Well, and Becoming Effective LifelongLearnersSupporting our children and young people. to develop their own emotionalwellbeing to help them grow as responsible citizens, successful learners,effective contributors and confident individualsFor 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 Adults1 in 4 adults are estimated to be experiencing mental health problems during the course of a yearA third of GPs’ time is spent dealing with mental health issuesDepression 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 depressantsAccording to HSE statistics almost 60% of absenteeism is due to stress related issuesBritish men are three times as likely as British women to die by suicideAt this time in Scotland for every 1 homicide there are 3 suicidesThere has been an 80 per cent increase in self-harm among women aged between 16 and 24 since 2000If we need any more convincing……We now have a range of indicators which highlight why emotional wellbeing is so importantMental 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 households275 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 directorfor Child and Adolescent Health
10 Changing perceptions of emotional wellbeing and education Traditional viewFor young childrenResponsibility of parents and carersDefined the child / young personFor children with ASN / SEBNAbout trouble shooting / fixing /child deficit‘Bolt on’ extra / low status activity / ‘addressed’ in PSEEmerging viewFor everyone, including adultsResponsibility of parents, carers, schools, services, workplaces (all!)Influenced by relationships and the environmentFocus on positives e.g. wellness, personal growth, strengths,Central to progress and achievement – learning and behaviourHolisticDefined the child or young person – inflammatory language such as’ he’s mad’ /’ she’s bad’……….
11 MASLOW’S HIERARCHY OF NEEDS Self-actualisationUniversal Levels of Human NeedSelf-esteemLove, affection and belongingSafety /SecurityPhysiological (Survival)
12 multidimensional model of emotional well-being positive relationships with otherspersonal growthself-acceptanceautonomypurpose in lifeenvironmental awareness / masteryCarol D. RyffAmerican 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 TheresaWhat makes a good relationship? Whether the relationship is between friends, family members, partners, ateacher and a young person, work colleagues, etc. we know howimportant 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, learningand behaviour.Relationships help map our way on our individualjourneys - and provide us with skills and confidence tocontinue – 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 othersNeuroscience 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 onBrain DevelopmentMental Healthbut also link to:Antisocial BehaviourViolence/Lack of empathy (www.wavetrust.org)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 listeningEmpathy – understanding, or trying to understand how the other person feelsFairness – awareness of circumstances and personal needs and acting accordinglySolution 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 PeopleFriendships / goodrelationshipsSupportive staffClarity of purposeInclusive learningapproachesA feeling of belongingThe chance to develop independent skillsOpportunities to take on responsibilitiesTrustFeel valuedFairnessAdultsSupportive colleagues / friendships / partnersGood relationshipsGood communicationEngagementClarity of purposeAffiliationAutonomyAgencyTrustFeel valuedFairnessSame????
19 Impact on learning of the programme Building resilienceBuilding upon staff strengthsRelationships and culture at the heart of learningSupporting staff skillsConfirming and consolidating what we know worksBetter experiences, better outcomes for all
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