SEAL of approval Evidence of success in teaching social and emotional skills in Primary schools Heather Jenkins Emotsia Training and Consultancy

May 2006Heather Jenkins Emotsia What is SEAL? A programme for Primary schools in England A framework for a whole school focus Developmental, spiral approach to teaching effective social and emotional skills An attempt to integrate key knowledge about the importance of emotions, relationships and learning

May 2006Heather Jenkins Emotsia What are social and emotional skills? A set of competencies Developmental descriptors of knowledge, skills and attitudes Demonstrative of a childs ability to handle their feelings and relationships effectively Are usually visible through a childs behaviour

May 2006Heather Jenkins Emotsia They are not……. A measure for assessment A projection of an ‘ideal’ pupil One size fits all A quick fix Stand alone

May 2006Heather Jenkins Emotsia They are ……. a reflection of our times what a lot of children want! a result of recent brain research on the vital link between emotional states, positive relationships and effective lifelong learning skills

May 2006Heather Jenkins Emotsia Introducing ‘Me’ Disruptive and confrontational Inattentive Academically poor Loses temper quickly Takes risks Sorry for consequence, not for hurting others Seen as bully, sees self as victim

May 2006Heather Jenkins Emotsia Introducing ‘You’ Well liked Easy to get along with Empathic Works collaboratively Approaches new situations very cautiously Dislikes conflict Repairs harm done when she hurts others

May 2006Heather Jenkins Emotsia Me and You at School 1.Think about ‘Me’ – one skill and/or attitude you think it would be helpful for ‘Me’ to develop? 2.Record on Post-it 3.Repeat for 1 and 2 for ‘You’ 4.Place on posters at end of your row.

May 2006Heather Jenkins Emotsia Social and Emotional skills from SEAL We know -That all feelings are acceptable, but not all behaviours are acceptable. -The difference between impulsive and thinking behaviour We can -Recognise situations in which we could choose not to show our feelings to avoid hurting others -How to apologise and make amends We are - Confident enough to take risks and have a range of strategies for bouncing back after a set back

May 2006Heather Jenkins Emotsia Me You Disruptive and confrontational Inattentive Academically poor Loses temper quickly Takes risks Sorry for consequence, not for hurting others Seen as bully, sees self as victim Well liked Easy to get along with Empathic Works collaboratively Approaches new situations very cautiously Dislikes conflict Repairs harm done when she hurts others

May 2006Heather Jenkins Emotsia Food for thought - pupils What are the issues for the children in your school? Research shows that, at school, children want to feel safe, have people to talk to, be praised and have positive experiences Unpick ‘feeling safe’ = emotional safety

May 2006Heather Jenkins Emotsia Food for thought – pupils What are the ‘special’ needs of your children? Research shows that it is most successful when the developmental stage of the children is taken on board. Children can only use the tools they have been given

May 2006Heather Jenkins Emotsia Food for thought - staff How competent do your staff feel in delivery? Research shows that training is key to success It is most effective when staff ‘walk the talk’ Social and emotional skills are ‘caught’ as much as ‘taught’

May 2006Heather Jenkins Emotsia Food for thought – school How does this fit in with your ethos and practices in your school? It is most successful when it fits in with what you are doing already. Needs to permeate all aspects of the curriculum and be of a whole school approach to developing the mental health and well being of all members

May 2006Heather Jenkins Emotsia Food for thought – the bigger picture How does this link with other national initiatives and requirements? -NHSS -SEN -Behaviour -PSHE Success comes in joining it up and making it part of a whole school approach.

May 2006Heather Jenkins Emotsia The benefits – to school Raised achievement Less truancy More positive relationships Reduced levels of bullying Increased pupil involvement Decline inn anti-social behaviour

May 2006Heather Jenkins Emotsia The benefits – pupils and learning Increased resilience Greater confidence Better problem solving Increased motivation

May 2006Heather Jenkins Emotsia The benefits – relationships Making and sustaining friendships Dealing with conflict more effectively Managing strong feelings Greater understanding and tolerance of differences

May 2006Heather Jenkins Emotsia The last word…. ….as much as 80% of adult life ‘success’ comes from their emotional intelligence… Dan Goleman 1995 Emotional Intelligence – why it can matter more than IQ