WP5: Content Development Dublin, June, 2013

STUCKNESS: A person, a family, or a wider social system enmeshed in a problem in persistent and repetitive ways, despite desire and effort to alter the situation. --Watzlawick, 1974 Dublin, June, 2013

Individuals,families and organisations get stuck because an impasse develops between a conscious desire for change and an unconscious desire to avoid change. Dublin, June, 2013

Organisational Psychodynamic Theory Bion: Organisations are defences against anxiety Loss of boundaries in child/adult development - need for outsider to relate to Provides definition of status: ‘location of ‘me’ in relation to ‘not me’ Employing organisation=holding environment Organisations typically work to reduce anxiety by creating a holding environment that is restrictive Members often fear change and obstruct it by ‘mirroring behaviour’ Leads to organisational stuckness KETHEA DEC 2012 Athens/Thessaloniki

‘Splitting’ in Organisations Occupational Subgroup Level Subgroup Societal Identity Departmental Subgroup Position or Opinion Subgroup 13/06/2013EDEN, Oslo, 2013

Cardona (1999) ‘The team as a sponge’ (1999) Team absorbs central dynamics of client group – often unconsciously ‘Mirroring’ process Example: Cherry House (residential unit for mentally ill) Example: Harbour centre (support for drug users) 13/06/2013EDEN, Oslo, 2013

Holding Environments The concept of holding environment evolved from the requirements for optimum support of the human fetus. (Winnicott, 1965; Kaplan, 1978). The group or system attempting to provide a ‘holding environment’ is symbolically faced with the same dilemma as that of a new mother. The group, or system, in order to be receptive to the birth of new ideas and changes that will eventually stimulate growth Individuals in groups and systems will not reveal their inner experiences and covert agendas unless the environment feels like a place safe enough to risk new behavior. To create a holding environment in the work place, group and organizational life must meet the conditions of safety and security Dublin, June, 2013

Holding Environments—defensive positions Melanie Klein (1959) identified two defensive positions or stances which people use that interfere with the expression of their inner experience: The Depressive Position—The Fear of Total Indifference It is difficult to open up one’s inner experience (i.e., to ask for help) when faced with the possibility that no one will even respond. The Paranoid Position—the Fear of Retaliation – It is difficult to risk expressing vulnerable inner experiences (i.e., to tell the truth in a controversial situation) when faced with the possibility of being attacked or punished. Dublin, June, 2013

If I get it right everything will be OK Everything is not OK It must be my fault Because I'm not good enough So I must try harder to get it right The cycle of ‘not good-enoughness’ 13/06/2013EDEN, Oslo, 2013

10 Who is looking after me? Heads Senior management Parents Teachers Governors Dublin, June, 2013

The missing pieces Emotional intelligence A holding environment Reflection and evaluation 13/06/2013EDEN, Oslo, 2013

Emotional wellbeing Dublin, June, 2013

Emotional wellbeing: The need in schools Bullying Bereavement Assertiveness Addictions Obsessive/compulsive behaviour Conflict Threats & accusations Work/life balance Peer pressure Control Relationships Politics Popularity Gossip Work load Responsibility Duty of care Dublin, June, 2013

The IGUANA Platform and tools Dublin, June, 2013 On-line portal and database Assessment toolsResourcesSupport ServicesCourses

IGUANA Content Dublin, June, 2013 Courses Emotional intelligence Effective Governance Evaluation Assessment tools Emotional well- being self- assessment tool Stuckness Resources Good practices Learning courses User-generated content

The Courses Module 1: developing emotional intelligence (based on CONTOUR EI programme). Module 2: developing effective governance (based on Tavistock P3C/Group Relations programme) Module 3: developing evaluation skills (based on Arcola ‘theory of change’ methodology) Specific content based on results of WP2/3 and profile of pilot Dublin, June, 2013

The Assessment Tools Emotional well-being self-assessment tool Individual assessment – simple easy-to-use checklist with rating scales covering: self-esteem; confidence; social interaction; empathy etc. Adapted to three target groups: governors; teachers; students ‘Stuckness’ assessment tool Institutional (organisational) assessment – simple, easy-to- use checklist with rating scales covering: innovation capacity; leadership capacity; self-review capacity; organisational learning capacity Specific content based on results of WP2/3 and profile of pilot Dublin, June, 2013

Resources Relevant content uploaded to portal by partners responsible for co-ordinating pilot sites Learning programmes relevant to the 3 learning modules Examples of good practices Dublin, June, 2013

User-generated content Content developed by users of the IGUANA platform, tools and learning programme Uploaded to database Stories/experiences of IGUANA Examples of use of IGUANA tools Good practice examples Dublin, June, 2013