Positive Relationships with Self and Others: Group-work in Schools

Schools Group-work: Aims To raise awareness about youth homelessness, in schools/colleges especially those Nightstop get most referrals from and of support services locally available to young people. As conflict is the main reason for homelessness amongst young people- (60%) to deliver conflict resolution workshops in schools To raise the profile of sessions which address conflict resolution emotional literacy in schools/colleges/youth groups To help schools deliver key areas of PSHE requirements, Years 7-13 Can work with colleges, youth groups and other organisations into young adulthood.

Youth as a time of development The period between is known as late adolescence. During this period, people experience radical development in five key areas:

Physically They are: between teenage-hood and adulthood growing rapidly experiencing new powers and emotions

Emotionally They are: easily upset difficult to control enthusiastic impulsive, crazy! self-conscious self-centred in need of recognition and acceptance wanting opportunities to express themselves.

Socially They are: moving away from their parents, in the process of interdependence to independence feeling the need to conform to their peer group needing to relate to significant adults wanting special friends of the same sex increasingly interested in the opposite sex

Intellectually They are: questioning norms, values, traditions wanting to argue, keen to find out “why?” not good at learning by rote likely to see things in black and white in need of much encouragement

Spiritually They are: open to new ideas demanding something more than religion; authentic experience developing their own philosophy of life making life-changing decisions

How can we support young people through these areas of development? we need to accept them as young adults be understanding, show empathy be patient provide helpful guidance encourage them to take responsibility and make decisions understand the complex influences in their lives be alongside them as they determine a value system and world view allow them to make mistakes use clear and direct language be willing to share, discuss, explore be available be willing to learn with them give appropriate trust

‘Teenage Brains’ MRI research in the last decade has shown that experience actually creates physical changes in the brain The more we experience certain things, the more permanent they are. In adolescence: There is a significant production of myelin, or ‘white matter’ compared to other developmental stages Myelin makes connections between neurons and determines our habitual responses to emotions, relationships, thinking and reasoning. This is developing significantly during adolescence. Taken from Howard Sercombe’s article: ‘Teenage Brains’, CCYP, March 2010

Bitumen pathways Taken Howard Sercombe’s article ‘Teenage Brains’, CCYP, March 2010

The more we help young people have positive experiences of relationships, we are helping equip them with the skills to have positive relationships themselves. Most young people have contact with school or college at this age, and therefore there is a great opportunity to work with them and improve their ability to relate to themselves and others. What does this mean?

PSHE (Personal, Social and Health Education) PSHE not yet an essential part of the curriculum as a subject in its own right There are ‘over-arching statutory requirements’ that would be difficult to meet without PSHE Every Child Matters Wellbeing requirement National Healthy Schools Programme Section 351 of the Education Act (1996) Taken from: Pshe- association.org.uk See also: DfE website- ‘The National Curriculum’

Pupils' spiritual development “the growth of their sense of self… foster their own inner lives and non-material wellbeing” Pupils' moral development “able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others” Pupils' social development “acquiring an understanding of the responsibilities and rights of being members of families and communities (…) and an ability to relate to others” Taken from the DfE website- ‘The National Curriculum’ The National Curriculum

Spiritual Development Growth of sense of self, foster non-material wellbeing Moral Development Reflect on their actions forgive themselves and others Social Development Being members of families & communities: Relating to others personal identitieshealthy lifestylesrelationships critical reflection developing relationships working with others from the DfE website Statutory requirements: Key concepts: Key processes: Develop Communication & Anger Management skills Improve Emotional Awareness Normalise Emotions Increase Self-Esteem & Confidence Increase Respect/ Understanding of Others & Self Improve Inter-Relational Skills Address Relationship Issues Reduce Feelings of Isolation Enjoy and AchieveStay SafeBe Healthy Every Child Matters: Schools work outcomes

Our expectations of a teacher: Co-facilitating Commitment Model respectful behaviour to the students, including healthy communication and conflict resolution skills To empower and be non-judgemental To work inclusively, promoting equal rights

What schools can expect from us : Plan and provide the resources Make time to evaluate informally with the teacher after each session Evaluate formally the success of the group at the end of the course Be open to development, discussion and differences of opinion

The 6 stages of conflict solving 1. Knowing yourself 2. Willingness 3. Communication 4. Empathy 5. Negotiation 6. Compromise/Collaborate

Maslow’s Hierarchy of Needs

Identity Being you! Security Feeling safe Recognition Being noticed for what you do/achieve Control Having some say Fairness It being fair PERSON1PERSON1 PERSON2PERSON2 PERSON3PERSON3

Where do you stand? Angry Irritated Indifferent Calm

What the Young People Say!

It made us more of a group and learnt that people have been through similar things The class got on better in other lessons too I learnt how to accept the fact people have their own opinion even thought I might not agree with it Learned about self esteem and it was great to know and share feeling (The class) …made me feel valued and like the things I said weren’t silly At first I wasn’t really sure if I was brave enough to have the confidence to sit in the circle and talk to everyone but it was fun after a while and I can do that now It has helped my confidence more and its given the whole class more time to get to know each other more and know a little about their lives (the group taught me) it is important to accept people’s point of view in life I will now accept other people’s opinion and not judge them I underestimated the emotions of the people in my class

Improve Emotional Awareness- 63% Develop Communication & Anger Management skills 44% Normalise Emotions 69% Increase Self-Esteem & Confidence 50% Increase Respect/ Understanding of Others & Self- 69% Improve Inter-Relational Skills 69% Reduce Feelings of Isolation- 56% Address Relationship Issues 31% Demonstrable Outcomes

94% of students showed development in at least one outcomes 75% of students showed development in 4 or more outcomes 100% of students answered yes when they were asked if they had enjoyed the group 100% of the students had something positive to say about the experience 100% of students reported that they had learnt something of use to them in their lives Outcomes

In summary: What are we offering?

Depaul offers schools: PSHE curriculum requirements Improved relationships in classes Better cohesion of class group Improving the emotional health of the pupils