Joanna Gregg Every Child Really Does Matter Joanna Gregg & Dr Jillian Johnston

Overview Background of inequalities in Health in NI Relationship and Sexuality Education NI Context of relationships on the developing child A model for RSE Description of Regional Training Programme Summary

Health of the Nation Rise in sexually transmitted infections (DHSSPSNI 2008) 1:5 young people are suffering from anxiety and failing to thrive emotionally (Dowling 2005) Increased access to alcohol and other substances, resulting in early sexual experiences and health damaging behaviour (Schubotz et al 2004) Every child matters (2004) Education Order NI (2006)

RELATIONSHIP AND SEXUALITY EDUCATION NI Relationship and Sexuality Education is a lifelong process which encompasses the acquisition of knowledge, understanding and skills, and the development of attitudes, beliefs and values about personal and social relationships and gender issues. Sexuality includes all aspects of the human person that relate to being male or female and is subject to change and development throughout life. Sexuality is an integral part of the human personality and has biological,cultural,psychological, social and spiritual dimensions. (CCEA 2001)

RELATIONSHIPS “Human relationships; the effect of relationships on relationships are the building blocks of healthy development. From the moment of our conception to the finality of death, intimate and caring relationships are the fundamental mediators of successful human adaptation.” (National Research Council and Institute of Medicine 2000)

Attachment Theory Through relationships humans develop an internal working model: Cognitive Emotional Affective states Forming individuals identity (Bowlby 1969) These relationships become the template for other relationships (Schore 2000)

Developmental Psychology Children’s patterns of thought are evident from babyhood in physical and sensory actions. Way adults respond to children will have powerful effect on each child’s developing knowledge about himself (Piaget) Learning environment is central to child’s development (Boorn et al 2010)

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RSE Model in Schools Building resilience in children Interpreting language of behaviour Understanding children’s stories High quality teacher pupil relationships can buffer from negative effects of insecure other attachments (O’Connor and McCartney 2007) Reliability and predictability of adults within learning environment is central to child’s development Embedding of nurturing principles into every classroom practice.

Description of regional RSE training programme School selection process Two-day teacher training course Planning for Whole School Training Whole School Training programme

Strategic approach for delivery RSE regional training forum Support from DENI Partnership with Local Trust Health Improvement Departments (HI), Education and Library Boards (ELB), fpa (formerly known as Family Planning Association) and Public Health Agency (PHA) Clear process for recruiting schools Clear identification of course facilitators Funding arrangements from PHA, ELBS and Local Trust HI

Summary Regional programme throughout every Education and Library board area Support from DENI and partnership working with ELBs, Local Trust HI, FPA, PHA Clear strategic approach with adherence in first year Good uptake for 2 day training course with in the first year Follow on support for every school trained

Tell me and I forget, teach me and I remember, involve me and I learn (Benjamin Franklin)

Acknowledgements Sexual Health Training Team in particular Joe Harris (co training facilitator) Mrs Sandra Gray BHSCT Dr Bernadette Cullen PHA RSE forum members