1. Using a strengths-based approach to SEAL and the 4 R’s

2. A new branch of psychology was launched as an official field of study in 1998 by Martin Seligman. It was developed as a balance to the traditional models of psychology which tend to study what is going wrong/what is lacking/poor mental health etc. Positive Psychology (as this new branch is known) aims to find out what helps communities and individuals to ‘thrive’ (enjoy, flourish, achieve, engage, participate, grow, have purpose, have good mental health) and to pass this learning onto others in order to support improvements in emotional wellbeing, self-esteem, resilience, confidence and happiness Thriving Lacking ‘Normal’

3. Strengths One specific area of research within positive psychology has identified that when people are ‘thriving’ they are usually aware of their own strengths and are using these to support them across all other areas Knowing and following one’s strengths encourages reflection, provides a sense of direction, helps to develop confidence, generates a sense of vitality, brings a sense of fulfillment and helps achieve one’s goals The development of certain strengths also helps build resilience and provides a buffer against depression and other mental health issues Researchers noted 24 key strengths that were universally apparent. They established that we all have these strengths but use them to a greater or lesser degree

4. CreativityLove of Learning Hope Open-mindedness Wisdom Courage Enthusiasm Fairness Teamwork Social skills Kindness Love of beauty Curiosity Modesty Self Control Honesty Leadership Gratitude Prudence Humour Spirituality Persistence Forgiveness Love Which 5 strengths best describe you? How do you use these strengths in your work, learning, relationships and play? How do you feel when you are using your strengths? Discuss with a partner

5. Strengths represent the ‘real’ you Strengths bring a sense of confidence and excitement when they are used A person feels energised and motivated when they are using their strengths They can be applied to learning, work, relationships and play People like using their top strengths and excel quickly when they use them Strengths are ‘buildable’ – we have them and can choose to develop them Strengths

6.  SEAL is often about developing Emotional and social competence – this focuses on the learning and teaching of knowledge, attitude and skills  Strengths is about developing Emotional and social wellbeing - this focuses on the underlying determinants that enable the competences to be developed SKILLS WORK FOCUS You get angry You need to improve your anger management skills STRENGTHS WORK FOCUS You are creative You always come up with good ideas How can use your creativity to help you manage your emotions better? You lack self control

7. ‘Strengths’ underpin other initiatives Strength of Self-control You are in charge of your thoughts, feelings and actions You can keep calm You can do what you need to do SEAL Managing feelings: I can express my emotions clearly and openly to others and in ways appropriate to situations I have a range of strategies for managing impulses and strong emotions so they do not lead me to behave in ways that would have negative consequences for me or other people I have a range of strategies to reduce, manage or change strong and uncomfortable feelings such as anger, anxiety, stress and jealousy I understand how health can be affected by emotions and know a range of ways to keep myself well and happy PLTS Self-management: I can manage my own emotions in difficult times and I build good relationships with my peers Motivation: I can choose when and where to direct my attention, resisting distractions. I can take responsibility for my life, believe that I can influence what happens to me and make wise choices “I do not resort to shouting abuse or saying unkind things” “I know when I am angry and can talk about it without destroying property or relationships” “Playing sport helps me to ‘let off steam’” ECM Positive Contribution: Engage in law-abiding and positive behaviour both in and out of school Multiple Intelligences Music smart: When I listen to music it can change my mood

8. Strengths – link to school values Strengths form the natural building blocks underpinning the 4 R’s. Developing their strengths will help students to understand how the 4 R’s relate to them personally. We have produced a strengths questionnaire which will allow students to find out their top strengths. It is grouped into the 4 R’s so that if a student wants to develop one area in particular – resilience for example – they know which strengths to focus on. Staff will also be able to see where a student’s strengths lie and may choose to develop these areas in class. RESILIENT RESPONSIBLE REFLECTIVE RESOURCEFUL Love Leadership Love of learningSocial skills Courage Prudence Spirituality Team work Humour Gratitude Modesty Love of learning Persistent Self control Open-mindedCreativity Hope Kindness HonestyCuriosity Forgiveness Wisdom FairnessEnthusiasm

13. CREATIVITY Think of 10 uses for a Wellington boot Think of 5 questions you would ask a spoon Prize for the most creative answers! Strengths booster activity!

14. Assemblies w/c 24/6/13 to launch strengths initiative All tutor groups complete the ‘strengths questionnaire’ to identify individual strengths and overall tutor group strengths Weekly strengths activities for tutor time – bank of resources in ‘strengths’ folder/staff shared. Staff can add their own ideas for tutor activities Develop opportunities for student-led tutor activities around strengths Tutor groups or individuals present assemblies on their strengths and how they use them in their learning and in their lives generally Outside speakers could be invited in to talk about their ‘strengths in action’ Students nominate other students for termly ‘strengths awards’ Competition for strengths posters for tutor rooms/classrooms Tutor group challenges around developing their top tutor strength e.g. if the top strength is ‘Fairness’ could they develop a project around Fair- trade? If it is ‘Leadership’ could they lead an activity with a younger tutor group during extended tutor time? Strengths – tutor programme development

15. Using strengths to underpin the Anti-bullying programme - Promoting “it’s cool to be kind” motto Peer mentors/Here2Help mentors to hold termly assemblies where strengths are linked to anti-bullying themes e.g. Courage (standing up to bullies), or to address specific issues e.g. Social skills for friendship difficulties Offer leadership opportunities and training for young people so that they provide good role models for others Strengths language developing around school e.g. praise linked to strengths Focus weeks linking strengths to learning and language in the classroom Using knowledge of students’ strengths when considering seating plans, group work etc Strengths development will enable all to feel valued and will promote inclusion Ideas for future strengths development

16. Think of a group of students or class that you work with. If you were working with the group’s strengths rather than their areas of weakness, what would be different about how you engage with them? Think of an individual student you work with. What are the student’s strengths and how do these strengths show themselves in the student’s work, relationships and attitude? Activity:

17.  Research has shown that consistent use of our strengths in new ways increases both happiness and a deeper sense of satisfaction with life. If too much of the time is spent on activities that involve our relative areas of weakness then we are likely to feel miserable and be considerably less effective.  One of the key aims of Strengths is for students to become more aware of strengths – in themselves, in other people, and in the world around them. This can lead to increased self-esteem, academic achievement, and ‘prosocial’ behaviour (e.g., better teamwork, behaviour, improved social skills etc.)  Strengths compliment or underpin many of the initiatives already taking place in school. This is not a ‘stand alone’ initiative, but one that forms the basis for our values and gives a positive focus to school development plans.  They are inclusive – everyone has strengths even if they are not aware of them!