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‘Building Curriculum for Excellence – Through Positive Relationships and Behaviour’ PowerPoint Presentation
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‘Building Curriculum for Excellence – Through Positive Relationships and Behaviour’

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‘Building Curriculum for Excellence – Through Positive Relationships and Behaviour’

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‘Building Curriculum for Excellence – Through Positive Relationships and Behaviour’

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  1. ‘Building Curriculum for Excellence – Through Positive Relationships and Behaviour’ Towards Emotional and Social Health and Wellbeing Challenging perceptions: changing perspectives An activity based programme of support for staff working within schools and children’s services 1

  2. Rationale “Curriculum for Excellence cannot be delivered without good relationships and positive behaviour” “Health and wellbeing across learning is a responsibility for all. Children and young people should feel happy, safe, respected and included in the learning environment and all staff should be proactive in promoting positive behaviour in the classroom and the wider learning community. Underpinning this is the emotional health and wellbeing of staff.” ‘building curriculum for excellence through positive relationships and behaviour (2010)’

  3. “The mental, emotional, social and physical wellbeing of everyone within a learning community should be positively developed by fostering a safe, caring, supportive, purposeful environment that enables the development of relationships based on mutual respect” CfE HWB experiences and outcomes

  4. Aims and intentions To further support, enable and positively influence us in our work within schools and children’s services through: • consideration of how we best support and enhance our own emotional wellbeing • further building upon our confidence, skills, abilities and attitudes to promote positive emotional wellbeing in our children and young people to enable them to develop as responsible citizens, confident individuals, effective contributors and successful learners • To consider culture, relationships and emotional wellbeing as core factors which inform transformational change

  5. Themes • Emotional wellbeing – universal state – a wellbeing continuum? • Ecology of the learner – our environment and relationships help shape us • Core factors – attachment, coherence, resilience and mindset • Not fixed – we can influence and promote – a consideration of Early Years Framework, Curriculum for Excellence, Getting it Right for Every Child, More Choices, More Chances, Equally Well, and Becoming Effective Lifelong Learners • Supporting our children and young people. to develop their own emotional wellbeing to help them grow as responsible citizens, successful learners, effective contributors and confident individuals

  6. Why what we do is crucial The Significance of Emotional Wellbeing

  7. Adults 1 in 4 adults are estimated to be experiencing mental health problems during the course of a year A third of GPs’ time is spent dealing with mental health issues Depression was the most common condition recorded at G.P. consultations in Scotland in 2000 (NHS info. and statistics 2000) Over 31 million NHS prescriptions are written each year for anti depressants According to HSE statistics almost 60% of absenteeism is due to stress related issues British men are three times as likely as British women to die by suicide At this time in Scotland for every 1 homicide there are 3 suicides There has been an 80 per cent increase in self-harm among women aged between 16 and 24 since 2000 Mental Health Foundation Website

  8. Children and young people • 1 in 10 of Scotland’s under 19 population have “mental health problems which are so substantial that they have difficulties with their thoughts” (Scottish Government) • This was higher in boys & twice as high in children from lone parent families or low income households • 275 pupils in Scotland have a mental health problem recorded as a reason for support in their Co-ordinated Support Plan (CSP) or Individualised Educational Programme (IEP) (2009) • UK ranks bottom out of 21 industrialised countries in terms of children’s subjective well-being (UNICEF) • 2 young people take their own lives every day in the UK

  9. “The international health community is concerned about the mental health status of our young people…. It is a time bomb that is ticking and, without the right action now, millions of our children growing up will feel the effects.” Dr Hans Troedsson, former WHO director for Child and Adolescent Health

  10. Traditional view For young children Responsibility of parents and carers Defined the child / young person For children with ASN / SEBN About trouble shooting / fixing /child deficit ‘Bolt on’ extra / low status activity / ‘addressed’ in PSE Emerging view For everyone, including adults Responsibility of parents, carers, schools, services, workplaces (all!) Influenced by relationships and the environment Focus on positives e.g. wellness, personal growth, strengths, Central to progress and achievement – learning and behaviour Holistic Changing perceptions of emotional wellbeing and education

  11. MASLOW’S HIERARCHY OF NEEDS Self-actualisation Universal Levels of Human Need Self-esteem Love, affection and belonging Safety /Security Physiological (Survival)

  12. multidimensional model of emotional well-being • positive relationships with others • personal growth • self-acceptance • autonomy • purpose in life • environmental awareness / mastery Carol D. Ryff

  13. Relationships “Let no one ever come to you without leaving better and happier.”   Mother Theresa What makes a good relationship? Whether the relationship is between friends, family members, partners, a teacher and a young person, work colleagues, etc. we know how important it is. Discuss with your partner what are the key features of a good relationship.

  14. Relationships Recent research highlights that positive relationships are central to wellbeing, brain development, learning and behaviour. Relationships help map our way on our individual journeys - and provide us with skills and confidence to continue – even when the going gets tough.

  15. Equally Well Review “Poor health is not simply due to diet, smoking or other life style choices. We need to understand factors underlying poor health and health inequalities such as people's aspirations, sense of control and cultural factors. This is best understood as a 'sense of coherence', in which the external environment is perceived as comprehensible, manageable and worthwhile. Without this sense of coherence, people are likely to be subject to chronic stress and poor health.”

  16. What are the skills and qualities that are employed which might help us? – Or help us help others? • Good communication skills – including listening • Empathy – understanding, or trying to understand how the other person feels • Fairness – awareness of circumstances and personal needs and acting accordingly • Solution centric – helping to develop a range of skills and qualities which may support an individual to move on.

  17. Adults Supportive colleagues / friendships / partners Good relationships Good communication Engagement Clarity of purpose Affiliation Autonomy Agency Trust Feel valued Fairness Young People Friendships / good relationships Supportive staff Clarity of purpose Inclusive learning approaches A feeling of belonging The chance to develop independent skills Opportunities to take on responsibilities Trust Feel valued Fairness What are the characteristics which best support and promote the emotional wellbeing of

  18. Impact on learning of the programme • Building resilience • Building upon staff strengths • Relationships and culture at the heart of learning • Supporting staff skills • Confirming and consolidating what we know works • Better experiences, better outcomes for all

  19. Next steps? • Individual? • Organisational?