HEREWARD HEREWARD COLLEGECOLLEGEIn partnership with Queen In partnership with Queen Alexandra College, Birmingham Alexandra College, Birmingham and City College Coventryand City College Coventry

ProjectProject

THE PROMOTION AND DEVELOPMENT OF EMOTIONAL,

SOCIAL AND COGNITIVE RESILIENCE IN THE POST 16

SEN POPULATION

ContextContext

• Hereward College

• The Social Emotional Development Department

• The mentors

• The students

Positive Mental HealthPositive Mental Health‘We believe that children who are mentally healthy will have the ability to:

•Develop psychologically, emotionally, creatively, intellectually and spiritually•Initiate, develop and sustain mutually satisfying personal relationships•Use and enjoy solitude•Become aware of others and empathise with them•Play and learn•Develop a sense of right and wrong•Resolve (face) problems and setbacks and learn from them’

 Bright Futures, The Mental Health Foundation, 1999

Emotional LiteracyEmotional Literacy• Emotional literacy is the ability to recognise, understand,

regulate and appropriately communicate our emotions. This refers particularly to self awareness.

• This ability involves being able to read and interpret the emotions of others. This refers particularly to social awareness.

• A third component of this ability involves the use of the above to guide and develop our thinking. This combines, self, social and cognitive awareness and skills

Navraj Matharu, Educational Psychologist 2011

ResilienceResilience

“The human capacity to face, overcome and ultimately be strengthened and even transformed by life’s adversities and challenges….a complex relationship of psychological inner strengths and environmental social supports throughout a person’s life”

Ann S Masten, University of Minnesota

Acceptance of social and emotional learning by college leadership

giving rise to a positive ethos for such learning

to take place.

Commitment and set up of SEDD with

associated ethos, values and beliefs

Creation of structures within SEDD that support social and emotional learning

Appointment of informed leadership to SEDD that enables and commits to social and

emotional learning

Over time commitment to staff growth and

learning Introduction to

schemes of work: All About Me

Short term transitions

visits to start early

relationship building with new students

Self Awareness

Passions and Past times

Social Awareness

Regulation of Emotion

Empathy

Strengths and Self Efficacy

Thinking

Reaching Out

?Working with Anxiety

Complementary Therapies

?Working with Anger Social skills

Peer supervision

?Working with Anxiety

SEDD Map Feb 2011 Key: Red: top leadership Orange: departmental leadership and systems Ochre: departmental staff development Yellow: new students systems Lime: SOW in place requiring some work Lilac: SOW in place Bright Blue: SOW 1st draft written not in place Muted Blue: SOW to be written

Passions and Pastimes Passions and Pastimes Objective of the Unit: To develop and enhance own sense of self and self-awareness through exploring likes and dislikes

• Skills developed in this Unit: • To identify and name feelings; identify personal preferences (likes

and dislikes); identify reasons underlying feelings; • To identify connections with others through my interests and

preferences• To develop an awareness of physical changes in the body linked to

external stimuli • To link thoughts, emotions and behaviours • To understand the basis of choice and making decisions• To recognise own preferences as unique and of value

The Project Phase 1The Project Phase 1Developing staff

•I feel much more confident. I have been able to demonstrate my skills and abilities but also be challenged and stretched. This has bought growth, motivation and confidence.• I am constantly motivated by student responses to this project. If the students had received the units poorly I wouldn’t have enjoyed the work as much but they love it and want more!

The Project Phase 1The Project Phase 1

Developing studentsEnjoyed looking at me in different relationships and how I behave. I

understand that I am different with different people. My friend CJ has noticed that I am immature around her and more mature when I am

not around her. I like being young.

I have learned something new, the different types of relationships. Thought staff were my friends, they are not they are friendly.

The work has helped to build a relationship of trust.

I felt listened to at all times.

The Project Phase 1The Project Phase 1

•Developing college structures and systems

•Evaluations

Acceptance of social and emotional learning by college leadership

giving rise to a positive ethos for such learning

to take place.

Commitment and set up of SEDD with

associated ethos, values and beliefs

Creation of structures within SEDD that support social and emotional learning

Appointment of informed leadership to SEDD that enables and commits to social and

emotional learning

Over time commitment to staff growth and

learning Introduction to

schemes of work: All About Me

Short term transitions

visits to start early

relationship building with new students

Self Awareness

Passions and Past times

Social Awareness

Regulation of Emotion

Empathy

Strengths and Self Efficacy

Thinking

Reaching Out

?Working with Anxiety

Complementary Therapies

?Working with Anger Social skills

Peer supervision

?Working with Anxiety

SEDD Map Feb 2011 Key: Red: top leadership Orange: departmental leadership and systems Ochre: departmental staff development Yellow: new students systems Lime: SOW in place requiring some work Lilac: SOW in place Bright Blue: SOW 1st draft written not in place Muted Blue: SOW to be written

Some of our post 16 learners Some of our post 16 learners applying the emotional and resilience applying the emotional and resilience

skills they have learntskills they have learnt.

The Project Phase 2The Project Phase 2

Where next?

Final reporting and dissemination