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Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)


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Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy

Published in: Education
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Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)

  1. 1. UNIQUE Social and Emotional Learning Presented by Lauren Bond and Emma Dove
  2. 2. WHY ARE WE HERE? • Specialist substance misuse services saw fewer young people in 2015 -16 than in the previous year (Public Health England, 2017) Down 7% • The UK has highest rate of adult drug use in Europe (European Monitoring Centre for Drugs and Drug Addiction, 2015). • UNICEF (2007) UK ranking for children’s well-being? Bottom of the 21 richest countries ‘State of Education Survey report 2017’ The Key • % of leaders who have seen an increase over the past 2 years in stress/anxiety/panic attacks among pupils? 79% • % of secondary leaders who have seen an increase in the pupils’ of substance abuse? 42%
  3. 3. CASEL (2015)
  4. 4. BENEFITS OF SEL • SEL school based interventions significantly improved social and emotional skills, attitudes, behaviour and academic gains (Durlak et al, 2011). • Lower self control in childhood was found to predict poor health, lower wealth and increased likelihood of having committed crime by adulthood (Moffit et al, 2011). • In a review of 207 SEL programs there were suggested gains of 11% on test outcomes, 25% on social and emotional skills and a reduction of 10% in classroom behaviour issues (CASEL, 2009).
  6. 6. UNIQUE Celebrating Differences Promoting SEL in the classroom
  7. 7. CASEL (2015)
  9. 9. INTERVENTION Times are changing, our approaches need to follow suit – Rob Long Reliable rules and practices help to regulate brain pathways ( Gerhardt 2004)
  11. 11. The part of the brain critical to fight, flight or freeze responses overdevelop compromising the part of the brain used for logic, empathy, cause and effect and reasoning. This affects the child’s ability to think, to retrieve information and manage behaviour. It diminishes the capacity of the frontal lobe associated with reasoning, planning, parts of speech, movement, emotions, and problem solving.
  12. 12. THE PILLARS OF SUPPORT PREDICTABILITY •Visual Timetables •Oops Card CONSISTENCY •Staff Support •Reward/Consequence System ACCURACY •Say what you mean and mean what you say •Short, concise feedback
  13. 13. • Use a timer to moderate anxiety during short, timed, independent tasks • Clear, structured and differentiated tasks which can be completed with little help from the teacher, with materials all nearby . This reduces the potential threat of “not knowing” something and feeling unsupported • The learning task is the starting point for pupils who find relationships challenging . By differentiating the task it allows the pupil to gauge the thoughtfulness of the teacher and helps to build trust in the relationship • Work with peer mentors to learn how to work independently and ask for help when needed. The child will feel more comfortable accessing help from his/her peers • Give the focus child a small, transitional object that can take your place for short periods of time • What we pay attention to we see more of. Comment on the children’s progress when they are working independently and praise them in a concise, matter-of-fact fashion.
  14. 14. • Reliable and predictable routines, activities and rituals • To strive to make sure the child feels safe in his/her environment and that their experience at school is as predictable and consistent as possible to limit anxiety • A reliable routine helps the child adapt to the school environment. This reduces his/her high level of anxiety which minimises the potential for a crisis reaction • Provide a calm space
  15. 15. CONTACT DETAILS • Lauren Bond • • Emma Dove •