Social Emotional Wellbeing

1. Yr 7 Term 2

2. LESSON 1

3. What Is Social-Emotional Learning?
 Social-emotional learning (SEL) is an integral part of education and
human development.
 SEL is the process through which all young people and adults acquire
and apply the knowledge, skills, and attitudes to develop healthy
identities, manage emotions and achieve personal and collective goals,
feel and show empathy for others, establish and maintain supportive
relationships, and make responsible and caring decisions.
*via CASEL's updated 2020 definition of SEL

4. What Are Social-Emotional Competencies?
 Social-emotional learning competencies
are the specific skills, habits, and
mindsets that fall under the umbrella of
social-emotional learning.(SEL)
The Five Core SEL Competencies are:
 Self-Awareness
 Self-Management
 Social Awareness
 Relationship Skills
 Responsible Decision-Making

5. Core Competency #1: Self-Awareness
 Self-awareness is the ability to understand one’s own emotions,
thoughts, and values and how they influence behaviour across contexts.
This includes capacities to recognize one’s strengths and limitations
with a well-grounded sense of confidence and purpose.
Self-Awareness May Look Like: Self-Awareness May Sound Like:
Identifying emotions
Having an accurate self-perception
Recognizing strengths
Self-confidence
Self-efficacy
How am I feeling and why?
When am I at my best?
When do I feel angry?
What kind of person do I want to be
today?
What stresses me out?
Where do I fit into my
family/community?

6. Recognising different emotions
 Helping students to understand, regulate and manage their emotions and their
emotional responses to different situations supports the development of positive
relationships.
 This requires students to:
 Identify their emotions
 Use strategies to control their emotional responses appropriate to the situation
 Develop empathy by considering the perspectives and emotional responses of others
 Explore the concept of differing emotions with students via a discussion.
 This could include emotions that are powerful, that can erupt quickly and can escalate a
situation versus those that don’t prompt these reactions. Emotions that erupt into
reactionary behaviours following something that has occurred are sometimes called
‘knee-jerk’ reactions. When students react on impulse or reflex there has not been enough
time to weigh up the correct emotional response or the possible consequences of their
choices.

7. Self-Awareness Strategy: The Feelings Wheel
Activity 1
http://feelingswheel.com/
 Helps students acknowledge their
emotions and feelings so that they can
move into action and respond
constructively to those feelings and build
resilience
 Locate how you are feeling on the wheel,
then move one ring out and identify
another emotion. Keep moving to the last
ring on the wheel.
 By accurately identifying your emotions,
you can do something about it and handle
these emotions in a productive way in
order to build resilience.

8. Focus setting
 Following the discussion above, ask students how much they feel they
are in charge of their emotions. Discuss
 Then show this video titled Emotions and the Brain
https://www.youtube.com/watch?time_continue=21&v=xNY0AAUtH3g

9. Activity 2
 Explore and discuss the video content via questions such as:
 Where do our emotions come from?
 What role does the brain play in our emotional responses?
 Can you name the stress chemical hormones the brain releases if it
senses threat or danger?
 Can you name the chemical, or hormones, the brain releases if it senses
something rewarding or pleasant?
 The feeling brain vs the thinking brain – can you explain the difference?

10. Scenarios
 The following scenarios provide opportunities to discuss the appropriate
emotional reactions if they were dealing with the situation in order to build
resilience over time.
 Students can refer to the emotions from the Feelings Wheel activity.
(complete individually, in pairs or small groups)
Activity 3
 Read through each scenario and jot down your responses to the following:
 What emotions would you feel in this situation?
 What could you do to control emotions that may be inappropriate to this
situation?

11. Activity - Scenarios
1. You’ve been waiting in the tuckshop line at recess and another student
pushes in front of you.
2. Your teacher sets a group task to be completed in the lesson. The others in
your group start fooling around and even though you try to get them to work
together, when the lesson ends your group has nothing to hand in. Your teacher
gives you all a lunchtime detention.
3. It’s recess and you see a group of your friends playing handball. When you
ask to join in, someone calls you a ‘loser’ and no-one invites you to play.
4. Your parents have just read your report card. They are unhappy about some
of your grades/marks and tell you that you’re banned from playing games
online for 3 months.

12. Activity Cont….
 Referring to the 4 scenarios above, complete the table below.
 One has been done as an example only (teachers may wish to remove
this).
 Scenario 1 example
EMOTIONS STRATEGIES FOR MANAGING EMOTIONS
Shock, anger, fury,
exasperation,
Pause and take a deep breath
Think through your options, including the
consequences, before you speak or act
Calmly explain the situation to a teacher or to
the other student if appropriate

13. Extended group discussion
 Not all situations are the same.
 What are the things that make a situation more important to you?
 Are some situations out of your control?
 What emotions might you feel in the above scenarios? Why?
 What emotions might the other people in these scenarios feel? Why?
What actions or behaviours could these emotions prompt?
 Is the same emotional response required for each of these situations?
Why? Why not?
 How does an effective management strategy help build resilience?

14. Self-Awareness Strategy: Positive Pivot
 The Positive Pivot Scale helps
students consider a range of ways to
respond to a situation. The scale
runs from negative 5 to positive 5.
 How it works: Consider a challenge
you are facing today. Identify where
you are currently responding on the
Positive Pivot Scale. Then, ask
yourself: What would I need to do
to move to a higher number on the
Positive Pivot Scale?

15. JOURNAL ENTRY
Building Resilience in a Team
 Here you need to reflect on;
 What Resilience is and how it can be built
 Whether there was or was not resilience being built in your rock climbing team

16. LESSON 2

17. Core Competency #2: Self-Management
 Self-management is the ability to manage one’s emotions, thoughts,
and behaviours effectively in different situations and to achieve goals
and aspirations. This includes the capacities to delay gratification,
manage stress, and feel motivation and agency to accomplish personal
and collective goals.
Self-Management May Look Like: Self-Management May Sound Like:
Impulse control
Stress management
Self-discipline
Self-motivation
Goal-setting
Organizational skills
I need a break right now
May I please have space? I am not
ready to share.
I think I need help with _______.
I don't understand yet, but I will
________ to reach my goal.

18. Self-Management Strategy: Positive Self-Talk
 Self-talk is "the act of practice of talking to oneself, either aloud or silently and
mentally." Generally, negative self-talk makes us feel worse, but positive self-talk can
make us feel better because it triggers problem-solving and helps remind ourselves
that making mistakes is part of life.
 Shifting from negative to positive self-talk EXAMPLES:
 You are overwhelmed by the amount of tech it’s going to take to create a presentation
for an assignment.
"This is never going to work! I'm not tech-savvy" to "I can ask someone to help me,
and it will become easier."
 You have an important question for the teacher, but the teacher tells you that he/she
doesn’t have time to answer it.
"I can't figure this out by myself!" to "It will take time, but I can learn this."

19. Self-Management Strategy: WOOP Goal-Setting
WOOP is named for each step in the process of achieving a goal:
identifying your Wish, imagining the Outcome, anticipating the Obstacle, and developing a specific Plan.
WHOOP Goal Setting:
https://www.youtube.com/watch?v=0eXKmQrPR0s&t=10s
Activity
To begin the WOOP goal-setting process, ask students to determine each of the following areas in relation to Rock climbing:
 Wish - A meaningful, challenging, and feasible wish or goal
 Outcome - The best result or feeling from accomplishing your wish (goal)
 Obstacle - Something inside of you that prevents you from accomplishing your wish (goal)
 Plan - If this happens [obstacle], then I will [effective action steps]………
COMPLETE THE SAME PROCESS FOR A SECOND GOAL

20. Journal Entry
Importance of Goal Setting
 Here you need to reflect on;
 What goal setting is and why it is important
 How did you use goal setting while rock climbing

21. LESSON 3

22. Core Competency #3: Social Awareness
 Social awareness is the ability to understand the perspectives of and empathize with others,
including those from diverse backgrounds, cultures, and contexts. This includes the
capacities to feel compassion for others, understand broader historical and social norms for
behaviour in different settings, and recognize family, school, and community resources and
supports.
Social Awareness May Look Like: Social Awareness May Sound Like:
Perspective taking
Empathy
Appreciating diversity
Respect for others
I wonder how that made _______
feel?
How would I feel if I were in that
situation?
What is ________ thinking?
They seem sad right now. Maybe I
should _______.
Thanks for sharing! My family does it
this way

23. Activity - Social Awareness
 Give each student a star to personalize. Have students either write their
names and/or paste/draw a picture of themselves in the middle of the star.
 Each point of the star represents a category. Tell students to write their
answers for each category at the points of their star. Note: The categories
should be the same for all students written on the board.
 Suggested categories include: state or country where I was born, a hobby I
enjoy, my strongest quality, my favourite school subject, my least favourite
school subject, my intended career, my favourite sport, etc
 Have students then move around the room (focused on one category at a
time) and find as many matches as they can with other students. Have
students make a list of all the classmates with whom they have something in
common.

24. Social Awareness Strategy: The Listening Circle
 The Listening Circle teaches empathy, provides an opportunity to hear
(or read) different perspectives, and builds community. In a listening
circle, students have a safe space to share their voices by responding to
prompts. Example prompts include: "Who do you look up to the most,
and why?" and "What advice would you give yourself today, and
why?“
Activity
Students sit in a circle.
Use a talking stick (ball, stuffed toy, etc). Only the person with the talking stick is permitted to
speak. All other students are listening intently in order to hear other students perspective on
topics.

25. Discussion -
 A) Are you surprised at the number of similarities that exist among the people in this class?
Why or why not?
 B) How is recognizing these similarities important to how we work together?
 C) Could any of these similarities cause problems?
 D) What kinds of differences exist among people in this class?
 E) How is recognizing these differences important to how we work together?
 F) Could any of these differences cause problems? Explain your thinking.
 G) Why is it important to recognize the differences and similarities that exist among people?
 Ask students to think about the meaning of the word diversity. Either as a whole group or in
small cooperative groups, have students prepare a ‘web’ using the word “diversity.” Have
them include both their own general understanding of the word and as many examples as
possible (for example, different races, religion, languages, family structure, etc…)
 Have the students work together to develop a working definition of diversity that takes into
account all of their thinking. Write the class’s definition on the board.

26. JOURNAL ENTRY
Embracing Team Diversity
 Here you need to reflect on;
 The variety of people you rock climb with
 How you may have included everyone, even if you had different ideas or beliefs.
Being an effective Team member
 Here you need to reflect on;
 What an effective Team Member looks like
 How were you or how were you not an effective Team Member

27. Core Competency #4: Relationship Skills
 Relationship skills are the ability to establish and maintain healthy and supportive
relationships and to effectively navigate settings with diverse individuals and groups. This
includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively
to problem solve and negotiate conflict constructively, navigate settings with differing social
and cultural demands and opportunities, provide leadership, and seek or offer help when
needed.
Relationship Skills May Look Like: Relationship Skills May Sound Like:
Communication
Social engagement
Relationship building
Teamwork
When you ______ it made me feel
_______.
Can you explain what you mean by
that?
I disagree with you because
_________.
What did you mean by _________?

28. Relationship Skills Strategy: Count Me Down
 Count me down is a strategy that helps students identify ways they are similar and
different from others. The goals are to develop a stronger understanding of peers
and to demonstrate respect for differences and exhibit empathy. An example prompt
for Count Me Down is as follows:
Activity
In pairs students ask their partner the following 3 questions and actively listen to the
responses to develop a better understanding of some differences between them and
their partner.
 3 unique things about your family
 2 challenges you're currently facing
 1 goal or dream you have

29. Relationship Skills Strategy: Rose, Bud, Thorn
 https://www.panoramaed.com/blog/ros
e-bud-thorn-activity-and-worksheet
 "Rose, Bud, Thorn" is a reflective
exercise that prompts students to
identify positive moments and pinpoint
areas where they need support.
 "Rose, Bud, Thorn" can help to promote
social-emotional learning (SEL) skills—
from empathy, to social awareness, to
mindfulness, to gratitude.

30. Activity
Complete the table below based on the previous 2 weeks of rockclimbing during class.
Students are to share their responses in small groups and/or to the whole class.

31. Conflict resolution (overcoming adversity)
 Throughout our daily lives, disagreements, miscommunications and
conflicts will consistently arise. Conflicts can cause stress, feelings of
anger or resentment and make it difficult to focus. This is particularly
true for students in a classroom.
 Skills for conflict resolution are critical in the classroom. It’s important
to teach students how to appropriately manage conflict, and the
feelings that come along with it, in order to create healthy learning
environments and set students up for success.

32. Activity – Response to Conflict
I Represent Conflict
 Place one person in the middle of the room and say, “Imagine that they
represent conflict.” Then ask the students to think about how they usually
react when they experience conflict personally, or see a conflict happening
somewhere nearby. Ask the students to position themselves in the room in
the way that indicates their first reaction to conflict. Ask them to think about
their body position, their proximity or distance from the “conflict,” and the
direction in which they are facing.
 Once the students are positioned, ask individuals to explain why they
positioned themselves where they did. If there is time, ask them if their
position would change if they had to think about what their second or third
reaction to conflict might be.

33. Conflict Resolution
 Watch Video - Conflict Resolution: How to Settle Your Differences Fairly | BrainPOP
 https://www.youtube.com/watch?v=jg_Q34kGsKg
 Discuss key ideas on conflict resolution from video

34. JOURNAL ENTRY
Overcoming adversity in a Team
 Here you need to reflect on;
 The people you rock climb with
 How, as a team, you overcame a challenge, argument, disagreement or difficult situation
How to build communication skills in a Team
 Here you need to reflect on;
 What Communication skills are in a team
 How you can build or work on Communication skills in a team setting
 Did your team have good Communication skills? Why or Why not

35. LESSON 4

36. Core Competency #5: Responsible Decision-
Making
 Responsible decision-making is the ability to make caring and constructive choices about
personal behaviour and social interactions across diverse situations. This includes the
capacities to consider ethical standards and safety concerns, and to evaluate the benefits and
consequences of various actions for personal, social, and collective well-being.
Responsible Decision-Making May
Look Like:
Responsible Decision-Making May
Sound Like:
Identifying problems
Analyzing situations
Solving problems
Evaluating
Reflecting
Ethical responsibility
How will this impact others?
Is it worth it?
Why do I want to make this choice?
Was this a strong choice?
Will this help me?

37. Responsible Decision-Making Strategy: The
POOCH Protocol
 https://headspace.org.au/assets/Uploads/Ce
ntres/Shepparton/POOCH-OVERVIEW.pdf
 POOCH is a process for problem-solving
that can help students thoughtfully
generate solutions to problems by thinking
through possible options and outcomes.
The steps are as follows:
 Identify the problem.
 Explore different options to solve the
problem.
 Discuss an outcome for each option.
 Choose an option.
 Reflect on how things went.

38. Responsible decision making scenarios
Use the POOCH Protocol to work through and make a decision on the
following scenarios:
• Child was invited to a friend’s house but needs to clean up their room
• Child wants the last cookie but so does their sibling
• Student has a big project and a test tomorrow and needs to get
everything done
• Student wants to be in the school play but rehearsal is at the same time
as their soccer training.

39. JOURNAL ENTRY
 Complete any unfinished Journal Reflections