Positive Relationships with Self and Others:
Group-work in Schools
Schools Group-work: Aims
• To raise awareness about youth homelessness, in schools/colleges especially those Nightstop get most referrals from and of support services locally available to young people.
• As conflict is the main reason for homelessness amongst young people- (60%) to deliver conflict resolution workshops in schools
• To raise the profile of sessions which address conflict resolution emotional literacy in schools/colleges/youth groups
• To help schools deliver key areas of PSHE requirements, Years 7-13
• Can work with colleges, youth groups and other organisations into young adulthood.
Youth as a time of development
The period between 16-21 is known as late adolescence.
During this period, people experience radical development in five key areas:
PhysicallyThey are:
• between teenage-hood and adulthood
• growing rapidly
• experiencing new powers and emotions
Emotionally They are:
• easily upset • difficult to control
• enthusiastic• impulsive, crazy!• self-conscious• self-centred
• in need of recognition and acceptance • wanting opportunities to express themselves.
SociallyThey are:
• moving away from their parents, in the process of interdependence to independence
• feeling the need to conform to their peer group• needing to relate to significant adults
• wanting special friends of the same sex• increasingly interested in the opposite sex
IntellectuallyThey are:
• questioning norms, values, traditions
• wanting to argue, keen to find out “why?”
• not good at learning by rote
• likely to see things in black and white
• in need of much encouragement
SpirituallyThey are:
• open to new ideas
• demanding something more than religion; authentic experience
• developing their own philosophy of life
• making life-changing decisions
How can we support young people through these areas of development?
• we need to accept them as young adults• be understanding, show empathy
• be patient• provide helpful guidance
• encourage them to take responsibility and make decisions• understand the complex influences in their lives
• be alongside them as they determine a value system and world view• allow them to make mistakes• use clear and direct language
• be willing to share, discuss, explore• be available
• be willing to learn with them• give appropriate trust
‘Teenage Brains’• MRI research in the last decade has shown
that experience actually creates physical changes in the brain
• The more we experience certain things, the more permanent they are.
In adolescence:• There is a significant production of myelin,
or ‘white matter’ compared to other developmental stages
• Myelin makes connections between neurons and determines our habitual responses to emotions, relationships, thinking and reasoning. This is developing significantly during adolescence.
Taken from Howard Sercombe’s article: ‘Teenage Brains’, CCYP, March 2010
Bitumen pathways
Taken Howard Sercombe’s article ‘Teenage Brains’, CCYP, March 2010
• The more we help young people have positive experiences of relationships, we are helping equip them with the skills to have positive relationships themselves.
• Most young people have contact with school or college at this age, and therefore there is a great opportunity to work with them and improve their ability to relate to themselves and others.
What does this mean?
PSHE(Personal, Social and Health Education)
• PSHE not yet an essential part of the curriculum as a subject in its own right
• There are ‘over-arching statutory requirements’ that would be difficult to meet without PSHE
• Every Child Matters
• Wellbeing requirement
• National Healthy Schools Programme
• Section 351 of the Education Act (1996)
Taken from: Pshe-association.org.uk
See also: DfE website-‘The National Curriculum’
• Pupils' spiritual development “the growth of their sense of self… foster their own inner
lives and non-material wellbeing”
• Pupils' moral development “able and willing to reflect on the consequences of their
actions and learn how to forgive themselves and others”
• Pupils' social development “acquiring an understanding of the responsibilities and
rights of being members of families and communities (…) and an ability to relate to others”
Taken from the DfE website-
‘The National Curriculum’
The National Curriculum
Spiritual Development
Growth of sense of self, foster non-material wellbeing
Moral DevelopmentReflect on their actions
forgive themselves and others
Social DevelopmentBeing members of
families & communities: Relating to others
personal identities healthy lifestyles relationships
critical reflection
developing relationships working with others
from the DfE website
Statutory requirements:
Key concepts:
Key processes:
Develop
Communication
& Anger
Management skills
Improve Emotional Awareness
Normalise
Emotions
Increase
Self-Esteem
& Confidence
Increase Respect/
Understanding
of Others
& Self
Improve Inter-Relational
Skills
Address Relationship
Issues
Reduce Feelings of Isolation
Enjoy and Achieve Stay Safe Be HealthyEvery Child Matters:
Schools work outcomes
Our expectations of a teacher:
• Co-facilitating• Commitment• Model respectful behaviour to the students, including
healthy communication and conflict resolution skills• To empower and be non-judgemental• To work inclusively, promoting equal rights
What schools can expect from us:
• Plan and provide the resources• Make time to evaluate informally with the
teacher after each session• Evaluate formally the success of the group
at the end of the course• Be open to development, discussion and
differences of opinion
The 6 stages of conflict solving
1. Knowing yourself
2. Willingness
3. Communication
4. Empathy
5. Negotiation
6. Compromise/Collaborate
Maslow’s Hierarchy of Needs
Identity Being you!
Security Feeling safe
Recognition
Being noticed for what you do/achieve
Control Having some
say
Fairness It being fair
PERSON 1
PERSON 2
PERSON3
Where do you stand?
Angry
Irritated
Indifferent
Calm
What the Young People Say!
It made us more of a group and
learnt that people have been through similar things
The class got on better
in other lessons too
I learnt how to accept the fact people have their own opinion even thought I might not agree with it
Learned about self esteem and it was great to know and
share feeling
(The class) …made me feel
valued and like the things I said
weren’t silly
At first I wasn’t really sure if I was brave enough to have the
confidence to sit in the circle and talk to
everyone but it was fun after a while and I can
do that now
It has helped my confidence more and its given the whole
class more time to get to know each other
more and know a little about their lives
(the group taught me) it is important to accept
people’s point of view in life I will now accept
other people’s opinion and not judge them
I underestimated the emotions of the people in my
class
Improve Emotional
Awareness- 63%
DevelopCommunication
& Anger Management skills
44%
Normalise
Emotions69%
Increase
Self-Esteem
& Confidence
50%
Increase Respect/
Understanding
of Others
& Self- 69%
Improve Inter-Relational
Skills69%
Reduce Feelings of
Isolation- 56%
Address Relationship
Issues31%
Demonstrable Outcomes
94% of students showed development in at least one outcomes
75% of students showed development in 4 or more outcomes
100% of students answered yes when they were asked if they had enjoyed the group
100% of the students had something positive to say about the experience
100% of students reported that they had learnt something of use to them in their lives
Outcomes
In summary:
What are we offering?
Depaul offers schools:
• PSHE curriculum requirements
• Improved relationships in classes
• Better cohesion of class group
• Improving the emotional health of the pupils
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