Creating Confident Kids for Midlothian Schools

What is Emotional Intelligence/Literacy/Education?

Creating Confident Kids

CreatingConfident

Kids

A Definition of Emotional Intelligence

Daniel Goleman (1997)

Knowing what you are feeling and being able to handle those feelings without having

them swamp you.

Sensing what others are feeling and handling relationships effectively.

Being able to motivate yourself to get jobs done,

be creative and perform at your peak.

Emotional Intelligence

Definition for a 7 year old

I know what I feel.I can say what I feel.

I am learning how to handle my feelings.

I know how they feel.I can say how they feel.

I am learning to handle their feelings.

Where has Emotional Intelligence come from?

Is it new?

It draws from many disciplines eg

Brain Research and Neurology

Psychoneuromimmunology (PNI)

Educational Research

Psychotherapeutic and Psychiatric research and assessment

Carl Rodgers, psychotherapist identified

3 core conditions for human growth

Unconditional Human Regard

Empathy

Genuineness

•Enriched Emotional Environment

•Enriched Physical Environment

•Moderate Stress

3 essentials for Learning

Definition of Self Esteem

Sense of SelfSense of BelongingSense of Personal

PowerInsight Indicators for N/P/Swww.gl-assessment.co.uk

paediatrics…PSD … indicators

Emotional Intelligence

Definition for a 7 year old

I know what I feel.I can say what I feel.

I am learning how to handle my feelings.

I know how they feel.I can say how they feel.

I am learning to handle their feelings.

A Curriculum for Excellence

Mental, emotional,

social and physical wellbeing

THE RESPONSIBILITY OF ALL STAFF

A Curriculum for ExcellenceMental and Emotional Wellbeing

I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 01a

I am learning that we all experience a variety of emotions that affect how we think, feel and behave and I am learning ways of managing them. HWB 02a

I know that my feelings and behaviour change depending upon what is happening within and around me. This helps me to understand the way that others behave. HWB 03a

A Curriculum for ExcellenceMental and Emotional Wellbeing

I understand my feelings/reactions can change depending on what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 04a

I know that caring, sharing fairness, equality and love are important in building positive relationships…HWB 05a

I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships…. HWB 06a

A Curriculum for ExcellenceMental and Emotional Wellbeing

I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 07a

I understand that people can feel alone and can be misunderstood and left out by others…. HWB 08a

Social Wellbeing

+ HWB 09/10/11/12/13/14 on rights, being unique, value learning, confidence, contributing my talents, changing my school community, being a friend….

CreatingConfident

Kids

Guidance for Professionals

&TEACHERS

if you don’t read anything else, READ THIS!

Emotional Literacy Curriculum

Themes

Fresh Startexcited, calm, anxious, secure

Friendshipscontent, spiteful, friendly, sad...

Reaching GoalsDisappointed, proud, hopeless...

Feelingscomfortable, rejected, loved...

I Wondercurious, bored, awe, flat

Moving Oncourage, fear, unsure ...

Bullyingweak, strong, powerful..

Equalityashamed, proud, lonely….

Resources for Parents

Parent Guide to each theme

Emotional LiteracyParent Group

A coursefor parent and worker*

Can be delivered byCom Ed, Teacher, Social Wk

Feelings Assembly

Jane and Emma were really excited!

They were allowed to play with the new games at play time that their teacher Miss Kelly had bought for the class.

It was amazing!! There was a giant snakes and ladders, skipping

ropes, swing ball and lots more….

It was Primary 5’s turn to play with the new Rounders equipment today. The girls had been looking forward to it all day, and so

were the class.

Jane and Emma helped set up the game. They each took two new cones and

placed them around the playground.

The teams were picked, Jane and Emma were on the same team. They were really excited! Everyone was allowed two turns at hitting the ball.

They watched as other team members hit the ball, and ran around the cones.

‘This is brilliant fun!’ said Jane, even though she never managed to hit the ball.