People Progress Pride Helping Everyone Learn To Succeed [email protected] Helping Our Children Learn To Succeed By Understanding

People Progress Pride

“Helping Everyone Learn To Succeed” www.successfeelosophy.com

[email protected]

Helping Our Children Learn To Succeed By Understanding & Overcoming Low Self Esteem

People Progress Pride Key Stage 3 Strategy 2

What do children need to learn to succeed?

REFLECTION TIMEREFLECTION TIME“Learning” in the 21st Centuryis to be very different from that in the 20th century, and the parent in this video clip agrees with this. But what do YOU think our children need to learn in order to succeed in adult life?


100 years ago achieving academic success in exams was thought to be key to overcoming difficulties and being successful.Reflected in both the UK and France

What do children need to learn to succeed in the 20th Century?


1902 Education Act in the UK introduced national secondary schools –

’the intention was to preserve as much as possible the traditional grammar- and public-school emphasis and spirit’

English, History, Geography, Foreign Language, Science and Mathematics all became compulsory.

Inspectors introduced to maintain standards



1900 Alfred Binet a gifted psychologist, was asked by the French Ministry of Education to discover the ‘dull and defective children’

Binet posed many questions to youngsters of different ages which he believed predicted success or difficulties in school, the first ‘intelligence test’.



This video clip reflects these 20th Century priorities to learning and education for children.



However, in the 21st century there is a large range of ‘difficulties’ experienced by virtually all young people.

The news each day, demonstrates they have NOT learnt to succeed

What do our children need to learn to succeed?


BOOZED up kids are drinking themselves to

an early grave.

Why are our kids killing each other?

Suddenly we find ourselves in living in a country where our children are murdering each other.Rizwan Darber - the 51st youngster this year to die by the knife or gun – was stabbed to death by a gang of teenage muggers because he refused to hand over his mobile.

9th October 2007


Saturday 5th July 2008

TRAGIC Ben Kinsella begged Gordon Brown to wipe out the scourge of knife crime just weeks before he became a victim. The 16-year-old student — stabbed to death during a night out with pals last week — wrote a letter to the Prime Minister on the subject as part of his English GCSE coursework. It starts with the words: “Youth violence hits deadly peak. When will it stop?” Ben then goes on to make it clear that being brought up yards from the crime-ridden Market Estate in Islington, North London — where he was to lose his life — had a massive effect on him. He wrote:

Since January this year 78 teens have been violently attacked and killed. In a recent survey of the borough of Islington 85 per cent of teens from 14 to 18 admit they’ve assaulted someone with a group of people.

Ben wrote to Brown: Stop this culture of violence among youth By SARA NATHAN


Third of girls 'have self-harmed'

A third of UK girls aged 11 to 19 have tried to harm themselves, a survey for a mental healthcare provider suggests.

More than half of the 800 young people said they knew someone who had self-harmed - either through cutting, burning or punching themselves. The main reason given was feeling depressed, with the results among boys being slightly lower at 22%. The survey showed that 73% of young people who self-harmed admitted to cutting, 48% to punching themselves, 14% to burning and 10% to self-poisoning. Of those who admitted to self-harm, 43% said they did it because they were depressed, 17% because they were angry, 10% because of relationship problems and 10% because they were stressed.

Friday, 25th April 2008


In 2006 Self Harm UK reported -• 1 in 15 young people in Britain have harmed

themselves, there are probably two young people in every secondary school classroom who have done it at some time.

• Most young people who harm themselves are aged between 11 and 25. The age at which most people start is 12, some children as young as 7 have been known to do it.

• Young people start self-harming to cope with their problems and feelings, but it very soon creates other serious problems. It can set up an addictive pattern of behaviour, from which it can be very hard to break free.

• Probably ‘the tip of the iceberg’ because self-harm is often hidden


BOOZED up kids are drinking themselves to

an early grave.

9 children a day are admitted to hospital in England for binge drinking3,322 children, last year, aged 11-15 admitted for alcohol-related problems.


Parents in England may be warned if their children are found to be overweight, under Government proposals. Between a quarter and a third of children are thought to be overweight, and doctors fear there will be an epidemic of poor health related to obesity in coming decades. An obese person dies on average nine years earlier than somebody of normal weight, while a very obese person's life is cut short by an average of 13 years.

Monday 22nd October 2007

Child obesity alert plan pondered


More than a million children have mentalHealth problems, a doubling of the numberin a generation, devastating research reveals an epidemic of disorders rangingfrom depression, anxiety and anorexia to violent

delinquency has struck one in ten youngsters.

The children's charity, NCH, called for urgent action to prevent mental health problems wrecking the prospects of a generation.

Wednesday, 20th June

2007

Alex Sykes suffered from depression and rejection

as a child

A million children now suffer from mental health problems


Suicide spate 'masks' wider worryThursday 7th February 2008

The MP for Bridgend has said the recent spate of suicides in her constituency masked a high level of suicides across the whole of Wales. SUSPECTED SUICIDES SUSPECTED SUICIDES Dale Crole, 18, died Porthcawl, 5 Jan Dale Crole, 18, died Porthcawl, 5 Jan David Dilling, 19, died Pyle, 18 Feb David Dilling, 19, died Pyle, 18 Feb Thomas Davies, 20, died Pyle, 25 Feb Anthony Martin, 19, died Cefn Glas, 26 Apr Thomas Davies, 20, died Pyle, 25 Feb Anthony Martin, 19, died Cefn Glas, 26 Apr Alan Price, 21, died Maesteg Apr James Knight, 26, died Cefn Cribbwr, 17 May Alan Price, 21, died Maesteg Apr James Knight, 26, died Cefn Cribbwr, 17 May Leigh Jenkins, 22, died Maesteg, 3 June Zachary Barnes, 17, died Brackla, 11 Aug Leigh Jenkins, 22, died Maesteg, 3 June Zachary Barnes, 17, died Brackla, 11 Aug Jason Williams, 21, died Cornelly, 23 Aug Jason Williams, 21, died Cornelly, 23 Aug Andrew O'Neill, 20, died 19 Sept Andrew O'Neill, 20, died 19 Sept Liam Clarke, 20, died Bridgend, 27 Dec Liam Clarke, 20, died Bridgend, 27 Dec Gareth Morgan, 27, died Bridgend, 5 Jan 2008Gareth Morgan, 27, died Bridgend, 5 Jan 2008Natasha Randall, 17, died Blaengarw, 17 Jan 2008Natasha Randall, 17, died Blaengarw, 17 Jan 2008Angie Fuller, 19, died Nantymoel, 4 Feb 2008 – Angie Fuller, 19, died Nantymoel, 4 Feb 2008 –


Suicide among the teenage male population has reached "crisis" point with a 72% increase in reported cases over 20 years.

Health psychologist Dr Rory O'Connor believes the growing suicide rate reflects the urgent need for society to address the wider underlying issues.

He said: "We place higher expectations on our young people and we are not training our young people with the skills needed in a changing society.

Fifteen to 19 is a very vulnerable age and it is everyone's responsibility to help them.”

Suicide is the most commoncause of death in men aged under 35 (Men’s Health Forum, 2002)

Teen male suicides hit 'crisis' levels


UK is accused of failing children

Unicef says the study is the firstof its kind for child well-being. The UK has been accused of failing its children, as it comes bottom of a league table for child well-being across 21 industrialised countries. The Unicef report looked at 40 indicators including poverty, peer and family relationships and health.

Wednesday, 14th February 2007


UK ranked low on youth wellbeingMonday, 20th April 2009

1 Netherlands 2 Sweden 3 Norway 4 Iceland 5 Finland 6 Denmark 7 Slovenia 8 Germany 9 Ireland 10 Luxembourg 11 Austria 12 Cyprus 13 Spain 14 Belgium

15 France 16 Czech Republic 17 Slovakia 18 Estonia 19 Italy 20 Poland 21 Portugal 22 Hungary 23 Greece

24 United Kingdom 25 Romania 26 Bulgaria 27 Latvia 28 Lithuania 29 Malta

A table of young people's wellbeing in 29 European states - the EU plus Norway and Iceland - has ranked Britain 24th. The Netherlands was top while only Romania, Bulgaria, Latvia, Lithuania and Malta came lower than the UK.The table, about youngsters aged up to 19, was compiled by York University researchers for the Child Poverty Action Group using mostly 2006 data.


Depression looms as global crisis

Wednesday, 2nd September 2009

• About half of mental disorders begin before the age of 14

• Around 20% of the world's children and adolescents are estimated to have mental disorders or problems Source: WHO

The World Health Organization predicts that within 20 years more people will be affected by depression than any other health problem. According to the WHO, depression will be the biggest health burden on society both economically and sociologically.


Depression or anxiety affects one in six people at some pointSchools, employers and GPs all Have more of a role to play in mental-health care in the UK, ministers say. The new 10-year strategy calls for more emphasis on

prevention and early intervention. Mental illness accounts for a greater burden of

disease than any other condition. A fifth of early deaths are related to mental health

problems, compared to under a sixth for both heart disease and cancer.

Monday, 7th December 2009

Ministers target depression in government policy shift


‘Doubt and depression burden teenage girls’

according to a poll commissioned by the magazine ‘Bliss’.Thursday February 24, 2005 The Guardian

• The vast majority of teenage girls in Britain suffer depression and self-doubt,

• 90% say they have felt depressed,• 42% feel low regularly, and • 6% think "life is not worth living".• 84% felt burdened with too much homework and

coursework at school, • 65% thought there was too much pressure to

succeed academically. • Most admitted crying over their homework.

Appearance brought the heaviest burden,

• 94% saying there was too much pressure to look good.

‘UK is accused of failing children’


Growing up in the 21stCentury

This video clip gives an insight into the problems of ‘growing up in the 21st century’



"a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community”.

(The World Health Organisation)

“Well Being”


Growing Up in the 21st Century-‘When I was 12’

1Colour T.V.

2Portable T.V.s

3Video recorder

4DVD player

5Stereo player

6Cassette recorder

7CD player

8Automatic washing machine

9Tumble dryer

10Electric Toaster

11Electric kettle

12Electric blender

13Refrigerator

14Freezer

15Microwave

16Dishwasher

17Electric iron

18Electric vacuum cleaner

19Shower

20Electric hairdryer

21Central heating

22Double glazing

23Duvets

24Computer

25Video games

26e-mail

27Internet

28Satellite T.V.

29Remote controls

30Digital watches

31Electronic calculator

32House telephone

33Mobile telephone

34Family car

35Holidays abroad

36Cash machines

37Credit cards

38Large supermarkets

39Shopping malls

40Leisure/fitness centres

41Mcdonalds/KFC/Pizza Hut

44Designer (‘label’) clothes

45Video shops

46Contact lenses

47Weekly Live football on TV

48Father ‘out of work’

49Mother ‘in work’

50Meals in front of the T.V.

51Allowance (‘money for nothing’)

52‘Lifts to school’


Success in the 21st Century

REFLECTION TIMEREFLECTION TIME

What do you think are the skills or qualities (competencies) that employers believe are most needed in employees in the 21st Century?


Success in the 21st CenturyIn 1990 (almost 20 years ago!) the Creative

Education Foundation survey taken of the future skills requirements of the Fortune 500 list of the world’s top companies produced the following – in order of importance

1 Teamwork2 Problem-solving3 Interpersonal skills4 Oral communication5 Listening6 Personal development7 Creative thinking

8 Leadership9 Goal setting (motivation)10 Writing11

Organisational

development12 Computation (IT)13 Reading


2005 National Employers Skills Survey

- the Learning Skills Council

Skills Lacking - in order of importance

1 Teamwork2 Customer-handling

skills3 Technical & Practical

skills4 Oral communication5 Problem-solving skills

6 Written communication7 Management

skills8 General IT user

skills9 Literacy skills10 Numeracy skills

“the broader skills, they will need for this future world.”


Graduates 'need work experience'Thursday 26th March 2009

EMPLOYABILITY SKILLSEMPLOYABILITY SKILLS •Self-managementSelf-management•Team workingTeam working•Business and customer awarenessBusiness and customer awareness•Problem solvingProblem solving•Communication & literacyCommunication & literacy•Application of numeracyApplication of numeracy•Application of information technologyApplication of information technology

The head of the CBI, Richard Lambert says students must get skills and first-hand experience of work while still at university.


‘In the 2004 Enterprise survey of 20,000 employers in the UK, employers were most worried about lack of skills such as customer handling, problem solving and teamworking. In fact, research has shown that social and emotional skills had more correlation with success in the labour market than cognitive skills, IQ and formal qualifications’(Cunha et al., 2005).



An integrated approach to care and education to ensure a consistent approach to care, learning and development to focus upon key skills.

Early Years Foundation Stage From birth to 5 years old

3. Social and Emotional SkillsSelf awareness EmpathyManaging feelings Social skillsMotivation

1. Cognitive Skills Reasoning, Evaluation,

Creativity, Enquiry, Problem solving, Information processing

2. Communication Skills Concentration, Attention

Span, Visual (reading, writing, body language), Non-visual (speaking, listening)


THIS VIDEO SHOWS ONE OF

THE SKILLS - “MANAGING FEELINGS” NEEDED TO SUCCEED



REFLECTION TIME

1.Consider how this book

“A Wonderful Life?” could

be used to help young

people learn to succeed?

2.What can you suggest that you and other adults could/should do to help children learn to succeed?

Learning The Skills We Need To Succeed


Self-awareness Learning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success


Managing feelings We are born unable to control our impulses, to learn how to manage our emotions and ‘delay gratification’ is essential for our success


Social skills Our need for attachment with

others means we have a desire to be popular, so we need to learn to deal effectively with others.Learning to avoid following

other people’s poor decisions to become an effective leader.




EmpathyWe are dependent on others to help us survive, and we need to

learn to become sensitive to others emotions, and appreciate

others‘ feelings in order to overcome our difficulties




Skills We Need To Succeed


Communication skillsWe need to learn to improve our: •Concentration and increase our•Attention span to receive information. •Verbal skills (speaking, listening, reading, writing) and•Non-verbal skills (visual gestures, body language, touch) to understand and convey information


Motivation To learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we

avoid attempting to overcome our difficulties



Skills To Learn Effectively

In the 21st century life is very complex and continually changingOnly Successful Learners will adapt to these new life conditions



Cognitive skillsIf we are to succeed we have to learn to make good decisions

with long term positive consequences.

Analytical thinking –detect the key information for our decision. Conceptual thinking-understand

and relate this information to overcome our difficulties





People Progress Pride Self-harmSelf-harmTeenage

pregnanciesTeenage

pregnanciesS.T.D.s

(Promiscuity)

S.T.D.s(Promiscuity)

SmokingSmokingPoor learning of the 8 Skills

Poor learning of the 8 Skills

Alcohol abuse

Alcohol abuse

Substance abuse

Substance abuse

High risk (extreme)activities

High risk (extreme)activities suicidesuicide

Depression Depression

Spendaholics(huge debts)

Spendaholics(huge debts)

School truancySchool truancy

Gambling Gambling

Criminal behaviourCriminal

behaviour Antisocial behaviour

Antisocial behaviour HomelessHomeless

School exclusionSchool exclusion

School underachievement

School underachievement Family

disruption Family

disruption


LEARNING THE SKILLS WE NEED TO SUCCEED

So why haven’t our children learnt these skills and how can we help them develop these key skills?Learning skills takes time, this

video clip may help to understand how this occurs.


The Learning PyramidTrying to learn using this often presents many ‘barriers’

Effective Learning requires a great deal of this



What is required to achieve success at this?

1.Fold your arms across

your chest2.Study which hand is ‘on

top’3.Fold your arms ‘the

other way round’4.Put your arms out

straight in front of you5.QUICKLY fold your arms

‘the other way round’



REFLECTION TIMEREFLECTION TIMEWhat activities do you think caused you to develop the skills you needed to succeed?

Attempting the activity ‘Growing Up Learning To Succeed ’ may help with this question!

LEARNING THE SKILLS WE NEED TO SUCCEED


Rearing Children In Captivity

Walking to school What has happened in the last 30 years or so? The risk of abduction remains tiny. In 1970, 80% of primary school-age children made the journey from home toschool on their own. We are rearing our children in captivity – their habitat shrinking almost daily. In 1970 the average nine-year-old girl would have been free to wander 840 metres from her front door. By 1997 it was 280 metres. Now the limit appears to have come down to the front doorstep.

Monday 4th June 2007


“Freedom’s Orphans” Raising Youth In A Changing World – IPPR Research (Nov 2006)

The Incapable Generation (page 2)

‘many young people today are left simply incapable of succeeding in the

current socio-economic climate.’

‘in just over a decade, personal and social skills or “capabilities” became 33 times more important in determining

relative life chances’


‘The skills we need to succeed in the 21st century are unlikely to

be learnt by chance, so helping our children grow up

successfully hasprobably become the most difficult and important job of

our lives!’

Helping children learn to succeed


1. Show repeatedly (model) what you want them to learn

Children learn by copying, especially in their early years, and their behaviour will reflect what they’ve learnt.

2.Demonstrate an enthusiasm for learning and don’t do too much for them –

Children are born keen to learn, they just need to be encouraged continually.



3. Play and talk to them as much as possible –

Children are motivated to learn by interacting with people.

4. Try to read, do puzzles and challenges with them –

Children need to learn to concentrate and solve problems, but they are not born able to do them.



5. Try to avoid ‘giving in to your children’ –

Children need to learn to ‘appreciate what they need’ and not ‘expect what they want’.

6. Try to praise their EFFORT as much as possible –

Children will learn that resilience and persistence are essential to success, not the ‘short term rewards’.



7. Talk frequently about your feelings openly and honestly –

Children need to learn to become aware of their emotions and to empathise with others for effective relationships.

8. Encourage discussions that help them reflect on their actions and the consequences of them –

Children need to learn to manage their emotions and understand the consequences of their actions in order to make good decisions.



9. Try to avoid giving them ‘lots of things’, especially expensive ones –

Children need to learn to value ‘learning skills more’ and ‘things less’ to avoid depression and poor mental health.

10. Help them develop accurate self –assessment –

Children need to learn to become experts in identifying their strengths and weaknesses in the skills they need to succeed to avoid having low self esteem.



Analysing Success1) What do you consider to be your greatest success so far –

WHY?

2) Some Olympic competitors did NOT feel successful, despite winning Silver or Bronze medals – WHY?

3) Many big lottery winners do NOT feel successful – WHY?

4) Would you feel you have succeeded if you ran the marathon (26+ miles) in

a)2 hours, b)4½hours, c)24 hours

5 )What do you think determines how successful you feel?

Success = Overcoming Difficulties“The greater the difficulty overcome,

the greater feeling of success”

Analysing Success


Cognitive-‘Understanding how we learn’REFLECTION TIMEREFLECTION TIME

Study this videoclip carefully anddiscuss what is required for learning to occur.



MOTIVATION Unless we are keen to learn, we will lack the determination to overcome the difficulties that will occur.

CONCENTRATION

If we do not focus on the task, our brain cannot receive or store the information needed.

ENVIRONMENT Distractions can cause concentration to become too difficult to allow us to learn,

ATTAINABLETASKS

Unless the task to be learnt is broken down into small steps (‘bitesize chunks’) they are too difficult to grasp (‘too large to digest’).

FEELING SUCCESS

If we do not feel we are making progress it becomes too difficult to keep motivated.

REFLECTION TIMEREFLECTION TIMEConsider how these learning

requirements could be applied to learning “the skills we need to succeed”



MOTIVATION We are motivated to ‘belong and feel attached’, and we need to have people who can regularly teach and model them for us.

CONCENTRATION (REFLECTION)

The teaching and modelling by these people needs to occur when we are capable of receiving and storing it (capable of able to learning it).We must reflect (think deeply) about it.

ENVIRONMENT These skills can be difficult to learn and take a long time to develop, and an environment that allows us to reflect is essential, which means avoiding distractions.

ATTAINABLETASKS

The tasks require communication (interaction) with people so that emotions are felt and reflected upon. Traditionally games, hobbies, challenges, and team activities would help to cause learning of them.

FEELING SUCCESS

We now know that ‘encouragement’ is essential for learning and maintain motivation. Criticism that is constructive can help (assessment for learning) so people providing positive feedback are essential.








































Self Esteem – What is it? Self Esteem is nowa frequently usedterm, but not clearly understood.

Consider this video clip and discuss what you think ‘Self Esteem’ means.


•The word 'esteem' comes from a Latin word which means 'to estimate'. •Self-esteem is how you estimate yourself.

•In psychology self-esteem reflects a person’s overall self-appraisal of their own worth.

•Self-esteem encompasses both beliefs and emotions

•Psychologists usually regard self-esteem as a characteristic (symptom) of our personality

•but short-term variations occur.

Self Esteem – What is it?


Self Esteem – What is it? "The experience of being capable of meeting life's challenges and being worthy of happiness."

or“Their belief that they are capable of overcoming

difficulties in their lives to achieve happiness.” National Association for Self-Esteem www.self-esteem-nase.org

this means it is very dependent on 3 of the skillsSelf-awareness – HOW one consciously thinks about oneself as one considers the discrepancy between one’s ideal self, the person one wishes to be, and the perceived self or the realistic appraisal of how one sees oneself. •Managing Feelings – HOW one refers to the feelings or emotions that one has when considering that discrepancy. •Motivation - HOW assertive, resilient, decisive and respectful we are of others.


Analysing Self Esteem REFLECTION TIMEREFLECTION TIME“Their belief that they are capable of overcoming difficulties in their lives to achieve happiness.”

“CAPABILITY” depends on the skills we need to succeed BUT What do you think “BELIEFS” depend upon?

Consider this video clip, thendiscuss and decide your answer to this question.


REFLECTION TIMEREFLECTION TIMEConsider the profiles of the

‘skills we need to succeed’ (success criteria), discuss and decide:

1. How useful is it?2. How could you do it,

effectively?3. Why has it not been

occurring?


MASLOW’S HIERACHYStimulation, challenge and

opportunities to use diverse talents

Feel individually

valued

Sense of belonging; Social interaction; Feel known and cared about as individuals

Feel safe and secure

Physical needs met; food, water, oxygen, warmth

What motivates us

-‘our wants and needs’


Analysing Self Esteem- VALUES

Our ‘beliefs’ are based upon our values. Consider this video clip and attempt the ‘What do you value most’ activity and discuss your responses.

REFLECTION TIMEREFLECTION TIMEMaslow’s Hierarchy helps to identify that for most people in our society, the key areas of motivation are: FEELING•Safe and secure•A sense of belonging, known and cared about as individuals - Social acceptance•Valued as an individual - Self esteem


What do we value most?

1 Achieve many difficult tasks 2 Have an attractive face (& hair) 3 Have a good physique (body)

4 Wear fashionable clothes

5 Have many famous friends 6 Be a TV celebrity 7 Have many exhilarating events 8 Have great sporting skills

9 Have great musical skills 10 Have brilliant dancing skills

11 Have great ‘drama’ skills 12 Be academically very intelligent 13 Be very funny and witty 14 Have excellent practical skills 15 Have great artistic skills

16 Be able to make sacrifices to

help others 17 Have good social skills 18 Be open, honest and fair 19 Not have to rely on others 20 Be resilient, cope with setbacks 21 Have a very well paid job 22 Have a job of high status 23 Have a very enjoyable job

24 Be considered very sexy

25 Have a reliable partner 26 Have a sense of purpose 27 Be a very good fighter 28 Be prepared to take a lot of risks

Which 3 of these do you want most?You wont have the rest. I would most like to:


What do we value most?

1 Achieve many difficult tasks 2 Have an attractive face (& hair) 3 Have a good physique (body)

4 Wear fashionable clothes

5 Have many famous friends 6 Be a TV celebrity 7 Have many exhilarating events 8 Have great sporting skills

9 Have great musical skills 10 Have brilliant dancing skills

11 Have great ‘drama’ skills 12 Be academically very intelligent 13 Be very funny and witty 14 Have excellent practical skills 15 Have great artistic skills

16 Be able to make sacrifices to

help others 17 Have good social skills 18 Be open, honest and fair 19 Not have to rely on others 20 Be resilient, cope with setbacks 21 Have a very well paid job 22 Have a job of high status 23 Have a very enjoyable job

24 Be considered very sexy

25 Have a reliable partner 26 Have a sense of purpose 27 Be a very good fighter 28 Be prepared to take a lot of risks

Which 3 of these do you think a typical adolescent would want most?



Study this video clip very carefully and try to explain WHY these boys may have developed so differently?



“During the last 25 years, one of the Most widely researched personality variables has been locus of control, the generalized expectancy of reinforcement as either internal or external to the self (Strickland, 1989).

•Internal locus of control is the expectation that reinforcement is the result of one's own effort, ability, characteristics, or behaviour;

•External locus of control is the expectation that reinforcement is the result of chance, fate, luck, or powerful others.”

Self Esteem - Locus of Control’


The importance of locus of control in understanding human behavior is more clearly understood in its extreme form.

•Imagine a classroom of students with ‘external locus of control’. These students would expect that the teacher's praise, their classmates' friendship, and their grades have nothing to do with any effort or ability on their part. It is only by luck or chance that they have been successful, or unsuccessful. And if that is the case, why bother expending any effort?

•On the other hand, imagine a classroom of students with ‘internal locus of control’, who believe that through their own efforts and behaviors they could bring about the desired ends.

•Two very different classrooms, not because of intelligence, socioeconomic status, sex, or any of the other common ways we identify differences in people, but because of perceived locus of control.

Self Esteem-Locus of Control


Fixed Mindset – Believe •That their talents and abilities are fixed traits. •They have a certain amount, nothing can change it.•They must keep proving their talents and abilities, hiding deficiencies, reacting defensively to errors or setbacks.•Deficiencies and mistakes imply a lack of talent or ability. People in this mindset will actually pass up important opportunities to learn and grow if there is a risk of unmasking weaknesses

Growth mindset – Believe•That their talents and abilities can be developed through passion, education, and persistence. •Looking smart or grooming their image is not very important. •In commitment to learning and taking informed risks •In learning from the results and people help them to grow.•In looking frankly at their deficiencies, seeking to remedy them.

Self Esteem - Mindsets


Growth mindset – Believe•That their talents and abilities can be developed through passion, education, and persistence. •Looking smart or grooming their image is not very important. •In commitment to learning and taking informed risks •In learning from the results and people help them to grow.•In looking frankly at their deficiencies, seeking to remedy them.

•Research shows that most great business leaders have had this mindset, because building and maintaining excellent organizations in the face of constant change requires it.

Self Esteem - Mindsets

REFLECTION TIMEREFLECTION TIMEConsider this information and video clip.How do you think ‘Mindsets’ are developed?


People with low self esteem believe - •Their life is the result of chance, fate, luck, or others•That their talents and abilities are fixed traits. •They have a certain amount, nothing can change it.•They must keep proving their talents and abilities.•They must keep hiding deficiencies, reacting defensively or aggressively to errors or setbacks.•Deficiencies and mistakes imply a lack of talent or ability. •They should refuse to learn and grow if weaknesses may be exposed.In this next video clip, 14 year old Nicola displays behaviour, characteristics, or symptoms reflecting her low self esteem. Try to identify as many as you can.


•Focus on trying to prove themselves or impress others - “SHOWING OFF”•Tend to use others for their own gain. – “BULLYING or SLAGGING OFF” •May act with arrogance and contempt towards others – ”BULLYING or PUT DOWNS” •Doubt their worth and acceptability- ”BOVVERED”•Reluctant to take risks to expose themselves to failure – “WASTE OF TIME” or “CAN’T DO IT”•Frequently blame others for their shortcomings rather than take responsibility for their actions - “NOT MY FAULT” or “IT WASN’T ME” ((National Association for Self-Esteem)National Association for Self-Esteem)

Common Symptoms of Low Self Esteem


While watching this video of Rhianna, consider her development of each of these skills and why she may be like this.

Self-awareness – The accuracy of the appraisal of oneself. Managing Feelings – The control of our reactions to our emotionsMotivation - Our assertiveness, resilience, respect for self and others, determination and decisiveness.

Common Symptoms of Low Self Esteem


REFLECTION TIMEREFLECTION TIMEThis video clip shows 2 girls called Charlotte, discuss what you think may be the most likely causes of the differences in their skill development ie. attitude and behaviour

Learning the skills needed to succeed


Analysing Self–esteem - Causes

Effective Use of Praise can help develop these skillsSelf-awareness – The accuracy of the appraisal of oneself. Managing Feelings – The control of our reactions to our emotionsMotivation - Our assertiveness, resilience, respect for self and

others, determination and decisiveness.

REFLECTION TIMEREFLECTION TIMEConsider the MOTHER in this video clip.•What are your opinions on her comments about her daughter, Soya. •What sort of praise do you consider Soya may have needed throughout her life from her parents that may have been effective?


Measuring Self–esteemREFLECTION TIMEREFLECTION TIMETry to get as many people as possible to attempt both the self evaluations entitled‘Assessing Your Self Esteem’ (one focuses on positive traits the other negatives).What are your comments?


Assessing Your Self Esteem 1Read each statement and tick it if you feel it tends to apply to you1.When I make mistakes I tend to either feel embarrassed, blame others if possible and claim ‘I don’t make mistakes’ and desperately hope no one spotted it.2When I look at myself in the mirror, I tend to see someone who is not very good at overcoming difficulties. 3When I try to solve problems I tend to spend a lot of time and effort looking for who or what I think caused the situation and who to complain about. 4If my views are different from those of others, I am likely to keep quiet or agree to avoid embarrassment.5When I think about the main aims in my life, I tend not to know what I should be doing or even where to start. 6When I make a commitment to myself to change and improve I tend to fail to stick to it and return to my ‘old ways’. 7When I talk to myself, I tend to be very critical and negative, putting myself down and beating myself up emotionally. 8When other people comment on my actions I tend to think they are saying something negative about me and take it very personally, or get defensive and often respond with a negative reaction to them. 9 I tend to gossip/talk about other people and readily discuss their faults.10 I will always try to tell people what I’ve done or let them know my strengths.11 Unless I feel I am very good at something I am unlikely to attempt it.


Analysing Self–esteem - Causes

Effective development of these skillsSelf-awareness – The accuracy of the appraisal of oneself. Managing Feelings – The control of our reactions to our emotionsMotivation - Our assertiveness, resilience, respect for self and

others, determination and decisiveness.

REFLECTION TIMEREFLECTION TIMEConsider the development of these 3 skills fo Dana, an 8 year old anorexic, in this video clip.

•How do you think they’ve contributed to her problem?•How do you think her family may have contributed to her problem (and her skill development)?


MOTIVATION Skills take a lot of time to learn and unless there is motivation to learn them, it will not occur. Key drivers are “SENSE OF BELONGING & FEELING VALUED” + ROLE MODELS

CONCENTRATION To Learn new skills intense focus on them is essential initially, so the neuron pathways in the brain can be formed. REFLECTION (think deeply) ON THE OUTCOMES AND FEELINGS

ENVIRONMENT Distractions can cause concentration to become too difficult to allow us to learn.SUPPORTIVE CLIMATE FOR LEARNING

ATTAINABLE

TASKS

Skills are learnt in small steps each one must not be too difficult to achieve (‘too large to digest’). This will require HOURS OF PRACTICE

FEELING SUCCESS

The difficulty and length of time this takes means making progress is slow and it becomes essential to keep motivated. It is essential to have EFFECTIVE USE OF PRAISE

THE 5 LEARNING REQUIREMENTS


This basically encouraging a team/group discussion to attempt to answer key questions. This provides young people with an opportunity to develop skills in • COGNITION, • COMMUNICATION, • SELF-AWARENESS, • MANAGING EMOTIONS and • MOTIVATION.

Collaborative Action Inquiry

“TEACHING OTHERS”


Basically the enquiry focuses on the successes already achieved to discover how this can be applied to overcome difficulties. This provides young people with ‘ROLE MODELS’ and opportunities to develop skills in

• COGNITION, • SELF-AWARENESS, • MANAGING EMOTIONS and • MOTIVATION.

Solution Focus Approach


Basically the learning uses collaborative action inquiry to focus on observing examples in video clips. This provides young people with a focus for discussion which does NOT THREATEN their self esteem and opportunities to develop skills in

• COGNITION, • SELF-AWARENESS, • MANAGING EMOTIONS and • MOTIVATION.

VIDEOSTUDY


Effective Use of Praise“Praise, the chief weapon in their armoury, is a powerful tool. Used correctly it can help students become adults who delight in intellectual challenge, understand the value of effort, and are able to deal with setbacks.•Praise can help students make the most of the gifts they have. But if praise is not handled properly, it can become a negative force, a kind of drug that, rather than strengthening students, makes them passive and dependent on the opinion of others .

•What teachers—and parents— need is a framework that enables them to use praise wisely and well.”

Professor Carol Dweck


How would you attempt to help Lee overcome his difficulties as reflected in this video clip?

LEARNING THE SKILLS WE NEED TO SUCCEED IN THE 21ST CENTURY


What skills do you think our young people believe they need to become good employees in the 21st century?


REFLECTION REFLECTION TIMETIMEThe terms ‘Behaviour’ and ‘Good Behaviour’ are frequently used. What do you think they actually mean?

Self Esteem and ‘Behaviour’


'The actions or reactions of a person or animal in response to external or internal stimuli.‘‘Good behaviour’ is a ‘social construct’ depends on the perception of groups of people developing it requires effective teaching and a lot of practice



‘Good behaviour is a social construct’REFLECTION TIMEREFLECTION TIMEBehaviour is aReflection of the skills we’ve learnt”Example:At what age and Would YOU consider it O.K. to have tattoos and studs like this?What are your reasons?



Goal Child's Belief Attention "I count (belong) only when I'm being noticed or getting special service.”

"I'm only important when I'm keeping you busy with me." Power "I belong only when I'm boss or in control, or

proving no one can boss me." "You can't make me."

Revenge "I don't think I belong so I'll hurt others as I feel hurt." "I can't be liked or loved."

(Assumed)Inadequacy "I don't believe I can belong, so I'll

convince others not to expect anything of me."

"I am helpless and unable; it's no use trying because I won't do it right."

‘AN ENCOURAGED CHILD HAS NO NEED TO MISBEHAVE’


REFLECTION TIMEREFLECTION TIME Study this ‘Little Angels video clip.

What do you think the parents are teaching their child – Matthew?

Which are the ways that they are increasing conflict and creating problems?



How to increase conflict and create problems

• Threaten the child• View the conflict as a contest• Handle in front of an audience• Use threatening gestures and body

language• Give the child no room for manoeuvre• Raise your voice and sound angry• Deliver unrealistic ultimatums that cannot

be implemented


REFLECTION TIMEREFLECTION TIME In the next video clip1.Are the parents

using a more effective use of praise?

2. Are they applying

the 5 learning requirements?



Reducing conflict and developing skills Label the behaviour not the child Avoid threatening gestures and body language Give the child a choice, but not an ultimatum Avoid dealing with the conflict in front of an

audience Stay calm (at least on the outside) but don’t try to

soothe the child as this can make them even more angry

Give the child time to comply Explain clearly what you want Show empathy Use humour to defuse the situation

Documents

People Progress Pride Helping Everyone Learn To Succeed [email protected] Helping Our Children Learn To Succeed By Understanding