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WP5: Content Development. STUCKNESS:. A person, a family, or a wider social system enmeshed in a problem in persistent and repetitive ways, despite desire and effort to alter the situation. -- Watzlawick , 1974. - PowerPoint PPT Presentation
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Dublin, June, 2013
WP5: Content Development
Dublin, June, 2013
STUCKNESS:
A person, a family, or a wider social system enmeshed in a problem in persistent and repetitive ways, despite desire and effort to alter the situation.
--Watzlawick, 1974
Dublin, June, 2013
Individuals,families and organisations get stuck because an impasse develops between a conscious desire for change and an unconscious desire to avoid change.
Organisational Psychodynamic Theory
• Organisational Psychodynamic Theory • Bion: Organisations are defences against anxiety• Loss of boundaries in child/adult development - need
for outsider to relate to• Provides definition of status: ‘location of ‘me’ in
relation to ‘not me’• Employing organisation=holding environment• Organisations typically work to reduce anxiety by
creating a holding environment that is restrictive• Members often fear change and obstruct it by
‘mirroring behaviour’• Leads to organisational stuckness
KETHEA DEC 2012 Athens/Thessaloniki
EDEN, Oslo, 2013
‘Splitting’ in Organisations
OccupationalSubgroup
Level Subgroup
Societal Identity
DepartmentalSubgroup
Position or Opinion Subgroup
13/06/2013
EDEN, Oslo, 2013
Cardona (1999)
• ‘The team as a sponge’ (1999)• Team absorbs central dynamics of client group
– often unconsciously• ‘Mirroring’ process• Example: Cherry House (residential unit for
mentally ill)• Example: Harbour centre (support for drug
users)
13/06/2013
Dublin, June, 2013
Holding Environments• The concept of holding environment evolved from the requirements for
optimum support of the human fetus. (Winnicott, 1965; Kaplan, 1978).• The group or system attempting to provide a ‘holding environment’ is
symbolically faced with the same dilemma as that of a new mother. The group, or system, in order to be receptive to the birth of new ideas and changes that will eventually stimulate growth
• Individuals in groups and systems will not reveal their inner experiences and covert agendas unless the environment feels like a place safe enough to risk new behavior. To create a holding environment in the work place, group and organizational life must meet the conditions of safety and security
Dublin, June, 2013
Holding Environments—defensive positions
Melanie Klein (1959) identified two defensive positions or stances which people use that interfere with the expression of their inner experience:
• The Depressive Position—The Fear of Total IndifferenceIt is difficult to open up one’s inner experience (i.e., to ask for
help) when faced with the possibility that no one will even respond.• The Paranoid Position—the Fear of Retaliation
– It is difficult to risk expressing vulnerable inner experiences (i.e., to tell the truth in a controversial situation) when faced with the possibility of being attacked or punished.
EDEN, Oslo, 2013
If I get it right
everything will be OK
Everything is not OK
It must be my fault
Because I'm not good
enough
So I must try harder
to get it right
The cycle of ‘not good-enoughness’
13/06/2013
Dublin, June, 2013 10
Who is looking after me?
HeadsSenior
management
Parents
TeachersGovernors
EDEN, Oslo, 2013
The missing pieces
• Emotional intelligence• A holding environment• Reflection and evaluation
13/06/2013
Dublin, June, 2013
Emotional wellbeing
Dublin, June, 2013
Emotional wellbeing:
The need in schools
Bullying
Bereavement
AssertivenessAddictions
Obsessive/compulsive behaviour
ConflictThreats & accusations
Work/life balance
Peer pressure
Control
Relationships Politics
Popularity
Gossip
Work load
Responsibility
Duty of care
Dublin, June, 2013
The IGUANA Platform and tools
On-line portal and database
Assessment tools Resources Support ServicesCourses
Dublin, June, 2013
IGUANA Content
Courses
Emotional intelligence
Effective Governance
Evaluation
Assessment tools
Emotional well-being self-
assessment tool
Stuckness
Resources
Good practices
Learning courses
User-generated content
Dublin, June, 2013
The Courses
• Module 1: developing emotional intelligence (based on CONTOUR EI programme).
• Module 2: developing effective governance (based on Tavistock P3C/Group Relations programme)
• Module 3: developing evaluation skills (based on Arcola ‘theory of change’ methodology)
• Specific content based on results of WP2/3 and profile of pilot
Dublin, June, 2013
The Assessment Tools• Emotional well-being self-assessment tool• Individual assessment – simple easy-to-use checklist with
rating scales covering: self-esteem; confidence; social interaction; empathy etc.
• Adapted to three target groups: governors; teachers; students• ‘Stuckness’ assessment tool• Institutional (organisational) assessment – simple, easy-to-use
checklist with rating scales covering: innovation capacity; leadership capacity; self-review capacity; organisational learning capacity
• Specific content based on results of WP2/3 and profile of pilot
Dublin, June, 2013
Resources
• Relevant content uploaded to portal by partners responsible for co-ordinating pilot sites
• Learning programmes relevant to the 3 learning modules
• Examples of good practices
Dublin, June, 2013
User-generated content
• Content developed by users of the IGUANA platform, tools and learning programme
• Uploaded to database• Stories/experiences of IGUANA• Examples of use of IGUANA tools• Good practice examples