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