Promoting Engagement and Resilience
Dr. Alison Daubney
University of Sussex
a.daubney@sussex.ac.uk
Katy Wood
University of Sussex Associate Fellow
K.Wood@Ratton.e-sussex.sch.uk
14th July 2014
Psychological
Psychological
Physical
Developmental
Developmental
Physical
Barriers
Barriersto
to
participation
participation
Social
/ cultural
Social
/ cultural
Emotional
Emotional
Logistical
Logistical
Difficult
relationships with
others
Building
relationships with
tutors
Wanting to be
with people who
understand their
lives
Wanting to learn
with friends who
are not always
‘looked after’
The learning
situation matching
needs and
expectations
Not wanting to be
singled out as
‘’looked after’
Wanting
appropriate
challenge
musically
Creating an
authentic and
‘safe’ workspace
Social /
Cultural
barriers
Difficulty
accessing
education / placed
with families who
do not engaged
Lack of information
passed on about
significant issues
(ethical issues to
deal with here)
Difficulty
expressing feelings
and emotions
Difficulty in
understanding the
boundaries of the
relationships with
tutors
Difficulty forming
relationships with
others
Having channels for
dealing
appropriately with
emerging thoughts
and feelings
Emotional
barriers
Dealing with
delivery ending
Difficulty engaging
in learning, initially
and sustained
Poor image of self /
poor self esteem/ lack
of motivation
Poor resilience
Fear of failure /
Reticence to try
something new
Psychological
barriers
Unable or unwilling
to commit to more
sustained work at
that particular point
in time
Five fears of failure
Conroy et al. (2002:77)
•
•
•
•
•
Fear of experiencing shame and embarrassment;
Fear of devaluing one’s self estimate;
Fear of having an uncertain future;
Fear of important others losing interest;
Fear of upsetting important others.
Lack of access to
musical instruments
between sessions
Providing and
funding appropriate
support (often from
‘significant others’)
Family learning
- Timetabling taster
sessions against
other activities?
Organising and
funding appropriate
transport to
accessible venues
Challenging and
changing living
situations
- Length of sessions?
Logistical
barriers
Confidentiality and
collaborative
planning
Tutors need to learn
about manifested
behaviours and what
these mean
Designing and
planning appropriate
experiences taking
into consideration
individual needs
Communication
difficulties between
young people and
others
Developmental
barriers
Appropriateness
of equipment
Tutors need to be
aware of physical
limitations in
advance and plan
accordingly
Accessibility of
venues and
sessions
Physical
barriers
Building resilience
through targeted intervention
A case study
• Music intervention with students in receipt of pupil premium
• 10 hours of intervention with 2 students per session (following a
pilot study)
• Music intervention included singing, instrumental tuition and
music technology
What is resilience?
Characteristic
Definition
Sense of humour
the trait of appreciating humour
Autonomy
the ability to act independently and to feel a
sense of control over one’s environment
Positive identity
high self-esteem and self-efficacy
Achievementmotivation
motivation in situations in which individuals’
competence is at issue (Wigfield & Eccles 2002
p.1)
Social competence
being capable of forming relationships with
others
Flexiblility
the ability to see alternatives
Special interest
to take pleasure and interest in a hobby
Problem solving
good intellectual functioning (Masten &
Coatsworth 1998)
Establishing resilience
through the use of a questionnaire
Analysing the Data
Interviews
Characteristic
Definition
Autonomy
the ability to act independently and to feel a sense of control over one’s
environment
1
How easy do you find it to complete work at school by yourself, rather
than in groups?
Social
competence
being capable of forming relationships with others
2
How well do you get on with others? Your friends, but also just other people in
your class?
Special
interest
to take pleasure and interest in a hobby
3
Do you have a hobby that you really enjoy doing?
Achievementmotivation
motivation in situations in which individuals’ competence is at issue (Wigfield &
Eccles 2002 p.1)
4
If you can’t do something, do you still want to try, or do you give up?
Positive
identity
high self-esteem and self-efficacy
5
How much do you rate yourself? Do you have confidence in what you can do
or do you doubt yourself sometimes? If you’re set a task, do you think ‘I can do
this’, or ‘I don’t know where to start’.
Time
Intervention design
• Sutton Trust-EEF Teaching and Learning toolkit
• Arts participation
• Collaborative
learning
• Feedback
• Meta-cognition and
self-regulation
Case Study
• Two Year 9 girls - low self-esteem, no special interest
and low achievement motivation
• Singing sessions on a weekly basis leading to a visit to
recording studios to record the song they’ve been working on
• End result
• increased self-esteem
• special interest established
• positive relationship
established and productive
conversations about academic
progress have continued
The impact
• Positive identity increased
• Development of a special interest
• Some new skills developed in the area of
achievement-motivation
= Resilience increased
What next?
• We intend to use this model on a larger scale with PP students in
Years 7-9 next year.
How could this work in
your setting?
What are the barriers /
challenges to embedding
this kind of work in your
own setting?
How could this work in
your setting?
• Identify students with low resilience
• using questionnaire, interviews, data analysis
• Select activities according to your staff and their
specialisms/passions and the children’s interests
Conditions of helping young
people to feel successful
• There are many different barriers in different
settings
• It’s a question of working out which barriers apply to
which children at that point in their life
• Having identified the barriers, we need to think
about what strategies to put in place to give young
people the same opportunities to access what is
available and also to feel confident and competent
Some Conditions for developing resilience
• Finding the right person to deliver the intervention
• matching staff and young people effectively
• building relationships
• setting up exit strategies
• a combination of passion for a special interest and an
empathy with young people
• Mode of delivery - regularity, comfortable environment,
flexible times, availability of resources
• Sharing information and collaboration
• Training and safeguarding
• Funding
More Conditions for developing resilience
• Applied theoretical underpinning
• Well-planned, rigorous intervention
• The young person is at the centre of the decision
making process for selecting and designing the
intervention
Psychological
Psychological
Physical
Developmental
Developmental
Physical
Barriers
Barriersto
to
participation
participation
Social
/ cultural
Social
/ cultural
Emotional
Emotional
Logistical
Logistical
1. We need to listen to what young
people want, help them explore
interests and make sure that
opportunities offered match their
psychological, emotional and
developmental capacity, interests
and motivations at any particular
point in time.
2. We need to keep communicating – how
can we personalise learning when we
don’t know enough about a young
person and what will hook them into
learning? We must keep building upon
the strong partnerships we already have
and use these to turn these opportunities
into reality.
3. We need to identify the
barriers to access and
engagement for each young
person and do whatever we
can to help overcome them.
4. Meaningful ongoing CPD and
support is crucial !
We must provide specific on-going training and
iterative, reflective planning for all of those involved
in the care and education of the young person in
order to continually make the learning appropriate,
relevant, inclusive and personalised, helping young
people to develop their identities and learning both
within and beyond the school.
Seeking out and continually up-skilling specialists with
understanding of SEN and disadvantage is crucial.
The outcomes of excellent personalised
delivery have the potential to positively
impact in many ways beyond musical
development and may provide a
springboard for emotional and social
development, an enhanced sense of
wellbeing and ownership of an
individual’s artistic journeys and
outcomes.
BUT we need to be adaptable and flexible in our
approaches.
It is clear that there is a great deal of
synergy between music education,
music therapy, social work and the
work of many other support systems
and agencies involved in the care and
education of young people with
special educational needs and those
who are disadvantaged.
We need to work together to
properly plan and evaluate
interventions, bringing
together relevant and robust
research with
specialised local
knowledge.
Some of these channels are
sustainable, but others rely on
people having the time, funding,
expertise and valuing the
importance of such work in
order to continually develop
more bespoke educational
programmes.
In this constantly
evolving
educational
landscape and
challenging
economic climate,
we need to explore
creative and
relevant ways which
promote young
people’s holistic
development and
wellbeing.
The research evidence is
compelling, as are the
real life local examples of
the power of targeted
interventions to change
young people’s lives.
Surely the benefits experienced
through these interventions are
exactly the kind of targeted
provision that the pupil premium is
intended to support…
References
1Austin,
J., Renwick, J. & McPherson, G. (2006)
Developing motivation. In G. McPherson (ed), The
Child as Musician. Oxford: OUP.
Conroy, D.E., Willow, J.P. & Metzler, J.N. (2002) Multidimensional fear of failure measurement: The
performance failure appraisal inventory. Journal of
Applied Sport Psychology, 14, 79-90.
The Power of Music…
Developing
speech and
language
Helping with
learning to
read
Developing
memory and
recall skills
Developing
transferable skills
which help with
elements of
A noted positive
relationship
between active
engagement in
music and general
Increased
creativity
Developing
motor and
spacial
Decreasing stress
Improving
and
changing
A wide range of social,
emotional and
psychological
benefits
Developing
trust and
Developing
identities and
awareness of
emotions in self
Promoting
social cohesion
Promoting
enjoyment
Better
social
More positive
attitude and
engagement
Feeling
successful and
Developing
artform skills
Developing a
lifelong love of