HEREWARD
COLLEGE
In partnership with Queen
Alexandra College, Birmingham
and City College Coventry
Project
THE PROMOTION AND
DEVELOPMENT OF EMOTIONAL,
SOCIAL AND COGNITIVE
RESILIENCE IN THE POST 16
SEN POPULATION
Context
• Hereward College
• The Social Emotional Development Department
• The mentors
• The students
Positive Mental Health
‘We believe that children who are mentally healthy will have the ability
to:
• Develop psychologically, emotionally, creatively, intellectually and
spiritually
• Initiate, develop and sustain mutually satisfying personal
relationships
• Use and enjoy solitude
• Become aware of others and empathise with them
• Play and learn
• Develop a sense of right and wrong
• Resolve (face) problems and setbacks and learn from them’
Bright Futures, The Mental Health Foundation, 1999
Emotional Literacy
• Emotional literacy is the ability to recognise, understand,
regulate and appropriately communicate our emotions.
This refers particularly to self awareness.
• This ability involves being able to read and interpret the
emotions of others. This refers particularly to social
awareness.
• A third component of this ability involves the use of the
above to guide and develop our thinking. This combines,
self, social and cognitive awareness and skills
Navraj Matharu, Educational Psychologist 2011
Resilience
“The human capacity to face, overcome and
ultimately be strengthened and even
transformed by life’s adversities and
challenges….a complex relationship of
psychological inner strengths and
environmental social supports throughout a
person’s life”
Ann S Masten, University of Minnesota
Acceptance of social
and emotional learning
by college leadership
giving rise to a positive
ethos for such learning
to take place.
Commitment and set
up of SEDD with
associated ethos, values
and beliefs
Appointment of
informed leadership to
SEDD that enables and
commits to social and
emotional learning
SEDD Map Feb 2011
Key:
Red: top leadership
Orange: departmental leadership and systems
Ochre: departmental staff development
Yellow: new students systems
Lime: SOW in place requiring some work
Lilac: SOW in place
Bright Blue: SOW 1st draft written not in place
Muted Blue: SOW to be written
Creation of structures
within SEDD that
support social and
emotional learning
Over time
commitment to
staff growth and
learning
Short term
transitions
visits to start
early
relationship
building with
new students
Introduction to
schemes of work:
All About Me
Self
Awareness
Passions and
Past times
Social
Awareness
Regulation of
Emotion
Social skills
?Working
with Anger
Complementary
Therapies
Empathy
Strengths and
Self Efficacy
Peer
supervision
?Working
with Anxiety
Thinking
Reaching
Out
?Working
with Anxiety
Passions and Pastimes
Objective of the Unit: To develop and enhance
own sense of self and self-awareness through
exploring likes and dislikes
• Skills developed in this Unit:
• To identify and name feelings; identify personal preferences (likes
and dislikes); identify reasons underlying feelings;
• To identify connections with others through my interests and
preferences
• To develop an awareness of physical changes in the body linked to
external stimuli
• To link thoughts, emotions and behaviours
• To understand the basis of choice and making decisions
• To recognise own preferences as unique and of value
The Project Phase 1
Developing staff
• I feel much more confident. I have been able to
demonstrate my skills and abilities but also
be challenged and stretched. This has bought
growth, motivation and confidence.
• I am constantly motivated by student responses
to this project. If the students had received the
units poorly I wouldn’t have enjoyed the work as
much but they love it and want more!
The Project Phase 1
Developing students
Enjoyed looking at me in different relationships and how I behave. I
understand that I am different with different people. My friend CJ has
noticed that I am immature around her and more mature when I am
not around her. I like being young.
I have learned something new, the different types of relationships.
Thought staff were my friends, they are not they are friendly.
The work has helped to build a relationship of trust.
I felt listened to at all times.
The Project Phase 1
• Developing college structures
and systems
• Evaluations
Acceptance of social
and emotional learning
by college leadership
giving rise to a positive
ethos for such learning
to take place.
Commitment and set
up of SEDD with
associated ethos, values
and beliefs
Appointment of
informed leadership to
SEDD that enables and
commits to social and
emotional learning
SEDD Map Feb 2011
Key:
Red: top leadership
Orange: departmental leadership and systems
Ochre: departmental staff development
Yellow: new students systems
Lime: SOW in place requiring some work
Lilac: SOW in place
Bright Blue: SOW 1st draft written not in place
Muted Blue: SOW to be written
Creation of structures
within SEDD that
support social and
emotional learning
Over time
commitment to
staff growth and
learning
Short term
transitions
visits to start
early
relationship
building with
new students
Introduction to
schemes of work:
All About Me
Self
Awareness
Passions and
Past times
Social
Awareness
Regulation of
Emotion
Social skills
?Working
with Anger
Complementary
Therapies
Empathy
Strengths and
Self Efficacy
Peer
supervision
?Working
with Anxiety
Thinking
Reaching
Out
?Working
with Anxiety
Some of our post 16 learners
applying the emotional and resilience
skills they have learnt.
The Project Phase 2
Where next?
Final reporting and
dissemination