Emotion Coaching. A tool to help you to work successfully with young people with SEN&D

Transcription

1 Emotion Coaching A tool to help you to work successfully with young people with SEN&D Created by Shane Dangar and Ellen Collard, Young People s Champions, Engagement and Participation team, Somerset County Council

2 Outline Of The Workshop What is emotion coaching? Why is it so valuable to young people with SEN&D? What does this mean in your practise? Take away points

3 Your brain is just like a computer It processes all the information you get from the world around and tries to make sense of it.

4 How does your brain work? But the different areas are all connected together by a network of neurons The brain is organized into different areas of responsibility. E.g. sight, smell, hearing emotions, logical thought, memory The more you use a network the bigger, better and faster it becomes

5 The different areas of the brain receive, respond and store different information but There are more connections between the areas of the brain involved with emotions and emotional response and decision making and memory than any other part of the brain. All that we see, hear, feel and do passes through the area of the brain involved with emotions and emotional response before it goes onto the area of the brain involved in decision making and memory. So your emotions and emotional responses affect your planning, judgements and goal setting

6 Our Brains Dan Siegel Hand Model of the Brain The Whole-Brain Child, p Mind Your Brain, Inc., 2015 Professor John Gottman, University of Washington Tuning in to Teens Havighurst, Harley & Kehoe - Mindful, Melbourne University and Tuning in to Kids Havighurst & Harley, Mindful, Melbourne University Rose, J., Gilbert, L., McGuire-Snieckus, R. (2015) Emotion Coaching - a strategy for promoting behavioural self-regulation in children and young people in schools: A pilot study, European Journal of Social and Behavioural Sciences, 13, Gus, L., Rose, J., Gilbert, L. (2015) Emotion Coaching: a universal strategy for supporting and promoting sustainable emotional and behavioural well-being. Journal of Educational and Child Psychology, 32.1, Gilbert, L., Rose, J. and McGuire-Sniekus, R. (2014) Promoting children s well-being and sustainable citizenship through emotion coaching in Thomas, M. (ed) A Child s World: Working together for a better future. Aberystwyth Press.

7 Our behaviour is the result of the emotions we are feeling the more intense the emotion the more intense the behaviour.

8 What is Emotion Coaching? Much of today s popular advice ignores the world of emotions. Instead, it relies on child-rearing theories that address the children s behavior, but disregard the feelings that underlie that behavior

9 What is Emotion Coaching? Emotion Coaching is helping children and young people to understand the different emotions they experience why they occur how to handle them

10 Being more aware of there emotional states helps improve young peoples emotional resilience.

11 Why is emotional resilience valuable to young people with SEN&D? To empathize To read others emotions and social cues To control impulses (Self-sooth and self-regulate) To delay gratification To motivate themselves To cope with life s ups and downs (Be resilient) To pay attention!

12 Emotion Coaching Helps To Build 2 Key Mechanisms Stress Regulation System Self regulation of emotions Social Engagement System Self regulation of behaviour Selfregulated Learning (Porges, 2011)

13 Emotion Coaching To emotion coach effectively you will need to remain calm in response to strong emotions. It is important to remember what you learn from this work shop can be applied to yourself as much as it can be applied to the young people you work with. Emotions can be challenging to deal with for young people but also for your self. If at any point you fell overwhelmed it is ok to remove your self from this session if you need to.

14 What does this mean in practice? Tune in Connect and listen Accept and reflect Problem Solve Together

15 Tune in

16 sadness Fear Surprise What are the emotional responses? Anger Disgust happiness

17 Consider the emotions on your cards Imagine a young person that you work with If they were experiencing these emotions how easy would it be for them to understand and identify the emotion What might the consequences of not understanding the emotions be

18 Connect and listen

19 Disapproving Style Being sad is a sign of weakness Eurgh, just stop getting angry. Your behaviour is awful today. You re crying to manipulate people Just pull yourself together.

20 I ll just buy you a new one. I don t want to see you when you re upset. Its not a big deal. Dwelling on the sadness which make it so much worse. Come on, cheer up.

21 Scenario s Read the scenarios and consider: What is the emotion the young person is feeling? What effects has this had on the situation?

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23 You re okay to feel like this, but your behaviour is not okay. Feelings like this are normal. Lets work this one out together. I remember feeling like that too.

24 Accept and reflect N a m e i t t o t a m e i t

25 Rank the emotion cards Place them in categories of low level, medium level or high level emotions.

26 Scenario s How could we use emotion coaching to improve the outcome of the scenarios?

27 Problem Solving Together

28 How can you calm down the young person? Remember the focus, should be on supporting the young person finding and supplying there own solutions and not telling the young person what to do

29 Mindfulness A mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations, used as a therapeutic technique

30 Some times limits must be set If the young person is at risk, or may be a risk to others, emotion coaching my not be apocopate. This is the time to set limits to prevent danger. Once safe, emotion coaching can be applied.

31 Endnote

32 Achieve more academically in school Are more popular Have fewer behavioural problems Are more emotionally stable Are more resilient (Gottman et al, 1997)