An Introduction to Positive Psychology and The Weaving Well-Being Programme

Transcription

1 An Introduction to Positive Psychology and The Weaving Well-Being Programme Fiona Forman, 2018 CPD Presentation Scoil an Spioraid Naoimh, Laytown

2 Thank You and Welcome! Primary School Teacher, co-author of Weaving Well-Being years of teaching experience Currently teaching 4 th Class in Malahide, Co Dublin Always interested in well-being/mental health Recently completed an M. Sc in Applied Positive Psychology MAPP Incorporating concepts into my classroom in a child-centred way transformative experience! The programme arose from lessons in my classroom positive response from children, parents and teachers Began collaboration with Mick Rock Programme from 2 nd to 6 th Class launched In April 2017 Drumcondra Education Centre Well-Being in Schools Facilitator and Trainer Personal note mother of two young adults fiona.forman@gmail.com

3 2. Understanding Well-Being Main focus of presentationchildren s well-being Teacher well-being extremely important, both for its own sake and because of its links to pupil well-being Opportunities to reflect on personal well-being also!

4 Overview of Presentation 1. Personal Introduction 2. Understanding well-being 3. Why focus on well-being in schools? 4. Overview of Positive Psychology and PERMA theory 5. Overview of the Weaving Well-Being programme 6. Questions

5 Teacher Well-Being It is well acknowledged that teachers are the most important in-school factor contributing to student success, satisfaction and achievement, and that teacher wellbeing is deeply connected to the quality of their work (CESE, 2014). Teacher wellbeing is therefore of critical importance for the future of education. esearch/teacher%20wellbeing%20a%20review%20of%20the%20literature%20- %20%20F

6 Reflection: Understanding Well-Being What are your views of well-being and its components? What contributes to your well-being? Is well-being the same as happiness?

7 Feedback

8 2. Understanding Well-Being Barry and Friedli, 2008

9 2. Understanding Well-Being A state of Well-Being in which the individual realises his or her own abilities; can cope with the normal stresses of life; can work productively and fruitfully and is able to make a contribution to his or her own community (WHO, 2001) Guidelines for Mental Health Promotion; Well-Being in Primary Schools DES 2015.

10 2. Understanding Well-Being Weaving Well-Being - definition for children Well-being means feeling good and strong in our minds and bodies, having energy, getting along with and helping others, knowing our strengths and feeling proud because we are doing our best. It means we can cope with the little problems and disappointments of life. It means enjoying life, being grateful for what we have and accepting ourselves just as we are. Weaving Well-Being all programmes

11 2. Understanding Well-Being Two part approach Whole School Culture of Well-Being Teaching children evidence-based skills and strategies and embedding them in day to day life (Weare & Nind, 2011)

12 3. Why Focus on Well-being in Schools? The first aim of the SPHE curriculum is to promote the personal development and wellbeing of the child -SPHE Curriculum, p.9

13 3. Why Focus on Well-Being in Schools? Emotional well-being in childhood is the strongest childhood predictor of a successful and satisfying life in adulthood, with the child s intellectual development being the weakest predictor. (Layard, Clark, Cornaglia & Vernoit, 2014). Implications for the Educational System?

14 3. Why Focus on Well-Being in Schools? Emotional well-being is also the strongest predictor of a successful and satisfying life in adulthood More powerful a predictor than income, educational level, physical health, family status or employment (Layard, Clark, Cornaglia & Vernoit, 2014).

15 3. Why Focus on Well-Being in Schools? Research also shows that well-being programmes are most effective when delivered by teachers themselves, as opposed to outside experts. (Durlak, Weissberg, Taylor, Dymnicki, & Schellinger, 2011).

16 3. Why Focus on Well-Being in Schools? Child Well-Being Outcomes: Happy Children: Higher school achievement Success in a wide variety of life domains, including relationships and resilience Higher quality of school life (Waters, 2011; Karatzias, Power, Flemming, Lennan, & Swanson, 2002; Alexander, 2002).

17 3. Why Focus on Well-Being in Schools? Happy Adults: Increased resilience Longer life Greater life satisfaction and fulfilment Greater contribution to others and society (Lyubomirsky, 2007)

18 3. Why Focus on Well-Being in Schools? Worrying statistics: By age 13 years, 1 in 3 young people in Ireland is likely to have experienced some type of mental disorder. By the age of 24 years, that rate will have increased to over 1 in 2. Up to one third of young Irish adolescents and over one half of young Irish adults are at increased risk of mental ill-health into their adult years (Cannon, Coughlan, Clarke, Harley, & Kelleher, 2013).

19 3. Why Focus on Well-Being in Schools? Reflection/ Discussion There is no general consensus on what the reasons may be for these worrying statistics, a number of factors may be involved Any thoughts on what these factors may be?

20 3. Why Focus on Well-Being in Schools? Social media (leading to unfavourable social comparison) 2/3 of children said they wished it didn t exist 56% - on the edge of addiction (Digital Awareness UK, 2017) Unrealistic images of perfection in the media Increased pressures and choices for young people Technology/ digital age over exposure to disturbing news, no down time, over-stimulation

21 3. Why Focus on Well-Being in Schools? Self-esteem movement: Linked to decreased resilience in children, as the emphasis on avoidance of negative feelings such as disappointment, means that children don t learn how to cope with them in a safe way. Authentic self-esteem is not bestowed on children, it is built through experience and dealing with challenges (Seligman, 2007; Storr, 2017)

22 3. Why Focus on Well-Being in Schools? Parenting styles -trends towards parenting styles becoming more competitive and over-protective stressful for children Trend towards over-protection in schools - avoidance of disappointment

23 3. Why Focus on Well-Being in Schools? Promoting children s well-being in order to enhance their emotional and social competence is an important measure in the prevention of such disorders ( O Connell, Boat & Warner, 2009) Powerful role of teachers and schools! We can present an alternative message to that presented by popular culture and social media and empower children to understand and enhance their own mental health.

24 4. Positive Psychology Positive Psychology is the science and practice of improving well-being (Lomas, Hefferon, Ivtzan, 2014)

25 4. Positive Psychology Key Aspects: Positive Psychology is a relatively new branch of psychology. Founded by Prof Martin Seligman in Psychology up to that point was deficit-based Need for more focus and research on the components of mental well-being.

26 4. Positive Psychology Key Aspects: Science of well-being, personal growth and resilience. Identifying and developing personal strengths, as opposed to correcting deficits. Uses evidence-based activities to help people not only to cope, but to flourish Is also concerned factors which contribute to flourishing institutions, including schools, and a flourishing society Application to schools Positive Education

27 Positive Education Learn it. Live it. Teach it. Embed it. (Hoare, Bott, & Robinson, 2017).

28 4. Positive Psychology The aim of Positive Psychology is to catalyse a change in psychology from a preoccupation only with repairing the worst qualities of life to also building the best qualities in life. - Martin Seligman Positive Psychology aims to complement and not replace traditional psychology.

29 4. Positive Psychology Continuum of Mental Health

30 4. Positive Psychology Some misconceptions! It is not only about positive emotions and trying to be positive all the time! It is about valuing all emotions, negative and positive Dealing with emotions in a constructive way which enhances well-being purposeful emotions

31 4. Positive Psychology Seligman s PERMA Theory of Well-Being All of these components contribute to our well-being. Creating and maintaining our well-being is an active process unique to each individual.

32 4. Positive Psychology Nurturing our reservoirs of well-being is an active process which is unique to each individual

33 4. Positive Psychology How do we replenish our Reservoirs of Well-Being? Through Positive Psychology Interventions

34 4. Positive Psychology Positive Psychology Interventions: Intentional activities that aim to cultivate positive feelings, behaviours or cognitions (Sin & Lyubormirsky, 2009) Replenish our Reservoirs of Well-Being Validated and researched Do not have the same effect on everybody, Find ones which best fit the personality, lifestyle and interests

35 4. Positive Psychology Positive Psychology Interventions Well-being habits Examples - gratitude, mindfulness, physical activity, kindness, using character strengths, positive focus, flow activities, self-compassion, expressive writing, savouring. The Weaving Well-Being programme is based on PPIs

36 Focus: Positive Emotions Don t even start on your wellness routine unless there are positive emotions woven into it Barbara Fredrickson, President of International Positive Psychology Association

37 Focus: Positive Emotions Research shows that having a daily high level of Positive Emotions such as love, joy, pride, tranquillity, gratitude, awe, amusement, inspiration, hope and interest not only increases well-being, helps learning and creativity but also builds resilience! (Fredrickson et al., 2003 )

38 Positive Emotions Research: Ratio of a least 3: 1 of positive to negative emotions is needed for flourishing. (Diehl et al., 2011). It is the presence of daily positive emotions, rather than the absence of negative emotions, that is predictive of well-being. Thriving and resilient people have a high level of positive emotions daily, which buffers them against the effects of negative emotions. (Diener, Sandvik & Pavot, 1991).

39 Positive Emotions The presence of frequent positive emotions may be a stronger predictor of overall wellbeing in children than the experience of stressors (McCullough, Huebner, & Laughlin, 2000).

40 Activity: Live It! Everyone is busy these days, so much so that we can become too focused on our to do list. Prioritizing positivity means also having a to feel list and scheduling in time for activities that you know to be reliable elicitors of your own positive emotions. For me it s spending time with a friend, walking in nature, or creating a new recipe. Barbara Fredrickson Concept of self-generated Positive Emotions We are often not very accurate at predicting what will actually generate positivity for us! Bombarded with media messages from popular culture promising us happiness and well-being through material possessions, appearances, fame etc- not accurate at all!

41 Activity: To Feel List Now that we know that a regular diet of positive emotions is a necessity for our personal well-being, spend some time bringing your awareness to what exactly brings you joy, love, pride, inspiration, hope. Joy comes to us in momentsordinary moments. We risk missing out on joy when we get too busy chasing down the extraordinary. Brene Brown Make time to do some of these activities every day!

42 Positive Emotions Think of practical ways to boost positive emotions in your personal and professional life every day! love, joy, pride, tranquillity, gratitude, awe, amusement, inspiration, hope and interest Necessity rather than a luxury!

43 5. Overview of the Weaving Well-Being Programme Based on PPIs relevant to Seligman s PERMA theory, along with other relevant theories and concepts from Positive Psychology including growth mindset, selfefficacy and resilience.

44 5. Overview of the Weaving Well-Being Aim: To enhance children s well-being by teaching them evidence-based skills and strategies from Positive Psychology, to help them to become resilient and flourishing members of society Programme

45 Programme Overview

46 Programme Overview Each level has a specific theme with related symbols and imagery

47 Programme Overview 2 nd Class: Character Strengths Theme: Treasure- each of the 24 strengths is presented as a treasure coin.

48 Programme Overview 3 rd Class: Positive Emotions Theme: Positive Emotion Potion 5 activities which enhance Positive Emotions are presented as ingredients in a Positive Emotion Potion

49 Programme Overview 4 th Class: Tools of Resilience Theme: Tools: 6 resilience strategies are presented as tools which the children can select from and use to cope with everyday challenges and disappointments.

50 Programme Overview 5 th Class: Positive Relationships Theme: Steps to Positive Relationships. 8 steps are presented. The first letters of each step combine to form the word Relating

51 Programme Overview 6th Class: Empowering Beliefs Theme: Batteries. Eight beliefs are presented as batteries which give us energy to help us to reach our potential.

52 Structure of the Programme 10- week programme Teacher Book with CD Pupil Book I lesson weekly over 10 consecutive weeks

53 Structure of the Programme Each level is stand alone Designed to build concepts and skills incrementally over the 5 year period Springboard for weaving and embedding the skills and strategies into the everyday life of the children.

54 Structure of the Programme Key features of each lesson: Introductory PowerPoint 2 activities in the Pupil Book Homework activity Suggestions for integration with other curricular areas Photocopiable worksheets Posters Videos on OTB website

55 Overview of Lesson Plans

56 Incremental Approach

57 Incremental Approach The incremental approach is developed in a number of ways. A Flashback Box is used throughout the programme This reinforces skills by reminding children of previous lessons which are linked to the concept

58 Incremental Approach The back of each Pupil book also contains displays of the previous levels of the programme Can be referenced and discussed at the teacher s discretion

59 Implementation If possible, deliver the programme in Term 1 or 2 (allows time for the concepts to become embedded over the rest of the year) Deliver Booster Sessions in Terms 2 or 3 show the PowerPoints again and carry out some of the supplementary activities Encourage parental involvement refer to the Parental Guide

60 Current Research Tools of Resilience (Mary I. Masters Dissertation) showed up to 75% decrease on anxiety scores Enhanced levels of: Positivity Confidence Autonomy Self-efficacy Problem-solving Language of well-being

61 Further Information Further information can be obtained from our publishers website Orders can also be placed through this website For updates, follow us on social media: Twitter Facebook Weaving Well-Being

62 Relevant Website Links (IPEN)

63 Thank-you/ Questions

64 Key References Cannon, M., Coughlan, H., Clarke, M., Harley, M., & Kelleher, I. (2013). The Mental Health of Young People in Ireland: A report of the Psychiatric Epidemiology Research across the Lifespan (PERL) Group. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students social and emotional learning: A meta analysis of school based universal interventions. Child development, 82(1), Layard, R., Clark, A. E., Cornaglia, F., Powdthavee, N., & Vernoit, J. (2014). What predicts a successful life? A life course model of well being. The Economic Journal, 124(580). Lyubomirsky, S. (2007). The how of happiness: A practical approach to getting the life you want. Sphere. Lomas, T., Hefferon, K., & Ivtzan, I. (2014). Applied positive psychology: Integrated positive practice. Sage.

65 Key References O Connell ME, Boat T, Warner KE, (2009) editors. Preventing mental, emotional and behavioural disorders among young people: progress and possibilities. National Academic Press (US). Lomas, T., Hefferon, K., & Ivtzan, I. (2014). Applied positive psychology: Integrated positive practice. Sage. Seligman, M. E. (2012). Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster. Seligman, M. E. (2007). The optimistic child: A proven program to safeguard children against depression and build lifelong resilience. Houghton Mifflin Harcourt. Storr. W (2017). Selfie. PanMcMillan. Waters, L. (2011). A review of school-based positive psychology interventions. The Educational and Developmental Psychologist, 28(2),