FLOURISHING: DEVELOPING EMOTIONAL, SOCIAL AND PSYCHOLOGICAL WELL-BEING. Presenter: Simon Ward

Transcription

1 FLOURISHING: DEVELOPING EMOTIONAL, SOCIAL AND PSYCHOLOGICAL WELL-BEING Presenter: Simon Ward

2 Modern psychology has been co-opted by the disease model. We ve become too preoccupied with repairing damage when our focus should be on building strength and resilience. Martin Seligman

3 H=S+C+V

4 Cambridge University MUST HAVE: Positive Emotion Engagement Meaning/Purpose 3 OUT OF: Optimism Resilience Vitality Self-Determination Positive Relations Self-Esteem

5 New Economics Foundation FEELING GOOD Positive emotions Vitality Satisfying life DOING WELL Autonomy Competence Engagement Meaning and purpose Supportive relationships Trust and belonging PSYCHOLOGICAL RESILIENCE Optimism Resilience Hope

6 P E R M A

7 POSITIVE EMOTIONS

8 POSITIVE EMOTIONS Resilience The elephant and rider Find the fun Bad is stronger than good.. Overcoming our negativity bias Savouring Appreciation/gratitude Exercise, diet, sleep

9 WHY POSITIVITY? Increases productivity, motivation, engagement, persistence, creativity, memory, resilience, perception, relationships Helps us to remember, to learn, to communicate with others Makes us more curious and interested, willing to try new activities, develop new skills

10 SAVOURING Relish ordinary experiences Reminisce with family and friends Transport yourself Celebrate good news Be open to awe and wonder, beauty and excellence, curiosity etc Develop mindfulness Use a memory album, self belief wall etc

11 ENGAGEMENT

12 ENGAGEMENT Increasing Flow Challenge: stretched not stressed Developing a Growth Mindset Responding positively to mistakes Developing Optimism

13 FLOW Task is challenging and requires skill We concentrate There are clear goals We get immediate feedback We have deep involvement There is a sense of control Our sense of self vanishes Time stops

14 Just about any individual of average learning ability is quite capable of acquiring a professional level of expertise in virtually any field of endeavour, no matter whether this be with a musical instrument or foreign language, fiction writing or fine art, science or sport. Prof. Michael Howe

15 4 KEY INGREDIENTS Lots of determined practice Heartfelt, self motivating passion to fuel those long hours of practice Warm support and encouragement from someone deeply important to us A rich learning environment comprised of practice buddies, coaches and role models

16 Rachel is a 14 year old girl who is very keen on singing. For the past year she has attended singing classes and now feels ready to enter a singing competition. She is one of the youngest entrants. At the competition she sings very well but misses a few notes because she is nervous. At the end of the evening she leaves, hurt and despondent, without any prizes or distinction. What should Rachel s parents or teacher say to her? 1.That they think she sung better than anyone else? 2.That the judges should have made allowance for her age? 3.That singing isn t important? 4.That she is a talented singer and will win next time? 5.That she didn t deserve to win?

17 OPTIMISM OR PESSIMISM Whose fault is it? How long will it last? How much of my life will it effect? Personal: me / not me Permanent: always / not always Pervasive: everything / not everything

18 RELATIONSHIPS

19 RELATIONSHIPS Belonging/Social Integration Attachment Rapport Capitalisation The Chimp Paradox Link up link in

20 The single most common finding from a half century s research on the correlates of life satisfaction.is that happiness is best predicted by the breadth and depth of one s social connections. Robert D Putnam...Bowling Alone

21 Capitalisation Active/Constructive Passive/Constructive Active/Destructive Passive/Destructive

22 MEANING / PURPOSE

23 MEANING/PURPOSE Make a contribution Acts of kindness Discover and use strengths Make it salient Encourage autonomy Too much choice Engagement, empowerment and involvement Craft the graft

24 We heard a lot about emptiness. Houses that were empty and devoid of supervision, adult presence, oversight. There were, in far too many of the adolescents, a fundamental emptiness of purpose, a sense that they were not needed, not connected to adults, to tasks, to anything meaningful other than the raw and relentless pursuit of pleasure. COREY KEYES

25 STRENGTHS Creativity Love of learning Openness Wisdom Enthusiasm Persistence Courage Honesty Fairness Teamwork Leadership Friendship Generosity Gratitude Spirituality Humour Hope Love of beauty Forgiveness Prudence Self control Modesty

26 THE BIG FIVE STRENGTHS Hope/Optimism Zest Gratitude Curiosity Love

27 ACCOMPLISHMENT

28 ACCOMPLISHMENT Future-mindedness Hope theory Different types of goals: Approach vs Avoidant, Experiences vs Things, Learning vs Performance Coaching vs fixing A focus on skills Kid s skills Beware the disease to please..the danger of perfectionism You at your best

29 Parents are not interested in whether or not their children are actually enjoying the playing, they want them to perform well enough to attract attention, win prizes, end up in the Halle orchestra music ends up doing the opposite of what it is intended to do.

30 My coach.. Believed in my potential Worked with my self belief Helped to set goals Encouraged and supported me Reviewed my performance Created the environment Helped me take responsibility

31 6 SERVICE PATHWAYS TO WELL-BEING Link up link in Think family Promote the positive Encourage action Factor in fun Recognise the child s wider world

32 Steps to well-being Exercise regularly (Preferably with someone else) Practice gratitude and savour life s joys Talk to your partner for 1 hour 3 times per week (nurture relationships) Phone a friend that you have lost touch with Do more activities that truly engage you (cut your TV viewing in half) Develop coping strategies Cultivate optimism Avoid overthinking and social comparison Commit to your goals Laugh every day/ Give yourself a treat Practice service and contribution to others and the world.

33 Resilience Internal factors Social competence Problem solving skills Autonomy (a sense of mastery) A sense of purpose and future An awareness of strengths and talents A sense of humour

34 The setting and communicating of high Resilience External factors Strong social support networks The presence of at least one unconditionally supportive parent or parent substitute A committed mentor or other person from outside the family Clear and consistent boundaries

35 Resilience External factors The provision of opportunities for meaningful participation The explicit teaching of life skills A positive school experience Opportunities for participation in a range of activities that highlight strengths and interests Exposure to challenging situations which provide opportunities to develop both problem solving skills and emotional coping skills