Transcript The Developing Brain: Log on

Joanna Gregg
Every Child Really Does Matter
Joanna Gregg & Dr Jillian Johnston
Overview
• Background of inequalities in Health in NI
• Relationship and Sexuality Education NI
• Context of relationships on the developing
child
• A model for RSE
• Description of Regional Training Programme
• Summary
Health of the Nation
• Rise in sexually transmitted infections (DHSSPSNI
2008)
• 1:5 young people are suffering from anxiety and
failing to thrive emotionally (Dowling 2005)
• Increased access to alcohol and other substances,
resulting in early sexual experiences and health
damaging behaviour (Schubotz et al 2004)
• Every child matters (2004)
• Education Order NI (2006)
RELATIONSHIP AND SEXUALITY
EDUCATION NI
• Relationship and Sexuality Education is a lifelong process
which encompasses the acquisition of knowledge,
understanding and skills, and the development of attitudes,
beliefs and values about personal and social relationships and
gender issues.
• Sexuality includes all aspects of the human person that relate
to being male or female and is subject to change and
development throughout life. Sexuality is an integral part of
the human personality and has
biological,cultural,psychological, social and spiritual
dimensions.
• (CCEA 2001)
RELATIONSHIPS
• “Human relationships; the effect of
relationships on relationships are the
building blocks of healthy development.
From the moment of our conception to the
finality of death, intimate and caring
relationships are the fundamental mediators
of successful human adaptation.” (National Research
Council and Institute of Medicine 2000)
Attachment Theory
• Through relationships humans develop an
internal working model:
• Cognitive
• Emotional
• Affective states
• Forming individuals identity (Bowlby 1969)
• These relationships become the template for
other relationships (Schore 2000)
Developmental Psychology
• Children’s patterns of thought are evident
from babyhood in physical and sensory
actions. Way adults respond to children will
have powerful effect on each child’s
developing knowledge about himself
(Piaget)
• Learning environment is central to child’s
development (Boorn et al 2010)
Still face clip
RSE Model in Schools
•
•
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Building resilience in children
Interpreting language of behaviour
Understanding children’s stories
High quality teacher pupil relationships can buffer
from negative effects of insecure other attachments
(O’Connor and McCartney 2007)
• Reliability and predictability of adults within
learning environment is central to child’s
development
• Embedding of nurturing principles into every
classroom practice.
Description of regional RSE
training programme
•
School selection process
•
Two-day teacher training course
•
Planning for Whole School Training
•
Whole School Training programme
Strategic approach for delivery
•
RSE regional training forum
•
Support from DENI
•
Partnership with Local Trust Health Improvement Departments (HI),
Education and Library Boards (ELB), fpa (formerly known as Family
Planning Association) and Public Health Agency (PHA)
•
Clear process for recruiting schools
•
Clear identification of course facilitators
•
Funding arrangements from PHA, ELBS and Local Trust HI
Summary
•
Regional programme throughout every Education and Library
board area
•
Support from DENI and partnership working with ELBs, Local
Trust HI, FPA, PHA
•
Clear strategic approach with adherence in first year
•
Good uptake for 2 day training course with in the first year
•
Follow on support for every school trained
• Tell me and I forget, teach me and I
remember, involve me and I learn
(Benjamin Franklin)
Acknowledgements
• Sexual Health Training Team in particular Joe
Harris (co training facilitator)
• Mrs Sandra Gray BHSCT
• Dr Bernadette Cullen PHA
• RSE forum members