Transcript S esteem e intelligence revised pres

Outcome 2
Understand how Forest School can support an
individual’s holistic learning and development
AC 2.2
Explore the concepts of self-esteem and
emotional intelligence and explain the ways
in which Forest School programmes can
impact on them.
Self-esteem
 The opinion a person has of himself or herself
 How much we like of what we see ourselves to be.
Self-esteem
Who I’d like
to be
Who I am
Raise
self-esteem
by
 Increasing successes and reducing failures
 Adopting less ambitious goals
Successes have to be relevant to
personal aspirations
The person has to perceive the
successes
Attempts to measure self-esteem
 Based on trying to measure ‘a feeling’
 Based on making judgements about ourselves
(Coopersmith, Tennessee and Piers-Harris)
Research has found that:(Emler 2001)
 Most people have moderate - high self esteem
 Few people have very low self esteem
 Self-esteem drops with move from primary to
secondary school
 Self-esteem increases over adolescence
 Parenting is the most important factor in developing
self esteem
How does Forest School impact on
Self Esteem?
•What is Emotional
Intelligence?
•How is EI applied in schools?
•Impact of Forest School on EI
What is Emotional Intelligence?
Some definitions
“The ability to perceive emotions, to assess and generate
emotions so as to assist thought, to understand emotions
and emotional knowledge, and to reflectively regulate
emotions so as to promote emotional intellectual growth”.
John D. Mayer & Peter Salovey 1997
“refers to the capacity for recognising our own feelings and
those of others, for motivating ourselves, and for managing
emotions well in ourselves and in our relationships”
Daniel Goleman 1998
What is emotional intelligence?
 It’s about how you feel, how others
around you feel
 Knowledge of EI helps you identify
what feels good and bad and how to
change
 Maintaining an emotional
awareness and sensitivity and
developing the skills that will help
you to stay positive
 A dynamic process of learning skills
to understand yourself and others
Identify someone with low EI
Possible indicators may include: Poor interpersonal skills
 Not a good team player
 Difficulties in handling change
High EI or High IQ ?
More potent predictors of career
success
 Ability to handle frustrations
 Ability to deal with a diverse range of issues
 Ability to manage own emotions
 Ability to manage own social skills
Emotion & the brain
 Different areas of the brain govern types of thought
and resulting actions
 Experience and stimulus result in ‘wiring’ & ‘cross
wiring’ in the brain
 Basic survival mechanisms can interfere with the
learning process
 The brain is a tool which needs to be mastered if we
are to get the best from life
Brain function and emotions
Example –
Emotion – FEAR
Thalamus receives messages from senses
Sends it to the Amygdala (the alarm system)
Messages to other parts of the brain
‘Emotional hijacking’ can happen or not – Fight or
flight
Body responds (Appropriately or not)
Impact of Forest School on EI
An opportunity to improve
children‘s emotional
intelligence.
How?
Incorporating emotional intelligence in
educational settings
 Safe & secure & free from negative stressors
 Rich in sensory stimuli
 Opportunities to engage skills, knowledge and
attitudes in a wide variety of real-life tests
 Useful and timely performance feedback given
 Respectful of individuals and their achievements
 Role model appropriate behaviour at all times
 All above fit with Forest School…. Can you think of
any other ways?