Emotional Development Guide For the competent Forest Schools Practitioner

Emotional Intelligence “Emotional Intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them” Daniel Goleman, Emotional Intelligence P.80 ©Archimedes Training Ltd 16/01/2019

Why? Research*has shown that helping children to develop their “Emotional Intelligence” will help them to learn and to be happy, confident individuals. It is fundamental to their success in life The Forest School ethos is centred around nurturing the person in their whole development, but particularly in the development of awareness and skills which will promote their increased self esteem and confidence * Emotional Intelligence-why it can matter more than IQ. Daniel Goleman 1996 ©Archimedes Training Ltd 16/01/2019

What is Emotional Intelligence? Goleman describes 5 aspects of EI: Self Awareness Managing Emotions Motivating Oneself Empathy (recognising emotions in others) Social Skills (handling relationships) These have been recognised by the Primary National Strategy as fundamental and launched in Schools as the ‘Social Emotional Aspects of Learning – (SEAL) ©Archimedes Training Ltd 16/01/2019

What is Emotional Intelligence? Remember Multiple Intelligences? Verbal/Linguistic Bodily/Kinaesthetic Visual/Spatial Logical Mathematical Musical/Rhythmic Naturalist Intra-Personal Inter-Personal ©Archimedes Training Ltd 16/01/2019

What is Emotional Intelligence? Intrapersonal + Interpersonal = Ei The outer-intelligence we use to read, sense and manage our relationships with other people The inner-intelligence we use to know, understand and motivate ourselves Self Awareness Self regulation Self Motivation Relationship Management Awareness of impact Core Capabilities 16/01/2019 ©Archimedes Training Ltd

Knowing how you and others feel and what to do about it Knowing what feels good and what feels bad and how to get from bad to good Possessing emotional awareness, sensitivity and the management skills that will help us maximise our long-term happiness and survival ©Archimedes Training Ltd 16/01/2019

E+R=O ©Archimedes Training Ltd 16/01/2019

E+R=O E is the Event – The things that life throws at us that we don’t necessarily influence. R is our response to that event (responsibility or response – ability) O is the outcome ©Archimedes Training Ltd 16/01/2019

Emotional Management Dynamics of Emotions (Chain Reaction) Real or Imagined E Activating Event Interpretation (based on beliefs/experiences) Rational or irrational R Consequences / Reaction Behaviour/Actions O Favourable/unfavourable situation 16/01/2019 ©Archimedes Training Ltd

E+R=O We have no influence on the E bit of the equation. So if we want to influence the O the only way we can do that is through our R. The greater the emotional intelligence the more ‘choices’ an individual has and the more chance to create a favourable outcome (O) ©Archimedes Training Ltd 16/01/2019

So how do we decide what our Reaction will be? ©Archimedes Training Ltd 16/01/2019

Basic Brain Biology The Triune Brain Reptilian – Is responsible for our most primitive thoughts. Territory, Light, Warmth, Flight or Fight Limbic System – The emotional centre of our brain. It is responsible for our Long Term Memory, our values, our beliefs about ourselves and our self confidence. Neo-Cortex – Is responsible for our conscious thought processes and strategies. ©Archimedes Training Ltd 16/01/2019

The Quick & Dirty route Because the brain is constantly being bombarded by millions of items of information it employs two different ways of processing it. The ‘quick and dirty route’ to the Amygdala (the ancient part of the brain responsible for the subconscious decision. (Reflexive response to new situations) (fight or flight) (Reaction) The cognitive route (measured, thought-through objective response, consequences) ©Archimedes Training Ltd 16/01/2019

R. (Response)The Brain decides….. What it decides to do depends upon: The emotional ‘memories’ stored in the amygdala. The strategies and skills that the individual has access to in their ‘higher brain’ (neo-cortex) Sometimes behaviour is inappropriate to the stimulus – this is called emotional highjacking, when the brain chooses to respond to the information received via the quick and dirty route. This can be because of previous experiences, or because the person is already in an emotional state from previous stimuli (cumulative effect) ©Archimedes Training Ltd 16/01/2019

EI Development Age 0-5(ish) Emotional memory systems developing (Limbic) Age 3 onwards Cognitive memory systems developing (Cortex) Ideally children will start to experience a ‘Flow’ state where they are totally absorbed in their activities. ‘Flow’ induces dopamine production (a feel-good hormone) which makes the activity pleasurable, increasing motivation and promoting learning Mylenation When neural paths are well travelled (when something is well-practiced) the connections become strengthened with a myelin sheath. This makes for easy semi- automatic access. ©Archimedes Training Ltd 16/01/2019

EI Development Hormones – Children are different. Their exposure to different hormone mixes at different stages in their development makes their brains different (on average) and can make them think and behave very differently, and have different EI strengths. Stress – An individual under stress cannot learn well. The presence of adrenaline and cortisol (which alter bodily functions in preparation for fight or flight) inhibit myelinisation ©Archimedes Training Ltd 16/01/2019

How can Forest Schools help to develop Emotional Intelligence? ©Archimedes Training Ltd 16/01/2019

How Forest Schools can help Emotional Intelligence Development By offering participants lots of appropriately challenging new experiences, routines and repetition, and by supporting them to achieve, Forest Schools programmes can: Reinforce or lay down new positive ‘emotional memories’ (feelings about situations) Lay down ‘motorway’ (mylenated) connections through the brain to develop and quickly access helpful life skills and strategies Improve self esteem and confidence ©Archimedes Training Ltd 16/01/2019

How can you promote emotional development? Help participants achieve the flow state (alpha brain waves) with your Silence and Presence - work alongside and offer support by presence-only intervening if asked or if danger to safety or wellbeing * Be a role model – We can all keep working on our own EI *Silence and Presence. 1996 Study Paper – Merrivale – Teacher Net ©Archimedes Training Ltd 16/01/2019

How can you promote emotional development? Create a secure and safe environment to help participants to explore and practice strategies and skills (both practical and emotional) Learn to de-escalate situations with timely interventions (reminders, caring gestures, ‘hurdle help’, redirection, removal…) ©Archimedes Training Ltd 16/01/2019