1. Supporting Learning Play and Development Outdoors Level 3 Certificate in Leading Forest School (QCF 14 credits)
Supporting Learning Play and Development Outside
3. Understand how outdoor learning can support learning, play and development
3.3. Explain how to promote self-confidence and emotional literacy in outdoor learning.

2. Are self-confidence and self esteem the same thing?
Self-confidence: This is our view on our own abilities to do something. The level of self-confidence is usually a result of overcoming certain obstacles or working to improve a skill. Triumph in establishing these traits and skills builds on our confidence.

3. The two definitions are linked but not exactly the same thing..
Self-esteem: This is our perception of ourselves. The level of self-esteem is a result of social norms and what we believe ourselves to be. People who have high levels of self-esteem are comfortable in their own skin and are happy with what they see in the mirror.
The two definitions are linked but not exactly the same thing..

4. Self-esteem The opinion a person has of himself or herself
How much we like of what we see ourselves to be.
Who I’d like
to be
Self-esteem
Who I am

5. 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

6. Attempts to measure self-esteem
Based on trying to measure ‘a feeling’
Based on making judgements about ourselves
(Coopersmith, Tennessee and Piers-Harris)
Measuring self confidence is a somewhat more straightforward process, giving a feedback loop that links in with appropriate goal setting and social acceptance. Over confidence can however lead to a fall in self esteem if a child's expectations are not handled correctly

7. 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

8. Is one more important than the other?
It is common for one to affect the other. An individual with high self-confidence may realize his abilities and, as a result, see himself as a stronger individual, increasing his self-esteem.What isn’t highlighted enough is that many confident individuals may have unexpectedly low self-esteems.
It could be argued that self-esteem is more important. Self-esteem defines the roots of self-confidence.

9. How does Forest School impact on self confidence and self esteem?

10. Emotional Intelligence
What is Emotional Intelligence?
How is EI applied in schools?
Impact of Forest School on EI

11. What is Emotional Literacy?
In pairs discuss what you feel emotional intelligence to be. Come up with a short definition of what you think it is.

12. 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

13. 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
EI EI .... O !!

14. 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 ?
A study of executives by the Chartered Institute of Personnel and Development, CIPD, showed that nearly as much as 80% of the reasons why careers are derailed can be traced to weaknesses in Emotional Intelligence. This study found that the three primary causes of career failure were poor interpersonal skills, not being a good team player and difficulties in handling change.
Nearly all jobs require people to be able to work together effectively. Hence emotionally
intelligent employees are much sought after. A high intellect alone will rarely propel you to career success in the 21st Century. Many managers are very effective because they are highly emotionally intelligent, despite having average or less than average intellectual ability.

15. More potent predictors of career success
Ability to self regulate & recognise own emotions
Ability to handle frustrations
Ability to empathise
Ability to motivate self and others
Ability to deal with a diverse range of issues
Ability to manage own emotions
Ability to manage own social skills
Do you know any highly intelligent people who aren’t socially adept?

16. 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

17. 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)
If things happen on a regular basis that creates fear, the neural pathways will be trodden in like a well worn path. The response may be to fight it or run away. What the individual needs is to create new neural pathways somewhere in this brain function that will create pathways to think and reason before acting.
How can you help a withdrawn child overcome the fear of putting their hand up in class? Message from senses – hearing a question being asked of the class, alarm systems go off, messages go to the other parts of the brain, start to blush, heart rate increases, sweaty palms, head down, no eye contact. This happens on a daily basis at least once every hour, the pathways are being created and trodden in IF SOMEONE DOESN’T HELP THE CHILD DO SOMETHING ABOUT IT!!!

18. Impact of Forest School on EL
An opportunity to improve children‘s emotional intelligence.
How?
Forest School can offer a great opportunity for children to gain better knowledge of their own emotions and others emotions. This will lead to better emotional control and this has been reflected in many children’s behaviour back in the classroom.

19. Incorporating emotional literacy into 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?