Creating Confident Kids for Midlothian Schools

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Creating Confident Kids for Midlothian
Schools What is Emotional Intelligence/Literacy/
Education? Creating Confident Kids
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Forthview St Francis
Creating Confident Kids
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A Definition of Emotional Intelligence Daniel
Goleman (1997) Knowing what you are feeling and
being able to handle those feelings without
having them swamp you. Sensing what others are
feeling and handling relationships
effectively. Being able to motivate yourself to
get jobs done, be creative and perform at your
peak.
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• Emotional Intelligence
• Definition for a 7 year old
• I know what I feel.
• I can say what I feel.
• I am learning how to handle my feelings.
• I know how they feel.
• I can say how they feel.
• I am learning to handle their feelings.

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Where has Emotional Intelligence come from? Is
it new? It draws from many disciplines
eg Brain Research and Neurology Psychoneuromimmu
nology (PNI) Educational Research Psychotherapeu
tic and Psychiatric research and assessment
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• Carl Rodgers, psychotherapist identified
• 3 core conditions for human growth

• Unconditional Human Regard

• Empathy

• Genuineness

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3 essentials for Learning

• Enriched Emotional Environment
• Enriched Physical Environment
• Moderate Stress

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Definition of Self Esteem Sense of Self Sense
of Belonging Sense of Personal Power Insight
Indicators for N/P/S www.gl-assessment.co.uk
paediatricsPSD indicators
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• Emotional Intelligence
• Definition for a 7 year old
• I know what I feel.
• I can say what I feel.
• I am learning how to handle my feelings.
• I know how they feel.
• I can say how they feel.
• I am learning to handle their feelings.

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A Curriculum for Excellence Mental, emotional,
social and physical wellbeing THE
RESPONSIBILITY OF ALL STAFF
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A Curriculum for Excellence Mental and Emotional
Wellbeing I am aware of and able to express my
feelings and am developing the ability to talk
about them. HWB 01a I am learning that we all
experience a variety of emotions that affect how
we think, feel and behave and I am learning ways
of managing them. HWB 02a I know that my
feelings and behaviour change depending upon what
is happening within and around me. This helps me
to understand the way that others behave. HWB
03a
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A Curriculum for Excellence Mental and Emotional
Wellbeing I understand my feelings/reactions
can change depending on what is happening within
and around me. This helps me to understand my own
behaviour and the way others behave. HWB 04a I
know that caring, sharing fairness, equality and
love are important in building positive
relationshipsHWB 05a I understand the
importance of mental wellbeing and that this can
be fostered and strengthened through personal
coping skills and positive relationships. HWB
06a
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A Curriculum for Excellence Mental and Emotional
Wellbeing I am learning skills and strategies
which will support me in challenging times,
particularly in relation to change and loss. HWB
07a I understand that people can feel alone and
can be misunderstood and left out by others.
HWB 08a Social Wellbeing HWB
09/10/11/12/13/14 on rights, being unique, value
learning, confidence, contributing my talents,
changing my school community, being a friend.
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Creating Confident Kids
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Creating Confident Kids
Nursery - P7 - an approach for the whole school
community
Resources for Parents
Emotional Literacy Curriculum Themes Fresh
Start excited, calm, anxious, secure Friendships c
ontent, spiteful, friendly, sad... Reaching
Goals Disappointed, proud, hopeless... Feelings co
mfortable, rejected, loved... I Wonder curious,
bored, awe, flat Moving On courage, fear, unsure
... Bullying weak, strong, powerful.. Equality ash
amed, proud, lonely.
Parent Guide to each theme
Guidance for Professionals TEACHERS if you
dont read anything else, READ THIS!
Emotional Literacy Parent Group A course for
parent and worker Can be delivered by Com Ed,
Teacher, Social Wk
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Feelings Assembly
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Jane and Emma were really excited! They were
allowed to play with the new games at play time
that their teacher Miss Kelly had bought for the
class.
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• It was amazing!! There was a giant snakes and
  ladders, skipping ropes, swing ball and lots
  more.

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• It was Primary 5s turn to play with the new
  Rounders equipment today. The girls had been
  looking forward to it all day, and so were the
  class.

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• Jane and Emma helped set up the game. They each
  took two new cones and placed them around the
  playground.

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The teams were picked, Jane and Emma were on the
same team. They were really excited! Everyone
was allowed two turns at hitting the ball.
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• They watched as other team members hit the ball,
  and ran around the cones.
• This is brilliant fun! said Jane, even though
  she never managed to hit the ball.