CON 2024 MARCH Course PDF

Insert your image here Welcome to our course! Module 1 Conflict Management, Emotional Intelligence and Bullying Prevention...

Insert your image here Welcome to our course! Module 1 Conflict Management, Emotional Intelligence and Bullying Prevention Sònia Sola Gil Insert your image here WIFI: Europass 1 Password: Europass1  Learning outcomes 1. Conflict - causes, manifestations, and how to turn it into a teaching moment. 2. Practical approaches for incorporating conflict management into curriculum. 3. Effective, practical communication tools for better school relations and community building. 4. Emotional and social intelligence skills - how to enhance and foster them in yourself and others. 5. Relational aggression and bullying - school-wide approaches for awareness and prevention. 6. Hands-on, practical activities to favor well-being, group cohesion, and a sense of belonging in the school community.  In this module: 1. Welcome! Introduction to the course 2. External activities + Useful vocabulary 3. Discovering Barcelona -Need to know- 4. Presentations and cultural exchange 5. Icebreaker “The hand” 6. Creating a safe place together 7. Identification of needs and goals for each participant 1 Schedule + Week’s organisation From the list, you can choose one place to visit on your own that day, in case you leave earlier, you can choose to do the extra tour another day! We eliminate one break, so our finish time will be around 14:00 from Monday to Friday. THURSDAY: After the course, at 19:00H you have a walking tour around 1:15h to Gracia with RUBEN (You will meet RUBÉN DOWNSTAIRS the school) You’ll need to have already 1 metro ride with you. THURSDAY 1 Extra tour: Choose 1 Place x person + Day La Pedrera Sant Pau Casa Vicens Casa Ametller Poble Espanyol Bus Turistic (1 day tour) Golondrinas (1 Hour tour) Mirador de Colom Mirador Torre Glories All the details will be sent by mail during the break! Check that it arrives well! Metro tickets ZONE 1 GUESS WHAT... GUESS WHAT... https://www.casabatllo.es/en/saint-georges-day/ LA SARDANA e GUESS WHAT...  Barcelona is home to 9 GUESS UNESCO World Heritage WHAT... Sites Of these nine important sites, seven were of Gaudí’s making. They are Parc Güell, Palau Güell, Casa Milà (aka La Pedrera), Casa Vicens (the first building he designed), La Sagrada Familia, Casa Batlló and the Cryst of the Church at Colonia Güell. The other tw o U N ESCO sites – the Palau de la Música Catalana and the H osp ital d e Sant P au – w ere designed by architect Lluis Domenech i Montaner. Barcelona simple map Insert your image here Break time! 20 minutes From 11:00 to 11:20 [email protected] Insert your image here 2 Time for your school presentation! Don’t forget to include: where you come from, what and where you are teaching, the age of your students, and why you are attending this course!  About me Special Needs, SEL, Art & Psychology Teacher Trainer and Psychologist in Barcelona. Born in Barcelona, Spain. Master Degree in General Health Psychology, Faculty of Psychology, University of Barcelona. Post-degree Feminism and Psychotherapy with a Gender Perspective Degree in Psychology, Faculty of Psychology, University of Barcelona. Further training and specializations: Clinical Training in Sección Clínica de Barcelona (2017-2021), Clinical Sessions of the Psychology and Psychiatry Service of the Hospital Clinic of Barcelona (2019-2020), International Forum on Autism: “After Childhood. Autism and politics” (AMP, 2018). Social Emotional Learning (2021). In my professional career I’ve been in constant training and working in psychological care (individual, group and community). I’ve had the opportunity to teach, participate in community projects, to coordinate work teams and to attend. Figurative Art Painter (Ink Illustration & Oil Painting). www.soniasolart.com Teacher Trainer at Europass Teacher Academy since 2021.  Icebreaker activity! 1 “The Hand” Important! Don’t write down your name! 3 4 2 1 5 2 1 3 4 5  Icebreaker Activity! 3 “The Spider’s Net” 3 “The Spider’s Net” Materials: A ball of yarn or string. Instructions: Form a Circle: Ask the students to form a large circle. Explanation: Explain that each person who receives the ball of yarn should say their name and something about themselves (it can be a hobby, an interest, a favorite place, etc.). Start the Activity: Start with yourself. Hold the ball of yarn and say your name and something about yourself. Then, without letting go of the end of the yarn, throw the ball to another student. Continue the Chain: The student who receives the ball says their name and something about themselves, holds onto part of the yarn, and throws the ball to another classmate. Form the Web: Continue until all students have had a chance to introduce themselves and the yarn forms a sort of web in the center of the circle. Reflection: Unity and Connection: At the end, comment on how the web represents the connection between all the members of the class and how, by working together, they can form a strong and united network. This icebreaker is simple and effective, as it allows students to learn more about their classmates and creates a sense of camaraderie from the very first day.  Icebreaker activity! 1 “The Hand” Important! Don’t write down your name! 3 4 2 1 5 2 1 3 4 5 A SYSTEMIC PERSPECTIVE ON EDUCATION Question for you: What’s diversity? DIVERSITY AND ITS DIMENTIONS What’s diversity?  Cultivating an awareness and respect of DIVERSITY AND ITS DIMENTIONS diversity  Cultivating an awareness and respect of diversity DIVERSITY AND ITS DIMENTIONS Conclusively, diversity is like an iceberg. We easily notice some attributes about people, those ones “above the waterline”. Other characteristics are not visible. Much more is below than above the waterline. 1 Activity (10 minutes) What’s an assumption? What’s a stereotype? What’s a prejudice?  Assumptions, prejudices and stereotypes DIVERSITY AND ITS DIMENTIONS A stereotype is “...a fixed, over generalized belief about a particular group or class of people.” (Cardwell, 1996). advantage:it enables us to respond rapidly to (new) situations because we may have had a similar experience before/hear about it; it is comfortable Disadvantage: we generalize and makes us ignore differences between individuals Assumptions, prejudices and stereotypes Types of Prejudice A prejudiced attitude can be based on a number of factors, including sex, race, age, DIVERSITY AND ITS DIMENTIONS sexual orientation, nationality, socioeconomic status, and religion. Some of the most well- known types of prejudice include the following: Racism Sexism Ageism Classism Homophobia Nationalism Religious prejudice Xenophobia  Assumptions, prejudices and stereotypes DIVERSITY AND ITS DIMENTIONS Key Message: Assumptions and generalizations can be risky, especially in a multicultural environment. They can lead to stereotypes, which in turn can lead to prejudices.  Activity: first impressions Goal: Participants will discover that their first impressions of people are not always true. DIVERSITY AND ITS DIMENTIONS  Activity: first impressions Goal: Participants will discover that their first impressions of people are not always true DIVERSITY AND ITS DIMENTIONS  3’ Activity: connect the dots Directions: Goal: Participants will experience the fact that we often 1. Connect all of DIVERSITY AND ITS DIMENTIONS subconsciously limit our perspectives and alternatives. the dots with four straight lines. 2. Do not lift your pencil off the paper. 3. Do not retrace any line. 4. Lines may cross if necessary.  Activity: connect the dots Goal: Participants will experience the fact that we often DIVERSITY AND ITS DIMENTIONS subconsciously limit our perspectives and alternatives.  Behaviors that contribute to respect for diversity DIVERSITY AND ITS DIMENTIONS The UN identifies six behaviors that contribute to respect for diversity. These have been covered briefly in our lesson. Brainstorm these as a group (7 min) How do we know when a person respects diversity? Work effectively with people from all backgrounds Treat all people with dignity and respect Treat women and men equally Show respect for diverse points of view Examine own biases and behaviours Do not discriminate against any individuals or group Practicing respect for Diversity: Key areas: Attitudes regarding authority and management/ /Body language and gestures// Religion, spirituality and faith // Family, clan and tribal connections //Dress code//Concepts of time //Communication//Learning from others DIVERSITY AND ITS DIMENTIONS SUMMARY “Be aware of your communication: words, tone of voice, and body language” Use common words and avoid slang/idioms Check you are understanding and are being understood Convey interest in understanding properly Allow enough time for people to speak and create opportunities for those speaking less Be aware of what your tone of voice or body language may be communicating  Stereotypes can devalue people and their self-image, as you can see in the video below. STEREOTYPES AND THE SELF-IMAGE Watch the historic “doll test” of Dr. Kenneth Clark, where Black children devalue black dolls and lend qualities to white dolls.  What individuals or groups are absent or underrepresented among your current intake of students? Do my students consider the role of education in terms of promoting equality and human rights? If so, how do I know? If not, what might be the reason for this? How can my practice better model equality and human rights so my students have a greater understanding of how to promote equality and human rights within their own teaching?  Culture and its influence on behavior https://www.youtube.com/watch?v=BT0kzF4A-WQ&ab_channel=fsali89  WHAT DOES CULTURE MEAN TO YOU? HOW DO YOU DEFINE THE MEANING OF CULTURE? write a group definition of culture  how you developed your understanding of culture? CULTURE - EDWARD BURNETT TYLOR CULTURE?  JOAQUIM RUYRA ELEMENTARY SCHOOL, the Miracle School Hospitalet de Llobregat, Barcelona, Spain https://www.youtube.com/watch?v=yFTI-U2aUCQ A GOOD EXAMPLE Each group is All classes in the facilitated by an school feature group adult (e.g. a work 40% to 60% of classroom the time. assistants, a parent) The groups mix students of different abilities, genders and nationalities THE ICEBERG CONCEPT OF CULTURE THE ICEBERG CONCEPT OF CULTURE THE ICEBERG CONCEPT OF CULTURE THE ICEBERG CONCEPT OF CULTURE MULTICULTURAL VS. INTERCULTURAL  FRAMEWORK AND FOUNDATIONS OF SEL CASEL The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). SEL Social-Emotional Learning: What Is SEL and Why SEL Matters https://www.youtube.com/watch?v=ikehX9o1JbI  CASEL was formed in 1994 with the goal of establishing high- quality, evidence-based social and emotional learning (SEL) as an essential part of preschool through high school education. Both CASEL and the term “social and emotional learning” emerged from a meeting in 1994 hosted by the Fetzer Institute. Meeting attendees included researchers, educators, and child advocates involved in various education-based efforts to promote positive development in children. These SEL pioneers HISTORY came together to address a concern about ineffective school programming and a lack of coordination among programs at the school level. Schools were being inundated with a slew of positive youth development programs such as drug prevention, violence prevention, sex education, civic education, and moral education, to name a few. SEL was introduced as a framework that addresses the needs of young people and helps to align and coordinate school programs and programming.  Founders The identifications refer to the professional involvements of members at the time when they met regularly. Daniel Goleman, CASEL co-founder, author of Emotional Intelligence FOUNDERS Mark T. Greenberg, Prevention Research Center for the Promotion of Human Development, Penn State University Eileen R. Growald, Venture Philanthropist Linda Lantieri, Director, Inner Resilience Program Timothy P. Shriver, Chair, Special Olympics David J. Sluyter, Senior Advisor, Fetzer Institute  Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring SEL IS… decisions. SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities. https://www.youtube.com/watch?v=ouXhi_CfBVg&t=246s BENEFITS OF SEL ADULTS BENEFIT FROM SEL, TOO! CASEL-SEL FRAMEWORK Five broad and interrelated areas of competence: Self-awareness Self-management Social awareness Relationship skills Responsible decision-making CASEL-SEL FRAMEWORK CASEL-SEL FRAMEWORK CASEL-SEL FRAMEWORK CASEL-SEL FRAMEWORK CASEL-SEL FRAMEWORK THE KEY SETTINGS This framework takes a systemic approach that emphasizes the importance of establishing equitable learning environments and coordinating practices across key settings of classrooms, schools, families, and communities to enhance all students’ social, emotional, and academic learning.  Classrooms High-quality SEL instruction has four elements: Sequenced – following a coordinated set of training approaches to foster the development of competencies Active – emphasizing active forms of learning to help students practice and master new skills Focused – implementing curriculum that intentionally emphasizes the development of SEL competencies Explicit – defining and targeting specific skills, attitudes, and knowledge Learn more: casel.org Schools Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. A strong school culture is rooted in students’ sense of belonging, with evidence that suggests that it plays a crucial role in students’ engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. Visit the CASEL Guide to Schoolwide SEL: schoolguide.casel.org/ Learn more: casel.org Families & Caregivers Research suggests that evidence-based SEL programs are more effective when they extend into the home. Families are also far more likely to form partnerships with schools when their schools’ norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families—particularly those from historically marginalized groups—are part of planning, implementing, and continuously improving SEL. Learn more: casel.org Communities Community organizations that partner directly with schools offer students opportunities to practice the SEL skills they are learning at home, throughout the school day, and in their afterschool programming. Community partners might include: Out-of-school time providers (before and after school programs) Community-based nonprofit organizations Health care providers University research centers or colleges of education Mission-driven foundations Governmental agencies Local businesses Other institutions that can connect students to their broader communities Learn more: casel.org Indicators of Schoolwide SEL... 107 POSITIVE EDUCATION Positive Education brings together the science of Positive Psychology with best practice teaching to encourage and support individuals, schools and communities to flourish. Flourishing refers to combination of ‘feeling good and doing good’. Positive Education focuses on specific skills that assist students to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness and encourage a healthy lifestyle. https://www.betterhealth.vic.gov.au/health/healthyliving/wellbein g It is essential to provide students with a safe and supportive classroom environment that facilitates active participation and engagement. Daniel Goleman, 1994  A five-Step Guide to Managing Stressful Moments Before we explore each step in-depth, take a moment to read a brief overview of each step below. Manage your own emotions. When we notice a student’s behavior catching our eye, our first step should be to regulate ourselves. We cannot help someone else if we, ourselves, are dysregulated. Help the student with their emotions. We help them to settle their physical activation. Then we help them explore their feelings by reviewing with them the story of what happened. We listen and reflect without judging. Our goal is to understand their perspective and help them put their feelings into words. Brainstorm and strategize. Think together about: what problem is to be solved here, and what next steps might be helpful. Close the conversation. Bring the conversation to a close for now. Try to end with a positive focus. Follow up. Important issues are rarely “solved” on the first try, so check back later to see how things are going and if more support is needed.  TOPP Stop: pause for 6 seconds Take a breath: one slow calm breath Observe: What am I thinking? What am I reacting to? What am I feeling in my body? Pull Back: Put in some perspective. See the bigger picture. Is this fact or opinion. Practice/proceed: What’s the best thing to do for me, for others, for the situation?  COGNITIVE STRATEGIES Disputation – find different ways to think about a situation…… ○ Evidence - What evidence do you have to justify the thoughts and feelings you have? ○ Thinking errors – Am I thinking irrationally about the situation? (What thinking errors are you making?) ○ Alternatives - What are other possible causes of the situation? Are there other perspectives?? ○ Implications - Is reacting in this way going to help or hinder? ○ Usefulness - Sometimes the consequences of holding a thought are more destructive than the thought itself Effective communication: changing our tune. EXPRESSING YOUR FEELINGS TO OTHERS Passive: I don’t count, so you can take advantage of me. My feelings, needs and thoughts are less important than yours. I’ll put up with anything. Assertive: This is what I think. This is how I feel. This is how I see the situation. How about you? If our needs conflict, I am certainly ready to explore our differences and I may be prepared to compromise. Aggressive: This is what I think, what I want and what I feel. What matters to you isn’t important.  WHAT IS A CONFLICT? “Conflict is the process which begins when one party perceives that the other has frustrated, or is about to frustrate, some concern of his.” K.W. Thomas Conflict can be an expression of Hostility Antagonism Misunderstandings  WHO CAN BE IN CONFLICT AT SCHOOL? WHO CAN BE IN CONFLICT AT Student vs. Student Group of students vs. Individual student SCHOOL? Teacher vs. Student Teacher vs. Teacher Teachers vs. Administration/Management Teachers vs. Families Families vs. Families Families vs. Administration  POSITIVE SIDE OF THE CONFLICT CONFLICT IS INEVITABLE… AND OFTEN GOOD! It makes problems evident Open doors to Change Helps people “be real”, authentic Helps find benefits from diversity  BUT IT CAN BE A BIG PROBLEM… THE NEGATIVE SIDE OF A Negative environment, fear, apathy, anger, distrust CONFLICT Students learn less, teachers stressed, families worried Encourages a vicious cycle of more CONFLICT  MAIN SOURCES OF CONFLICT Control over resources Interdependent work; individual approaches Differences in goals Communication problems Differences in perceptions and Values Work environment, organization Difference in personality and attitude Unclear authority structures…. And so on  Active Constructive responding Model (Gable, Reis, Impett, & Asher, 2004). POSITIVE COMMUNICATION 1 https://www.youtube.com/watch?v=ZzVw-tB7xGQ 2 https://www.youtube.com/watch?v=qRORihbXMnA  WE CAN PREVENT CONFLICTS IN THE SCHOOL COMMUNITY: 1.HAVING STUDENTS REFLECTING ON WHAT A CONFLICT IS 2. HAVING STUDENTS REFLECTING ON WHAT IS THEIR RESPONSE TO A CONFLICT WHEN OBSERVE IT IN OTHERS OR WHEN THEY ARE IN A CONFLICT 3.NEUTRALISING THE SOURCE OF THE CONFLICT 4.WORKING ON STEREOTYPES 5. WORK TO MEET NEEDS 6.WORK ON GRATITUDE, MINDFULNESS  CONFLICTS OFTEN ARISE BECAUSE OF AN UNMET NEED https://www.youtube.com/watch?v=KY5TWVz5ZDU A.Maslow's hierarchy of needs,  WE CAN PREVENT CONFLICTS IN THE SCHOOL COMMUNITY: 1.HAVING STUDENTS REFLECTING ON WHAT A CONFLICT IS 2. HAVING STUDENTS REFLECTING ON WHAT IS THEIR RESPONSE TO A CONFLICT WHEN OBSERVE IT IN OTHERS OR WHEN THEY ARE IN A CONFLICT 3.NEUTRALISING THE SOURCE OF THE CONFLICT 4.WORKING ON STEREOTYPES 5. WORK TO MEET NEEDS 6.WORK ON GRATITUDE, MINDFULNESS CONFLICT MANAGEMENT STYLES  CONFLICT RESOLUTION – SOME BASIC STEPS FOR STUDENTS AND TEACHER 1. Remain calm, step back and assess. Observe what is happening. Is it a really big deal? If not, let it go, walk away. If yes, proceed to the next steps. 1. Talk, compromise, resolve. Talk calmly about what has happened. If the people in the conflict are not able to calm down, do not try to reason with them. They aren’t ready, talk with them separately 1. FOR STUDENTS: Seek Peer mediator (if set in school) or an adult. A respected peer or an older student can help you discuss the problem and resolve it. 1. FOR TEACHERS: If you can’t solve it, seek other adult help, or counselor, or headmaster  PEER MEDIATION 1. A Peer Mediator is a trained third person (student in case of school) who leads the mediation in a conflict process and does not take sides. 2. Peer mediation needs at least six training session instructed by professionals. Peer mediator are chosen accordingly to students and teachers disponibility, interest and ability. 3. A peer mediator is trained not to take sides in a conflict, not get involved in it 4. Uses communication effectively with “I https://www.youtube.com/watch?v=ynBhMQDT7Kw messages” 5. Peer mediators may rotate during the school year/s and are supervised periodically I MESSAGES - I STATEMENTS SOLVING CONFLICT IN RESTORATIVE CIRCLE https://www.youtube.com/watch?v=gJJxbn1VjYo https://www.youtube.com/watch?v=1-RZYSTJAAo Rather than focusing on what policies have been violated, Circles instead help identify who has been hurt and what must be done to repair the harm. In a Circle, all parties work together to develop an agreement that resolves the issue. All parties must assent in order for agreement to be reached. 1. What is the harm that was done? 2. How can that harm be repaired? 3. Who is responsible for this repair? Anti - Bullying Strategies Being mean On purpose WHAT IS BULLYING? Over and over Bullying is an aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. “A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself.“ (Dan Olweus,1993) -Illful: The behavior has to be deliberate, not accidental. -Repeated: Bullying reflects a pattern of behavior, not just one isolated incident. -Harm: The target must perceive that harm was inflicted WHO IS INVOLVED IN BULLYING? KIDS WHO BULLY KIDS WHO ARE BULLIED KIDS WHO ASSIST KIDS WHO REINFORCE OUTSIDERS KIDS WHO DEFEND www.stopbullying.gov https://www.youtube.com/watch?v=tJsGGsPNakw&t=319s  Tips for tackling discriminatory bullying Research shows that some groups of young people are more likely to experience bullying than others. The Equality and Human Rights Commission and the Anti-Bullying Alliance have worked together to develop some top tips for schools on how to reduce discriminatory bullying.  To prevent discriminatory When discriminatory bullying, use a whole school bullying occurs: approach. Look at the culture of Make sure that your reporting system for bullying is flexible, accessible and the whole school and consider: confidential for everyone. Creating a school culture and Take every report of bullying seriously. ethos that reflects the importance Children should never be told to just of feeling safe, and being part of ignore it, or to change who they are. an inclusive and supportive Avoid stereotypes when it comes to community tackling bullying. Celebrating difference Take time to find out who else is Using the language of diversity involved. Including and involving all Know where and when to get outside pupils advice or access specific support services Empowering staff, parents and to support the needs of victims and/or pupils perpetrators of bullying  For more information about how to prevent and tackle bullying, you can visit: www.anti-bullyingalliance.org.uk www.gov.uk/government/publications/preventing-and-tackling-bullying www.respectme.org.uk www.endbullying.org.uk www.gov.wales/topics/educationandskills/schoolshome/wellbeing/ antibullying/?lang=en F (Cyberbullying) https://www.connectsafely.org/