The Emotional Curriculum: Recent Episodes
Dr Sarah Taylor-Whiteway
Exploring new research which promotes the emotional well-being of children and young people in schools. Dr Sarah Taylor-Whiteway talks to academics about their research and how it can be used and applied in schools.
In this episode we speak with Dr Tom Clements, an Educational Psychologist, about the problems with withdrawing playtime from children and young people.
We discuss why teachers may resort to removing playtime and how they view this approach touching on a realisation that this can often be making the problem worst. We discuss alternatives to the removal of punishment that teachers themselves came to in the course of the project and think about why it is important that teachers reflect on this as a tool they use in the classroom.
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In the episode we speak to Dr Duncan Gillard, an Educational Psychologist who is using evidence informed approaches to promote the well-being of children and young people in his work.
We discussed DNA-V (the Acceptance and Commitment model for youth) and how this has been adapted to universal, targeted and more specialist levels for use in schools. We discuss how important it is for interventions in school to be evidence based and evidence informed and how this has been proven for the Connect Curriculum and other DNA-V based projects.
For more information on Duncan's work please visit:
Connect PSHE (connect-pshe.org)
The Science of Children's Wellbeing: Practical Sessions to Support Children Aged 7 to 11: Amazon.co.uk: Gillard, Duncan, Grindle, Corinna, Hooper, Nic, Jackson Brown, Freddy, Hancock, Russell: 9781032386287: Books
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In this episode we speak with Dr Clio Berry about her research which has explored hope in young people.
We explore a new model of hope and how we could apply this to help build hope in young people. We discuss the malleability of hope and what can be done to try and increase hope for those that are struggling with low hope, alongside considering why hope is such an important area to consider in students.
For more information about Clio's work please visit:
YouTube channel: @hoperesearchsussex
Hopeful minds: https://hopefulminds.org/
X: @emcurriculum
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In this episode we speak with Dr Emily Hattersley, Educational Psychologist, about teacher's views on young people's mental health in schools.
We explore how teacher's try to understand the needs of those they work with and how their insights and thoughtfulness show the level of care, and desire to help, behind the profession. However, we also discuss the difficulties in meeting needs whilst adhering to the demands of the curriculum, and how this takes its toll on the teacher's own wellbeing, ultimately leading to a need for more supervision and support.
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In this episode we speak with Dr Becky Morgan, Educational Psychologist, about how language can impact on the identities of adolescent, autistic girls.
We discuss how words can influence how autistic girls see themselves and are seen by others and how power also feeds into this identity. We explore how different dialogues can help or hinder young autistic girls and how we can use this to help support them to develop positive self-concepts.
To find out more:
Autistic Masking: Understanding Identity Management and the Role of Stigma - Pavilion Publishing (pavpub.com)
LEANS project: Learning About Neurodiversity at School (LEANS) | Salvesen Mindroom Research Centre (ed.ac.uk)
How do adolescent autistic girls construct self-concept and social identity? A discourse analysis: Educational Psychology in Practice: Vol 39, No 2 (tandfonline.com)
How language has the power to shape autistic identity in girls - edpsy.org.uk
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In this episode we speak with Dr Emma Barrow, Educational Psychologist, about the barriers to adolescents seeking help for their mental health.
We discuss how issues such as perceived impact of the help they will receive and stigma about mental health create barriers to adolescents seeking the help they need and also consider what facilitates this behaviour. We think about the impact these findings have on whole school approaches to mental health and the importance of listening to pupil voice.
You can access the full paper here
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Dr Nadia Siddique about her work which has explored the effectiveness of interventions on outcomes for students.
We discuss her evaluation of the Philosophy4Children intervention in schools and what she learnt from this study. We talk about the power of using questions in classroom practice and how this can develop a range of skills above and beyond the lesson being taught.
To find out more about Philosophy4Children visit: Philosophy4Children
You can learn more about evidence based practice at the Education Endowment Foundation: Teaching and Learning Toolkit | EEF (educationendowmentfoundation.org.uk)
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Dr Emma Williams, from the University of Surrey, about her research investigating how autistic pupils in mainstream school settings make sense of themselves and what impacts on this.
Emma discusses her synthesis of studies which found that most autistic pupils appear to make sense of themselves as being different in a negative way to other pupils. This puts them at higher risk of developing low self-esteem and poor mental well-being. We discuss ways of helping the young people view themselves more favourably compared to other pupils to reduce this risk.
To read this research study click here or to read more about Emma's other work into ASD girls visit Playing A/Part: Autistic Girls, Identities and Creativity - Research at Kent (playingapartautisticgirls.org). You can watch a powerful, short animated film about this work here
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Dr J. J. Kelly, of 'Unorthdocs Inc.', about how she has taught young people to have the skills to love themselves.
We discuss J. J.'s use of dialectical behavioural therapy to help people build the skills they need to support themselves. We touch on some of the unique approaches she uses in her own work, such as mentoring and a focus on values, and consider how these can be applied in schools.
To find out more about J. J.'s work you can visit her website: About | Dr. J.J. Kelly | Unorthodocs, Inc. (drjjkelly.com)
You can buy her books, here
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Dr Lawrence Howells, Clinical Psychologist, about his work which focuses on a move away from diagnosing mental health disorders towards an emotion based approach to well-being.
We discuss how understanding the developmental stage of adolescence is crucial in understanding how best to support adolescent well-being. We explore how this understanding does not fit with the medical model of diagnosis, which highlights difficulties and difference. Instead, Lawrence talks about how focusing on the essential human experience of emotions, how these are manageable and how strategies for tolerating these can empower young people to promote their own well-being.
You can find Lawrence's book on the subject here
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Deidre McGillicuddy, from University College Dublin, about her research into children's views of ability grouping.
We discuss findings that highlight the negative impact of ability grouping and consider why the practice of ability grouping is still so common. Deirdre shares findings from her research which found a significant impact of ability grouping on young people's identity, their emotions and their social groups.
To read more about the topic:
"They would make you feel stupid" - Ability grouping, children's friendships and psychosocial wellbeing in Irish primary school
You feel ashamed that you are not in the higher group’—Children’s psychosocial response to ability grouping in primary school
“Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school
Children’s Right to Belong?—The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children’s Negotiation of Academic and Social Identities in School
You can contact Deirdre using: https://people.ucd.ie/deirdre.mcgillicuddy or on Twitter @deemcgillicuddy
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Abbey McClemont about her work with young people who have a diagnosis of ADHD and ASD.
We discuss how having a dual diagnosis of ASD and ADHD can increase the likelihood of young people being targets of bullying and why this is. We explore the links between diagnoses, bullying and school refusal and why externalising behaviour is an important factor in these behaviours. We think about how schools can use this research to support young people with dual diagnoses.
To read more about Abbey's work visit: https://link.springer.com/content/pdf/10.1007/s10803-020-04640-y.pdf
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Jyoti Manuel, founder of Special Yoga, about how we can learn to regulate using our breath and body.
We discuss how the regulation of teachers in the classroom is vital to helping the regulation of the children they teach. We also explore how regulation is possible even for the most restless children due to the many different ways we can use our breath for this as well as the impact this can make on the children and schools that take up this practice.
To watch Jyoti’s four minute energising practice click here A short practice to bring energy to the classroom - YouTube
To find out more about the Special Yoga community you can visit
https://community.specialyoga.global/
To find out more and sign up to Special Yoga training you can visit
https://specialyoga.co.uk/training/special-yoga-mindfulness-for-autism-and-adhd
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Dr Nicole Schnackenberg a Child, Community and Educational Psychologist, psychotherapist and trustee of the Body Dysmorphic Disorder Foundation.
We discuss what Body Dysmorphic Disorder (BDD) is and the experiences of adolescents suffering from this condition. We explore how BDD is related to relationships, shame and a sense of belonging and how we can support those showing difficulties to feel heard and supported by others.
To find out more about this subject:
A parents guide to BDD
Guide for educational professionals
Practical Handbook of Eating Disorders
Young People's Experiences of BDD (Journal Article)
An Introduction to BDD (YouTube video)
Supporting Young People with BDD (YouTube video)
Twitter @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Professor Robert J Coplan from Carleton University about the different types of social withdrawal in children and how these can best be supported.
We unpick the reasons why children may be socially withdrawn, which go beyond shyness, and how we can help these children to achieve in the school setting which often rewards social participation. We explore the development trajectory of social withdrawal and how anxious children can be supported to engage in lessons. We end by thinking about the benefits of solitude to us all.
To find out more about Robert's work you can visit Robert J Coplan, PhD (robertcoplan.com) and read more in his book for teachers about shy children: Quiet at School 9780807757697 | Teachers College Press (tcpress.com).
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Dr Jolanta Burke, from the Centre for Positive Psychology and Health at RCSI, Dublin about using positive psychology approaches in schools.
We discuss how positive psychology can balance the tendency to focus on weaknesses and what is 'wrong' in our lives by tapping into what is 'right' for us. We explore how this can be applied to schools to promote wellbeing by focusing on strengths and how we can help young people and staff to notice and appreciate their own strengths and adopt these approaches as a whole school.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Lisa Stephenson from Leeds Beckett University about Story Makers Company which aims to use stories to promote diversity and wellbeing in young people.
We explore how creative spaces have reduced in schools and yet are hugely important for young people to develop a sense of agency and to have a safe space to explore emotions. We find out more about how story creating has been used with groups of young people from different minority groups to help them explore their own identities and how these stories can then help other children explore themes around identity and process their own feelings. We consider how creative spaces can be used more widely in schools.
To find out more about this work please visit:
https://www.leedsbeckett.ac.uk/research/story-makers-company/
https://www.storymakersco.com/
Or follow on Twitter:
@Lisa_stephenso
@storymakersCo
Twitter: @emcurriculum
Contact: Theemotionalcurriculum@gmail.com
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In this episode Dr Kate Rice Warnell explains how the social cognitive skills of those in middle child can contribute to social anxiety.
We explore the complicated world of social cognition, theory of mind and mind mindedness and discuss how skills in these areas may contribute to social anxiety in young adolescence. We consider how different skills, such as being attuned to others' thoughts and motivations, could be a contributor to anxiety when applied in a specific way and what this means for supporting social anxiety of those in schools.
To find out more about Kate's research please visit http://kids.wp.txstate.edu/
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode Dr Eithne Kennedy discusses her research which focuses on changing the environments in which children learn literacy to engage and motivate them.
We discuss how motivation is inextricable from achievement in literacy and how this means that those struggling from an early age fall into a vicious cycle of difficulties. We explore how creating classrooms that promote discussion and deeper thinking with a choice of engaging and high quality texts can make all the difference, and how teachers can work towards this.
The 'Write to Read' website is currently being redeveloped but will be available in September 2021.
To find high quality books:
https://www.poetryireland.ie/publications
http://booksforkeeps.co.uk
https://childrensbooksireland.ie/reading-lists
https://ncte.org/awards/orbis-pictus-award-nonfiction-for-children
https://literacyworldwide.org/get-resources/reading-lists/childrens-choices-reading-list
Eithne's research:
Kennedy, E. (2018). Engaging children as readers and writers in high-poverty contexts. Journal of Research in Reading, 41 (4):716-731. DOI: 10.1111/1467-9817.12261
Kennedy, E. (2014). Raising literacy achievement in high-poverty schools: An evidence-based approach. Research in Education series: Routledge, New York.
Kennedy E. & Shiel, G. (2010). Raising literacy levels with collaborative on-site professional development in an urban disadvantaged school. The Reading Teacher, 63 (5) pp.373-383. Special Themed Issue on Urban Education: International Reading Association, Delaware, U.S.
Other research mentioned in the podcast:
Wolf, M. K., Crosson, A. C., & Resnick, L. B. (2005). Classroom Talk for Rigorous Reading Comprehension Instruction. Reading Psychology, 26(1), 27–53. https://doi.org/10.1080/02702710490897518
Twitter: @emcurriculum
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In this episode Dr Gemma Gough discusses her thesis which explored young carers' own perspectives on the factors which contributed to their positive educational achievement.
We consider the terminology and experiences of young carers and how research has historically considered the negative outcomes for this group of young people. We then explore the factors that contribute to resiliency and benefit finding including self-efficacy, connectedness and social relationships and how schools can support positive outcomes.
To read more around this subject please visit:
https://www.carersuk.org/help-and-advice/practical-support/getting-care-and-support/young-carers-and-carers-of-children-under-18
https://youngcarersinschools.com/about/young-carers/
https://www.childrenssociety.org.uk/information/young-people/young-carers
https://www.actionforchildren.org.uk/our-work-and-impact/children-and-families/young-carers/
https://youngminds.org.uk/find-help/looking-after-yourself/young-carers/
https://carers.org/about-caring/about-young-carers
https://www.barnardos.org.uk/what-we-do/helping-families/young-carers
https://carers.org/downloads/resources-pdfs/young-carers-in-schools/introduction-to-supporting-young-carers-in-schools.pdf
Twitter: @emcurriculum
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In this episode Dr Janice Phung, from California State University San Marcos, discusses her research which used a martial arts intervention to develop executive functioning in children with autism.
We explore what executive functioning is and how it is impacted in people with autism. We discuss how the nature of martial arts lends itself to building executive functioning and how this helped to develop a range of skills in children with autism. We touch on what we can learn from this and other sports based activities as a means of support.
You can read the paper here and find out more about Dr Phung's work here.
Twitter: @emcurriculum
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In this episode Nora Trompeter, from Macquarie University in Australia, discusses her research which explored the impact of cyber victimisation on young people.
We discuss how the impact of cyber victimisation differs from face to face bullying and the prevalence of this. Nora presents her research which suggests that building a young person's coping self-efficacy and emotional regulation can mediate against the feelings of depression and social anxiety that can result from online bullying. We explore how schools can use this to support all young people.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode Dr Sarah McGeown from the University of Edinburgh discusses the relationship between emotions and narrative fiction.
We discuss the feelings that books can elicit and the principles teachers can put into place in school to encourage children and young people to read for pleasure. She also talks about the research she carries out in collaboration with children, young people and teachers to contribute to a better understanding of how to promote reading for pleasure.
For information about the research discussed with children and young people, please visit: www.growingupareader.education.ed.ac.uk. For details of her collaborative research projects, visit: https://lalco.org.uk/projects/. You can follow Sarah on Twitter @DrSarahMcG.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Dr Anna Cook about how we can support positive experiences of relationships for children on the autistic spectrum.
We discuss the difficulties in relationships for children on the autistic spectrum and their desire to build friendships. We explore how perceived acceptance of autism in society can lead to masking and how taking a novel approach that brings together autistic and allistic peers for prolonged contact could counteract negative experiences and perspectives for both groups.
You can find out more about Anna's work here or follow her on Twitter @annahcook.
NB: This episode is being released during the UK wide lockdown and we hope that some of the ideas will be useful when lockdown eases over the coming months.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak to Dr May Lene Karlsen who has established Children Heard, alongside her colleague Dr Gail Sinitsky, to promote the voices of children.
We discuss how children's perspectives can offer a unique and powerful perspective and the risks if we do not listen to these voices. We speak about the Children Heard project during coronavirus that highlights the breadth and insight of children's views into the global pandemic. We also touch on how we can gather and hear these voices more effectively.
To learn more about the project please visit Home | Heard (childrenheard.com).
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we talk to Dr Chris Bagley, Director of Research at States of Mind, about school exclusions in England.
We explore how the history of education in England has led to the current culture of exclusions and the impact of these on young people and society. We consider why England has higher rates of exclusion than other countries, what they do differently and what can be done to meet the needs of all young people effectively.
To find more about Chris' work follow him on twitter @hiddendepths.
Further reading on the subject
https://thepsychologist.bps.org.uk/its-about-layers-disadvantage-these-children-face-school
https://www.independent.co.uk/independentpremium/voices/schools-academies-students-children-ofsted-education-a9340741.html
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we speak with Joanna Griffin a counselling psychologist and creator of affinityhub.uk, a website dedicated the emotional wellbeing of parents and carers of children with special needs.
We discuss the emotional journey that is associated with having a child with special needs, touching on why simple views of trauma and grief explanations do not capture the true experiences of these parents and carers. We highlight what schools can do in their approach and what they offer to support parents and carers on their journey.
Alongside other professionals Jo has produced a guidance document for education and social work professionals on supporting the emotional wellbeing of parent carers: https://www.affinityhub.uk/userfiles/documents/GuidanceforHealthEducationandSocialCareProfessionals.pdf
To find out more about Jo's work please visit https://www.affinityhub.uk/1/Welcome.html
Joanna Griffin's book (due for release in May 2021) 'Day by Day: Emotional Wellbeing in Parents of Disabled Children' https://freeassociationpublishing.com/
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we talk to Dr Kelly Morgan from the DECIPHer, School of Social Sciences at Cardiff University about the impact of thesummer holiday on the mental health of adolescents.
We discuss her research which gathered evidence from young people in Wales about their experiences during the summer holiday and found a significant impact of levels of deprivation on mental health. We unpick these results and touch on the power of social contact and the relevance of these findings in the current climate.
For further reading on the subject please use the links below:
https://decipher.uk.net/school-summer-holiday-experiences-may-be-putting-poorer-childrens-mental-health-at-risk/
School Holiday Enrichment Programme in Wales: https://www.wlga.wales/food-and-fun-school-holiday-enrichment-programme
School Health Research Network: https://www.shrn.org.uk/
Current government guidance: https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we talk to Dr Elsie Whittington from Manchester Metropolitan University about how teenagers view sexual consent and the complexities within this.
We discuss how the idea of a 'black and white' approach to sexual consent doesn't represent the real-life experiences that teenagers come across. How does societies' difficulty in saying 'no' influence the idea of sexual consent? We consider how teaching can move from theory into practice so that teenagers feel informed and empowered to make the best decision about sex.
To access the resources discussed in this episode please visit https://learn.brook.org.uk/
For further discussions about consent please follow the links below:
https://brenebrown.com/podcast/dr-marc-brackett-and-brene-on-permission-to-feel/
https://megjohnandjustin.com/sex/awkwardness/
https://www.bera.ac.uk/blog/consent-education-undoing-the-binary-and-embracing-ambiguity
https://www.youtube.com/watch?v=bBnDHEXMCGo
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we continue our discussion with Nic Hooper and Duncan Gillard, this time discussing evidence based practice.
We touch on the expectation on teachers to develop mental wellbeing in their students and the barriers to schools using evidence based practice. Nic and Duncan also present their process of evaluating the Connect Curriculum and why this is so important to them.
To find out more about the Connect Curriculum you can visit https://www.connect-pshe.org/.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode we talk with Duncan Gillard and Nic Hooper who led the team in the development of the Connect Curriculum.
We explore the theory of psychological flexibility and acceptance and commitment therapy on which the Connect Curriculum is based and discuss the importance of the core skills in the Curriculum: discoverer, noticer, advisor and values. We consider the need for universal, long-term interventions in the development of emotional well-being in children.
To find out more about the Connect Curriculum visit https://www.connect-pshe.org/ and you can read more about acceptance and commitment therapy here https://www.tandfonline.com/doi/abs/10.1080/02667363.2018.1446911
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In the first episode in the third series we discuss the unconscious processes in the classroom with Lynn Stammers a PhD student at Sheffield University.
We talk about how emotion plays a significant role in learning and how experiences as an infant are both relevant and important to consider in the classroom. We explore psychoanalytical processes such as projection, containment and motivation and the learning environments in schools which support these.
You can read more about the subject:
The Well Balanced Child: Movement and Early Learning (Early Years), Sally Goddard Blythe (2005).
Education - An 'Impossible Profession'?: Psychoanalytic Explorations of Learning and Classrooms, Tamara Bibby (2011).
The Creative Self: Psychoanalysis, Teaching and Learning in the Classroom (Foundations and Futures of Education), Tamara Bibby (2018).
Attachment in the Classroom: A Practical Guide for Schools, Geddes (2006).
Emotional Growth and Learning, Paul Greenhalgh (1994)
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In the second part of our belonging episode we speak to Professor Kathryn Riley about how we can build a sense of belonging in our schools.
We discuss how a sense of belonging for all should be a priority in schools at this time. We explore the role agency has in belonging and look at the idea of compassionate leadership. Kathryn shares examples from schools where belonging is a successful feature and asks us to consider our own experiences of belonging.
You can find more information on the work here: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/london-centre-leadership-learning/creating-place-and-belonging-schools
Find more information on The Art of Possibilities project here: http://www.theartofpossibilities.org.uk/
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In the first of a two part special on belonging in schools Max Coates, Visiting Professor at Plymouth Marjon University, introduces the idea of belonging and how this is connected to well-being.
We explore the difference between hedonistic and eudaimonic well-being and how this links to learning, and how the definition of 'belonging' is important for establishing this within schools. We also discuss how belonging is a key feature in improving the well-being of staff within a school.
You can read more about this work here: https://www.ucl.ac.uk/ioe/departments-and-centres/centres/london-centre-leadership-learning/creating-place-and-belonging-schools.
You can read Max's book 'It's Doing My Head In' here: https://www.johncattbookshop.com/it-s-doing-my-head-in-leading-complex-organisations-with-a-palaeolithic-brain
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Naomi Fisher, an independent clinical psychologist, discusses self-directed learning and the impact it can make on children's progress and success in learning.
We explore why school can contribute to feelings of low self-worth and facilitate a lack of progress and how self-directed learning can be the antidote to this. We consider the research into self-directed learning and what it teaches us about learning disabilities and testing in schools.
To read more of Naomi's work you can visit:
https://thepsychologist.bps.org.uk/volume-33/march-2020/schools-out
https://issuu.com/senmagazine/docs/sen102 (pg 102)
https://issuu.com/margatemercury/docs/mm14web-compressed (pg 53)
You can preorder Naomi's book on the subject here: https://www.amazon.co.uk/Changing-Our-Minds-children-learning/dp/1472145518/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1592229469&sr=8-2--
You can read more about self-directed learning here: https://www.psychologytoday.com/us/blog/freedom-learn
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Tracey Fuller, form the University of Sussex, discusses her research into information sharing and safeguarding disclosures with school counselors which won the CPCAB Counselling Research Award in 2017.
We explore how disclosures feel for the young person at the centre of situation and what these stories tell us about the importance of trust, openness and continued care during the disclosure process. We also consider how school systems can be facilitative of effective school counsellor-young person relationships and the role Designated Safeguarding Leads have to play.
You can listen to more about Tracey's research here https://www.youtube.com/watch?v=t0z5ZP1WTzo&feature=youtu.be
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In the final episode of our series exploring the use of punishment in schools Dr John Tillson and Laura Oxley discuss how the UN Convention on the Rights of the Child can be used as a framework against which the legitimacy of punishment can be judged.
We consider the arguments given for exclusion and other punishments in schools and whether these take into account the interests of the child. Suggestions are given on how to weigh up the rights of one child verses a group of children and alternative ways to approach misbehaviour. We conclude by discussion whether exclusion can ever be morally legitimate.
You can find out more about their work on the website: www.pedagogiesofpunishment.com.
You can read about the UN Convention on the Rights of the Child here: https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Geoff James, founder of The Solutions Focused Coach, discusses how a solutions focused approach is more relevant than ever right now.
We discuss the impact of COVID 19 and how this should provide an opportunity for schools to change their approach to behavior and staff well-being. We also consider how some aspects of the solution focused approach can be adopted by families managing this time together at home.
For more information visit www.thesolutionsfocusedcoach.com/
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode, in our series exploring punishment in schools, we talk to Ashley Taylor and Lily Lamboy about how teacher's perceptions of black girls has led to their over punishment in schools.
We discuss the idea of the misattribution of agency; how black girls are seen as having more agency than they actually experience which can lead to teacher's taking the view that they have choosen not to follow the rules and are assumed to be capable of taking a different course of action. We also introduce the idea of an 'agency of excess' and how attempts to correct inequalities outside of school can unknowingly lead to over punishment.
You can find out more about this work at www.pedagogiesofpunishment.com and watch Monique Morris' documentary film, Pushout: https://pushoutfilm.com/
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In this episode, in our series exploring punishment in schools, we talk to Dr Helen Brown Coverdale, from the UCL School of Public Policy, about how we can use care ethics to guide our approach to punishment in school.
We explore how punishment itself may not be enough to stop a person committing the wrong in the future and how, instead, education could focus on building the capacity to resist the temptation to do wrong. We discuss the role shame and stigma has in punishment and how students can be empowered by different approaches to wrong doing.
You can find out more about the project at www.pedagogiesofpunishment.com.
You can find out more about Helen's work at http://helenbrowncoverdale.nfshost.com/
Twitter: @emcurriculum
Contact: Theemotionalcurriculum@gmail.com
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In the fourth episode in our series exploring punishment in schools we talk to Professor Randall Curren about his rethinking of traditional elf-determination theory and how this can influence punishment in schools.
We discuss how self-determination theory (a theory of motivation) can be considered in an educational context and how this would change the need for punishment. We explore the three core principles of self-determination theory: autonomy; relatedness and competence. You can find out more about the project on the website: www.pedagogiesofpunishment.com.
You can find out more about self-determination theory here: https://selfdeterminationtheory.org/theory/
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In the third episode in our series exploring the use of punishments in schools we talk to Winston C. Thompson and Abby Beneke about their work which explores what makes punishment in schools legitimate.
We discuss three criteria which can guide reflections on whether punishments in schools could be considered legitimate: the authority to punish; the moral standing to condemn; the educative license to punish. We also consider how identity can affect how punishments are perceived and how 'descriptive representation' can go someway to redressing perceived illegitimacy of punishment.
You can find out more about the project on the website: www.pedagogiesofpunishment.com
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In the second in our series exploring the use of punishments in schools Professor Bryan Warnick presents his work on the characteristics which makes schools unique.
We take a historical perspective on how punishment has evolved in schools and then explore four special characteristics of schools: the educational purpose; the developmental ethos; the blurred lines of moral responsibility and public accountability. With these in mind a new approach to punishment is discussed.
You can find out more about their work on the website: www.pedagogiesofpunishment.com
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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In the first in a series of podcasts Principal Investigators John Tillson, from Liverpool Hope University and Winston C. Thompson, from Ohio State University, introduce their project 'Pedagogies of Punishment'.
Throughout the series we reflect on punishment from a variety of different perspectives including philosophical, educational, historical and psychological. In this episode we discuss how everyone has a right and a responsibility to consider how and why we punish in school. This series poses important questions to help you reflect on the defensibility of punishment in schools.
You can find out more about their work on the website: www.pedagogiesofpunishment.com
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Sarah MacIsaac, from the University of Edinburgh, shares her work on how social media use has impacted on the relationships and identities of adolescents in one school.
We discuss the sense that the adolescents were under the constant gaze of their peers and the 'celebrification' that came with this. We explore how teenagers can be negatively and positively impacted by this and whether they could look critically on their use of social media.
You can find out more about Sarah's work here https://www.blogs.hss.ed.ac.uk/peresearch/.
https://www.ed.ac.uk/profile/sarah-macisaac.
@SarahLMacIsaac
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr DeLeon Gray, Associate Professor in Educational Psychology at North Carolina State University and a Scholar in Residence at Michigan State University, discusses his work on how students attempts to stand out can manifest as learning behaviours.
We explore the human need to stand out whilst fitting in and how this may influence the participation of young people in the classroom. We also consider how teachers can capitalise on this drive and promote inclusion in the classroom.
Find out more about the research discussed in this episode at http://www.weareischolar.org/
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Carina Embeita an Educational Psychologist shares her research which explored parental views following the exclusion and reintegration of their child.
We discuss how exclusion and reintegration are inseparable experiences for parents and what this suggests in terms of the support that reintegrating schools can offer. Carina presents the views and emotions of parents during this process and we consider how an understanding of this can be a vital part of creating a successful reintegration. You can read Carina's research with the link below:
https://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=0dd3bab3-aef9-4390-a5a1-6cfb490ff301%40pdc-v-sessmgr04
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Geoff James and I continue the conversation about using a solutions focused approach in schools. We discuss how traditional models of discipline could mollycoddle children and think about how a solutions focused approach can be embedded into the systems of schools.
https://www.thesolutionsfocusedcoach.com/
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Geoff James, founder of The Solutions Focused Coach, introduces the idea of using a solution focused approach in school.
We discuss how current trends towards behaviourist, reward and punishment, styles of discipline in schools may not be providing the answers that schools are looking for. We explore a different way to approach the 'problem' that draws on knowledge of neuropsychology and promotes the agency of the young person.
Further reading on what was discussed in this episode:
https://www.thesolutionsfocusedcoach.com/
Transforming Behaviour in the Classroom: A solution-focused guide for new teachers (Geoffrey James)
Solutions in Schools: Creative Applications of Solution Focused Brief Thinking with Young People and Adults (Yasmin Ajmal and Ioan Rees)
The Righteous Mind: Why Good People are Divided by Politics and Religion (Jonathon Haidt)
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Professor Teresa Cremin from the Open University discusses her work into reading for pleasure.
We discuss how research has found that reading for pleasure has academic, emotional and social benefits and how teachers are an important part in developing the emotional impact of reading for their students. Teresa presents the idea that reading should be social experience and how this can support children's understanding of the world and themselves.
For more information on the research discussed in this episode please visit https://www.researchrichpedagogies.org/research/reading-for-pleasure and you can follow Teresa on twitter @TeresaCremin.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Lisa Lea-Weston discusses the purpose of supervision and the impact this has on the head teachers she works with.
We explore how supervision has a place in schools and can offer support in a way that is invaluable considering the emotional load on teachers. How can supervision help you get back in touch with your passions and what steps can you take if you aren't being offered supervision in your current role?
For more information on Lisa's work you can visit her website https://oakpractice.co.uk/author/lisa/ or follow her on twitter @TalkingHeadsOak.
Book - Using Supervision in Schools https://www.pavpub.com/using-supervision-in-schools
The National Hub for Supervision - https://www.leedsbeckett.ac.uk/carnegie-school-of-education/national-hub-for-supervision-in-education/
National Association of Special Schools - NASSchools.org.uk
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Karen Bluth, Assistant Professor at the Department of Psychiatry, University of North Carolina shares the model of self-compassion and discusses how this can be key to supporting the well-being of adolescents.
We discuss how a sense of humanity can be a key component in helping adolescents manage their own emotions and how we can help the young people we work with to develop their sense of self-compassion through mindfulness and self forgiveness.
You can find out more about what we discussed in the episode with the following links:
www.Centerformsc.org
www.karenbluth.com
www.mindfulschools.org
Twitter:@emcurriculum
Contact: theemotionalcurriculum@gmail.com
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An introduction to Series 2 where we discuss how these podcasts can be useful for you.
For more information on the issues we touch on in this episode try these articles:
https://www.tes.com/news/action-research-classroom-quick-guide
https://www.theguardian.com/teacher-network/2017/nov/23/how-can-we-make-research-work-harder-in-our-schools
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Lisa O'Reilly, a school SENCo, discusses how she has introduced a space for the students at her school to come and share their thoughts and feelings.
We discuss how she uses metaphors to encourage discussions, how this has helped the students in school, the skills she uses to make this intervention a success and the difference between listening and hearing.
Are you working to put evidence into practice, we'd love to hear from you.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Michael Haslip from Drexel University presents his research which explores how love, kindness and forgiveness are demonstrated by young children and how we can encourage the development of these virtues.
In this episode we discuss how developing love, kindness and forgiveness can have a long term impact on emotional well-being and how teachers can be encouraged to develop these traits using a strength spotting approach.
You can read Michael's research with the following link https://drexel.edu/soe/faculty-and-staff/faculty/Haslip-Michael/.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Annie Gowing from the University of Melbourne discusses her research which explores what contributes to students' sense of school connectedness. She found that peer relationships are a key determinant of this.
In this episode we explore how school connectedness and belonging differ, the importance of prioritising peer to peer relationships alongside teacher to peer relationships and how important school connectedness can be for those students who are most marginalised.
You can follow Annie on twitter @GowingAnnie and find out more about her work on this blog https://www.bera.ac.uk/blog/wellbeing-by-acronym-simplifying-the-complex.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Colin Newton from Inclusive Solutions discusses his journey into using restorative justice to support schools to manage behaviour.
In this episode Colin and Sarah discuss the theory and principles behind restorative justice and how it can be implemented in schools. We highlight the 5 key questions that any teacher can start using straight away and talk about the real impact this approach can have.
You can follow Inclusive Solutions on twitter @insols. Find out more about Colin's work by visiting the Inclusive Solutions website inclusive-solutions.com where you will also find his book 'Restorative Solutions: Making It Work' and other resources to support using restorative justice in your school. Read about his work around restorative justice by following this link: https://inclusive-solutions.com/training/behaviour-and-relationships/
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Sian Jones from Queen Margaret University has conducted research which explores how imaginative play can be used to increase a child's intentions to play with children who are immigrants or refugees.
In this episode Sian and Sarah Taylor-Whiteway discuss the idea of imagination, the impact of being from an isolated group and how play has the potential to build connections between groups. We consider how these ideas can be used in the classroom to promote inclusion and friendships.
You can follow Sian on twitter @dr_sian_jones.
You can find out about Philosophy for Children here https://p4c.com/ and read the 'Give Racism the Red Card' report here https://www.theredcard.org/publications.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dana Carsley from McGill University has conducted research which found that art based mindfulness activities can reduce a young person's test anxiety after just a 15 minute intervention.
In this episode Dana and Sarah Taylor-Whiteway discuss the ideas of mindfulness, the nature of anxiety and how we can use what we know to support young people before exams. We touch on how this can be applied in the classroom to make an impact even with novice mindfulness practitioners.
Twitter: @emcurriculum
Contact: theemotionalcurriculum@gmail.com
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Dr Sarah Taylor-Whiteway introduces this new podcast, explains why is is important and who should listen. Each 30 minute episode will present a piece of research or evidence based practice focused on understanding or improving mental health in schools. All in an effort to explore the emotional curriculum we build in our schools.
Contact: theemotionalcurriculum@gmail.com
Twitter: @emcurriculum
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