Student Emotion Management
TIME \@ "MMMM d, yyyy" October 1, 2018
Cahill, H., Meakin, C., Smith, K., Higham, L., Beadle, S., Farrelly, A., & Croftsxd, J. (2018). Level 1-2 Resilience, Rights and Respectful Relationships - FUSE - Department of Education & Training. Retrieved from http://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=29b6985a-935d-4053-97c9-f776a99b0fb6
This resource is of relevance to my organization because it deals with a fundamental issue of social (and by extension, educational) behavior. Specifically, it provides detailed instruction for how to teach students to manage their emotions and overall resilience within the confluence of social and educational contexts in which they attend school.
The focus and rationale of this resource is education—as well as the general edification—of young students in the basic rights and respect to which everyone is privy. Implicit to this education is the emotional management and behavioral control required to treat others with such respect, which is a critical component of scholarship in the formal learning institutions. Students require skills in these fundamental areas of interaction—again, whether for didactic or general social constructs— to optimize their time learning in schools. Exposure to this resource is designed to help primary and secondary school students develop social, emotional and positive skills amongst each other. The effort to improve the overall welfare of these students is critical to achieving minimal antisocial behaviors such as gender-related violence.
The target group for this resource is students in the first and second levels of education. The resource is comprised of eight subject areas pertaining to rights and respectful relationships, including emotional literacy, personal strengths, positive coping, problem-solving, stress management, help-seeking, gender and identity, and positive gender relations. Anywhere from three to five didactic activities accompany each of these stratifications. A bevy of additional resources concludes the literature devoted to each of these subject areas. The resource has been suggested to become part of the VCE Health and Human Development or as part of VCAL programs. The resource is designed to provide valuable skills for students in the years 11 and 12 years. Both primary and secondary school teachers are encouraged to deliver the resource materials to students in schools during pastoral care sessions, lunchtime breaks or even during study camps.
Range of Teaching and Learning Activities
There is a considerable range of the teaching and learning activities contained within this program, as alluded to in the previous section. The focus areas span from personal, individual conceptions of behavior (such as emotional and stress management) to more interactive displays of respect, such as positive coping mechanisms and effective modes of seeking help. The versatility encapsulated within this range enables students to learn how to interact with others in socially accepted behavioral norms. They are taught these virtues as they apply both to the notion of the self and to others. Additionally, antisocial behaviors such as engaging in gender violence are discouraged to achieve meaningful and respectable relationships with each other.
Protective and Risk Factors
This resource seeks to buttress a number of the protective factors and risk factors that are essential to building resilience in school children. One of the risks associated with self-efficacy is problem-solving. A negative impulse associated with this risk—an impulsive reaction (Morrison, 2007, p. 164)—is directly addressed in the problem-solving module of this resource. Risk mitigation and protective measures for social competence are a part of the help-seeking topic area (Cahill et al., 2018, p. 44). Also, the stress management module has activities to enhance the individual protective factor of self-worth. Such activities involve learning various relaxation techniques as well as avoiding and coping with stress.
Consistent to Good Programming Practice According to SAFE
According to the SAFE model, this program is largely consistent with advantageous programming practice in preventive education. SAFE is an acronym for Sequenced, Active, Focused, and Explicit (Durlak et al., 2011, p. 408) Social and Emotional Learning (SEL). The sequence of the activities for the various subject areas are well coordinated to achieve their desired objectives. A good example of this fact is found in the problem-solving subject area. The first activity simply enables the students to work collectively in games (Cahill et al., 2018, p. 44); they do not even necessarily know they are solving problems together. The other activities introduce progressively more difficult problems for the students to solve, boosting their prowess to do so with each successive activity.
An eminent aspect of SAFE is the inclusion of active forms of learning (Durlak et al., 2011, p. 410). The program examined in this document rigidly follows this element of SEL by provisioning didactic games in each area, and in almost every activity for those areas. The general format is children play a game which introduces them to an academic tenet; they then have the opportunity to reflect on its educational value. Evidence indicates there is a positive correlation between games and learning (Vlachopoulos & Makri, 2017, p. 22). The concept denoted in the SAFE acronym for F, focus, revolves about components teaching social and personal skills (Durlak et al., 2011, p. 410). Almost each of the different areas of this program adheres to this requirement, beginning with the initial one focused on emotional literacy. In fact, the concentration on implementing social and personal skills (Cahill et al., 2018, p. 8) into the educational activities of the students is a key precept upon which the Resilience, Rights and Respectful Relationships program is based.
Moreover, this program explicitly teaches the various elements of SEL, instead of simply generalizing its concepts. For instance, one of the primary facets of SEL is learning and building relationship skills. There is an entire subject area in the program dedicated to positive gender relations which hones in on this part of SEL. One can even posit the notion that the topic area for gender and identity addresses this idea as well since the basis of any relationship is the identity of the people involved in it. The protective factors of sense, purpose, and self-worth, are addressed in this topic, which is influential for the foundation of building relationship skills predicated on one’s self.
That area also is primed for addressing a different part of SEL, the raising of self-awareness, which correlates to self-fulfillment (Flavian, 2016, p. 88). There are several games and educational activities in the gender and identity which are based on raising such self-awareness. Additionally, the personal strength topic of the program also contributes to building self-awareness in young learners. Self-efficacy is induced in pupils via this particular topic area. This area of focus is invaluable because it teaches children to redirect their concern—and to a lesser extent, certain aspects of their resilience—to others (Lynch and Simpson, 2010, p. 3) by helping them. Another dimension of SEL is social awareness, which is related to the notion of seeking help in positive manners when needed. This idea is readily strengthened by an entire module dedicated to seeking help. In this module and the others, children learn games that teach them the value of seeking help, as well as how to do so in a way that is socially advisable. Games “promote engagement,” Abdul Jabbar and Felicia, 2015, p. 740) useful for learning outcomes.
Resilience, Rights and Respectful Relationships program also embraces the precept of ‘explicit’ as denoted by various exercises in the program. A perfect example is the gender education and identity, the knowledge that is aimed at understanding, exploring as well as celebrating the diversities in gender. Various games such as the ‘Controller Colours game’ are critical in establishing self-body control and while at the same time having fun. Creating clear understanding and knowledge of the gender diversities amongst students is a fundamental step to the establishment of meaningful, positive and respectful relationships that are socially acceptable. Unless applied in unison, the impact of these princi...