Cybersafe ConferenceCybersafe Conference

Emotional response of learnersEmotional response of learners

Jayne CottinghamJayne Cottingham

Aims of sessionAims of session

Awareness of incidents being reported in Awareness of incidents being reported in DorsetDorset

Understanding the emotional response of Understanding the emotional response of teenagers and young peopleteenagers and young people

What can we do to support emotional well-What can we do to support emotional well-beingbeing

The Brain at it’s simplestThe Brain at it’s simplest

Thinking brain Cerebrum

Emotional brain Limbic System

Survival instinct brain Cerebellum

The BrainThe BrainThe Top Part of the Brain – The Neo-cortexThe Top Part of the Brain – The Neo-cortex

This part of the brain governs the higher order thinking skills likelanguage, logic, pattern recognition and imagination.

LANGUAGE/LOGICMy use of words andnumbersMy ability to sequenceMy ability to analyse

PATTERNS/IMAGINATIONMy ability to recognisepatternsMy ability to envisageMy ability to see the entire

Neo-cortexfunctions (left)

Neo-cortexfunctions (right)

The BrainThe Brain

Mid BrainMid Brain

Known as the Limbic System. This part of the brain governs emotion,values and memory. It filters information to the top part of the brain if it sees it to be valuable.

LONG TERMMEMORY

What I canremember

What motivatesme

VALUE & TRUTH

What I value

EMOTIONSWhat I feel

The BrainThe Brain

Reptilian BrainReptilian Brain

The base, or oldest, part of the brain is called the reptilian brain. This part governs our basic responses and survival instincts like fight/flight and territory.

SURVIVALFightFlight

DEFENCEKeep my spaceKeep my friendsKeep my things

STYLE & HABITSeek attention

Show offAct and react

in a patternSUCCESSBe leaderBe on the

winning side

THREAT

Our response to threatOur response to threat

Slide 1.7

Maslow’s Hierarchy of Human NeedMaslow’s Hierarchy of Human Need

Self-esteem:Self respect

Self confidence

Self-actualisation:Personal fulfilmentDeveloping talents

Gaining recognition & respect

Love & Belonging:Friendship/companionship

Group identity Being understood Caring

Safety Needs:Security Predictability

Safety against danger or threat

Physiological Needs:Food Shelter Warmth Sleep

The Emotional Ups and Downs of being a Teenager

It’s just like dealing with a two year old!!

Let’s try that ……

•Risk taking

•Desire for pleasure

•Surviving risk - let’s do it again

•Because I can

Differences- Compared with young children adolescents Differences- Compared with young children adolescents are more likely to-are more likely to-

Adolescents -Adolescents -

More concerned with More concerned with what peers think, less what peers think, less with parents/carers/ staffwith parents/carers/ staff

Seek respect, freedom Seek respect, freedom and own responsibilityand own responsibility

Self- consciousSelf- conscious

Experiment and take risksExperiment and take risks

Implications for schools-Implications for schools-

In teaching make use of peer In teaching make use of peer groups and mediation skillsgroups and mediation skills

Encourage autonomy, critical Encourage autonomy, critical thinking and decision makingthinking and decision making

Work on self-awareness and Work on self-awareness and building self- worthbuilding self- worth

Teach about self-care, self-Teach about self-care, self-respect and ways of feeling respect and ways of feeling good without drugsgood without drugs

Teenagers may look like Teenagers may look like adults but inside adults but inside they are still work in they are still work in progressprogress