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
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
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