Conflict

management,
emotional
intelligence and
Bullying prevention
Sònia Sola
Europass Teacher Academy
1

Discovering
Barcelona
•Highlighted places
•Gracia Tour (Optional)
•Extr
•Learn some useful words and sentences!

All the details will be sent by mail during the

break! Check that it arrives well!
Insert your image here

Break time!

15 minutes

From 15:30 to 15:45

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!
3

Icebreaker
Activity!

“The Hand”
A SYSTEMIC PERSPECTIVE ON
EDUCATION
 SWOT Analysis for teachers
4
THE TRANSFORMATIONAL THE TRANSFORMATIONAL TEACHER
TEACHER

Albert Humphrey, 60-70s

 Weaknesses
Some ideas...
•What were your greatest challenges in
achieving your personal goals at school?
•What did you find difficult this year in your
Strengths vocation/ academics?

•Which of your achievements you are •Are you fully confident in your educational
proud of this year? skill training and learning level?
•What subjects or topics were you good at? •What are your negative work traits and
•What worked for you in your approach to habits?
learning? •What skills do you feel needed more work?
•What are you proud of achieving?
•What new skills did you develop? •What areas of your approach did you
struggle with?
•What personal resources can you access?
•What values do you excel in that others •When did you not feel confident about your
fail to exhibit? ability to succeed?
 Some ideas...

Opportunities Threats
•What are the biggest obstacles before you
•What could you do to build your strengths in making changes in your career/ learning?
and deal with your weaknesses?
•Are there other individuals you work with
•Who did you encounter this year that
who make your work difficult?
might be able to help you on this journey?
•What will be different about next year that •What stops you from achieving what you
will create opportunities to change? are capable of?
•What could you personally do differently in •What challenges do you face in staying
your approach to school next year? motivated to do your school work?
•What one thing could you change that
•What challenges do you face in managing
would make the biggest difference to you
distractions and procrastination?
in being a more effective teacher/ learner?
 SWOT Analysis for teachers
4
Insert your image here
SWOT Analysis benefits

The SWOT Analysis is also one formative

tool that provides a lot of flexibility for use.
You can use this as a pre-assessment,
while reading or delivering content, or as a
post-instruction tool. It works to emphasize
collaboration, connections and
synthesizing information. It also serves as
an efficient tool for connecting new
information to prior learning. The gist:
The SWOT analysis will encourage your
students to think critically; try to implement
Insert your image here this strategy in your classroom!
Marshmallow challenge!
 GREAT JOB!

The spaghetti represents the

members of the group, the
connections of the spaghetti
with the ribbon and the thread
are the interactions that take
place between the team
members, and the
Marshmallow that holds the
tower at the top is the common
challenge. The sustainability of
the tower depends on these
connections.
 THE LEARNING
https://www.youtube.com/watch?v=T9ynlPs_NTM
ENVIRONMENT

The environment is everything that surrounds the teaching-learning

process and is made up of material elements (facilities, tools ...)
and physical, affective, cultural, political and / or social factors,
among others, that influence student.

The environment is related to:

• The learning environment determines the spaces in which the
activities are carried out, which can be physical or virtual.
• The learning climate determines the interaction that exists
between teacher-student and vice versa.
 The material environment has to be conducive and
comfortable for people to carry out our tasks in the
best way.

Some tips to follow are:

THE LEARNING ENVIRONMENT

• Create an environment conducive to the study

• Have comfortable chairs and tables for use
• Have an adequate light
• Use furniture that transmit harmony
• Eliminate unnecessary items
• Use color psychology!
• Involve students in designing/decorating the space!
• Biophilic Design (use of organic shapes, natural
elements, plants and flowers..)
• Use outdoor spaces!!
 It is important that all the technical aspects given by a
classroom are prepared to function and in case of
failure, there are alternatives.
THE LEARNING ENVIRONMENT

➔ Wifi
➔ Laptops
➔ Presentations
➔ Material

This will also determine the good atmosphere.

 To end the material part, it’s a must mention the Layout of
the classroom which must be studied to be adequate for
all.

There are numerous classrooms configurations that will

THE LEARNING ENVIRONMENT

determine the quality of the environment:

• The circle style: sitting in small clusters while encourage
the students to focus on each other’s words and their
own ideas. The trainer is much ables to move from
group to group to facilitate conversation.
 • The cabaret style: also • Active learning lab style:
sitting in small clusters the people can work in a
while people can work medium groups and it
together collaboratively supports a variety of
teaching methods and
THE LEARNING ENVIRONMENT

learning preferences.

https://www.youtube.com/watch?v=2rjsPP-T7zQ
 As trainers, the goal is to create a safe environment
conducive to learning, an environment where students
can learn in a positive way. In fact, there is a relationship
CREATING A SAFE ENVIRONMENT

between a positive classroom environment and academic

success.

It depends on the needs of the student, we will create a

classroom climate that is favorable for them.

For international trainings this is fundamental!!

 How do we create a good atmosphere in the
classroom?

• Build empathy
• Making bonds with people
GOOD ATMOSPHERE

• Build trust
• Recognize the goals
• Reinforce non-verbal communication
• Enhance strengths or virtues
• Encourage participation
• Work on the sense of humor
• Cooperative learning
• ……..
 The role of the trainer is essential to place encourage
in their students, the trainer is the benchmark capable
of activating the mirror neurons of the group
ENCOURAGE CONFIDENCE

(Smile!!)

To develop encourage in a group can be carried out

Encouragement Dynamics: activities that reinforce the
connection between adults and create a different
environment so that people feel more secure.
 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.”

Geelong Grammar School, Institute of Positive Education

THE PERMA MODEL OF WELL BEING
THE PERMA MODEL OF WELL BEING
 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
 PREJUDICES AND STEREOTYPES
MAY BE BEHIND CONFLICTS

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
https://www.youtube.com/watch?v=-3FSFirWccw
https://www.youtube.com/watch?v=F-TyPfYMDK8
 CONFLICTS OFTEN ARISE
BECAUSE OF AN UNMET NEED

https://www.youtube.com/watch?v=KY5TWVz5ZDU

A.Maslow's hierarchy of needs,

1943
 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

Thomas-Kilmann, 1976
COMPETING
AVOIDING
COMPROMISING
ACCOMODATING
COLLABORATING
 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 messages”
https://www.youtube.com/watch?v=ynBhMQDT7Kw 5. Peer mediators may rotate during the school year/s
and are supervised periodically
 I MESSAGES - I STATEMENTS

You shouldn’t write things like that on Facebook.

Stop cheating! You can’t look at my paper just

because you didn’t study.
THE CONFLICT MANAGEMENT
BOOK
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?
 EMOTIONAL INTELLIGENCE

https://www.youtube.com/watch?v=LgUCyWhJf6s

➲ Emotional Intelligence was first introduced by Daniel Goleman back in

1994
➲ His groundbreaking research theorized that humans are made up of
different kinds of 'INTELLIGENCES'.
➲ Up
until then, 'Intelligence' was equated with a high Intelligence
Quotient, or IQ.
➲ Goleman claimed that Emotional Intelligence, or EQ, was just as
important as IQ, in creating highly functional, well-balanced people.
➲ Emotions can run wild in today's fast-changing world, so teaming up
awareness of one's emotions with the rational ability to express them
and use them constructively is a key competence for adults and
children alike.
 HIGH IQ DOES NOT EQUAL HIGH
EQ

➲ Emotion is crucial to effective

thought, helping us make wise
decisions and allowing us to
“think clearly”.
➲ A child with a high IQ who has
poor impulse control may feel
anxious, troubled, agitated.
➲ That child is at risk for
academic failure, even
alcoholism and criminality
because s/he has poor
emotional control.
WHAT IS AN EMOTION?!
• COGNITIVE COMPONENT
• PHYSIOLOGICAL COMPONENT
• BEHAVIOURAL COMPONENT

• The expression of an emotion might

be intensified, hidden, decreased,
depending on the situation /
environment (display rules)
“UNIVERSAL FACIAL EXPRESSION OF EMOTIONS” https://www.youtube.com/watch?v=-hr58Yu0yDs
 BE AWARE OF YOUR
EMOTIONAL STATE AND
NOTICE THE POSITIVE
EMOTIONS WILL EXPAND
PLEASE NAME AND WRITE DOWN AT LEAST 5 THEIR POSITIVE EFFECT
AND WILL ACCOSTUM
POSITIVE EMOTIONS (BESIDES HAPPINESS) YOUR BRAIN TO LOOK
FOR THEM !
THAT COME TO YOUR MIND.

WOULD IT BE EASIER IF I HAD ASKED YOU TO

WRITE DOWN 5 NEGATIVE EMOTIONS?!
 GRATITUDE: a feeling of SERENITY: a calm and
thankfulness, for something peaceful feeling of
specific or general, internal acceptance of oneself
or external. and the environment.

INTEREST: a feeling of
HOPE: a feeling of
curiosity or fascination
optimism and anticipation
about someone or
about a positive future.
something.

A SHORT TRIP TO THE WORLD OF

POSITIVE EMOTIONS
 ENTHUSIASM:
excitement, OPTIMISM: a positive and
hopeful emotion that
accompanied by encourages you to look
motivation and forward to a bright future.
engagement.

LOVE: feeling of
deep and enduring
affection for SATISFACTION : a sense of
pleasure and contentment
someone that can be you get from accomplishing
an individual, a group something or fulfilling a need
of people, or even all
humanity.

A SHORT TRIP TO THE WORLD OF

POSITIVE EMOTIONS
https://www.youtube.com/watch?v=xNY0AAUtH3g HOW THE BRAIN PROCESSES STRONG
EMOTION
➲ Some emotional reactions
create a sloppy response, for
biological reasons.
➲ The sensory thalamus receives
the stimuli (spider) and sends
signals.
➲ The amygdala, specialist in
emotional matters, receives the
signal first and reacts
immediately (yells).
➲ The neo-cortex, able to think,
deciphers the signal (it's just a
spider).
 DANIEL GOLEMAN
MODEL OF EMOTIONAL INTELLIGENCE - 1995

Daniel Goleman’s model of emotional intelligence includes five

realms.

Know your emotions.

Manage your emotions.
Motivate yourself (action, motivation and intention)
Recognize and understand other people’s emotions
Manage relationships
Daniel Goleman, 1994
 SALOVEY AND MAYER
FIRST MODEL OF EMOTIONAL INTELLIGENCE

The 4 Dimensions of Emotional

Intelligence

There are four distinct dimensions of

emotional intelligence that form a
hierarchy of emotional skills and
abilities:

1.Perceiving emotion;
2.Using emotions to facilitate thought;
3.Understanding emotions;
4.Managing emotions.
 SALOVEY AND MAYER
FIRST MODEL OF EMOTIONAL INTELLIGENCE
The 4 Dimensions of Emotional
Intelligence

1.Perceiving emotion:

Being aware of and recognizing other

people’s states (both physical and
psychological states, like being in
physical pain or feeling frazzled)
Identifying emotions in other people,
expressing one’s own emotions and
needs accurately and appropriately
 SALOVEY AND MAYER
FIRST MODEL OF EMOTIONAL INTELLIGENCE

The 4 Dimensions of Emotional

Intelligence

2.Using emotions to facilitate thought:

Using emotional states to improve

your problem-solving skills and
creativity.
Redirecting and prioritizing your
thinking based on the feelings
associated with those thoughts
 SALOVEY & MAYER
FIRST MODEL OF EMOTIONAL INTELLIGENCE
The 4 Dimensions of Emotional
Intelligence
3.Understanding emotions:

understanding the relationships

between various emotions,
perceiving the causes and
consequences of emotions,
understanding complex feelings
and contradictory states, and
understanding the transitions
among emotions.
 SALOVEY & MAYER
FIRST MODEL OF EMOTIONAL INTELLIGENCE

The 4 Dimensions of Emotional

Intelligence

4.Managing emotions:

Being open to both pleasant

and unpleasant feelings;
monitoring and reflecting on
your emotions.
Managing the emotions both
within yourself and in others
 Robert PLUTCHIK
Wheel of emotions
(1980)

https://www.youtube.com/watch?v=M8eIE3MM5WU
 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?
 STRATEGIES TO MANAGE
EMOTIONS
Description Sample Activities
Cognitive strategies Challenging your thoughts or letting
them go
Physical strategies Meditation, yoga, guided imagery,
breathing regulation, exercise,
grounding
Withdrawal/avoidance Step away from person, situation or
activity
Pleasurable activities Humour, hobbies, socialising
Emotional dialogue Venting, talking with others
Indirect tension relaxant TV, chocolate, coffee, movies

Direct tension relaxant Medication

 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

https://www.therapistaid.com/worksheets/socratic-questioning.pdf
 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.
 MINDFULNESS
(JON KABAT-ZINN, 1970S)

“Mindfulness is awareness that

arises through paying attention,
on purpose, in the present
moment, non-judgmentally, as
if your life depended on it.”
(Jon Kabat-Zinn)
MAIN KINDS OF MINDFULNESS

• Sitting Mindfulness
• Walking Mindfulness
• Body Exploration
• Food Mindfulness
• Creative Mindfulness
 • to improve attention and focus
•
WHY USING MINDFULNESS IN

to calm the mind

• for better contro of thoughts, emotions, behaviour
• to increase our adaptability
•
SCHOOLS?

for greater empathy and perspective-taking

• to achieve better grades and improve behaviour
• to reduce test-related anxiety and negative self-talks
• to improve resilience
• to Mitigate depressive, autistic and ADHD Symptoms
• for more self-awareness
… and much more!
Anti - Bullying
Strategies
https://www.youtube.com/watch?v=pDG1-BCZvTE

WHAT IS BULLYING?

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=KQZ9hDDz704
THE KIDS WHO BULLY
These children engage in bullying behavior towards their
peers. There are many risk factors that may contribute to the
child's involvement in the behavior.

Among the developmental al causes that seem to influence

development:
-Grow up in an inappropriate family environment, a
dysfunctional or conflictual family.
-Be raised with a tolerant and permissive style which does not
set clear rules; or with an authoritarian style, exercised with the
abuse of physical strength or emotional manipulation
-difficulty in identifying the emotions of others and interpreting
social signals
 These are children or teenagers who may be aggressive towards peers,
teachers and even parents. They are impulsive, poorly empathetic, unable to
CHARACTERISTICS OF THE KIDS
establish positive relationships.They have low frustration tolerance and
difficulty following the rules. Dan Olweus has developed indicators of the
possible bully and the likely victim.

Indicators of the possible bully

WHO BULLY

■ reproaches, intimidates, threatens,

■ has a strong need to dominate;
■ punches, kicks, jerks;
■ harms things that belong to others;
■ gets easily upset and is not very tolerant;
■ is oppositional, insolent, aggressive;
■ engages in other antisocial behaviors.
THE KIDS WHO ARE BULLIED

These children are the targets of bullying behavior.

Some factors put children at more risk of being bullied,
but not all children with these characteristics will be
bullied.

Among these factors: sexual orientation; religious

beliefs, national origin; special needs; socio-economic
status, cultural/national belonging; appearance
(attitude, clothing, interests..).
 The chosen victims are indifferently male or female, often cautious,
CHARACTERISTICS OF THE KIDS

reserved, fearful and sensitive.

If harassed they tend not to react, have low self-esteem and a negative
WHO ARE BULLIED

self-image. Sometimes, these children may need help learning how to

respond.

The repeated attack of peers inevitably increases anxiety, insecurity and

lowers self-esteem. Victimized students are physically weaker, are afraid
of getting hurt or injured. The victim has difficulty establishing himself in
the group of peers, she tends to relate better with adults, however she
does not tell the abuses she suffers, neither to her parents, nor to the
teachers.
 -Decrease in self-esteem
EFFECTS OF BULLYING ON THE

-Increase of negative emotions such as fear, angry, helplessness, shame,

sense of guilt
-deterioration of social interactions, isolation;
-lower academic results, does not want to participate in school activities
or does not want to go to school anymore.
VICTIM

-psychosomatic symptoms (changes in sleep and appetite, headaches,

digestive problems..)
they might become secretive and avoid talking about school;
engage in absences;
school change (enrolling in another school);
physical consequences: headaches, changes in appetite, digestive
problems, sleep troubles.
Long-lasting effects on the victims: anxiety disorders, post-traumatic stress
disorder, depression, suicide attempts..
THE KIDS WHO ASSIST

These children may not start the bullying or lead in the bullying
behavior, but serve as an "assistant" to children who are bullying.
These children may encourage the bullying behavior and
occasionally join in.
THE KIDS WHO REINFORCE

These children are not directly involved in the bullying behavior but
they give the bullying an audience. They will often laugh or provide
support for the children who are engaging in bullying. This may
encourage the bullying to continue.
THE OUTSIDERS

These children remain separate from the bullying situation. They

neither reinforce the bullying behavior nor defend the child being
bullied. Some may watch what is going on but do not provide
feedback about the situation to show they are on anyone’s side.
Kids who Defend: These children actively comfort the child being
bullied and may come to
the child's defense when bullying occurs
THE KIDS WHO DEFEND,
UPSTANDERS
These children actively comfort the child being bullied and may
come to the child's defense when bullying occurs. They also may
call adults’ intervention.
https://www.youtube.com/watch?v=6ctd75a7_Yw
WHAT IS
CYBERBULLYING?

Cyberbullying can be defined as “Willful and repeated harm inflicted through the use of
computers, cell phones, and other electronic devices.”

It is also known as “cyber bullying,” “electronic bullying,” “e-bullying,” “sms bullying,”

“mobile bullying,” “online bullying,” “digital bullying,” or “Internet bullying.”

https://www.connectsafely.org/cyberbullying-online-abuse/
TIPS TO HELP STOP
CYBERBULLYING
TIPS TO HELP STOP
CYBERBULLYING
TIPS TO HELP STOP
CYBERBULLYING
TIPS TO HELP STOP
CYBERBULLYING
TIPS TO HELP STOP
CYBERBULLYING
TIPS TO HELP STOP
CYBERBULLYING
 BULLYING
PREVENTION

• ASSESSMENT
• ENGAGE PARENTS
• CREATE A SAFE AND POSITIVE
ENVIRONMENT
• EDUCATE STUDENTS AND
SCHOOL STAFF
 HOW TO RESPOND TO
BULLYING

• Intervene immediately. It is ok to get another adult to

help.
• Separate the kids involved and make sure everyone
is safe.
• Meet any immediate medical or mental health needs.
• Stay calm and Model respectful behavior when you
intervene.
 AVOID THESE
COMMON MISTAKES

• Don’t ignore it. Don’t think kids can work it out without
adult help.
• Don’t immediately try to sort out the facts.
• Don’t force other kids to say publicly what they saw.
• Don’t question the children involved in front of other kids.
• Don’t talk to the kids involved together, only separately.
• Don’t make the kids involved apologize or patch up
relations on the spot
 Life skills are defined by the WHO World Health Organization as the abilities for adaptive and positive behaviour
that enable individuals to deal effectively with the demands and challenges of everyday life"
LIFE SKILLS

https://www.youtube.com/watch?v=ixRBjEW_sFs
https://www.overcomingobstacles.org/
EMPATHY
• Empathy is the visceral experience of
another person's thoughts and feelings from
his or her point of view, rather than from
one's own. (In Sympathy there is no the
emotional overlay, only cognitive.)
• Meditation, activities where students can
share feelings, guess feelings of the others,
stepping in others’ shoes..
CRITICAL THINKING
• “Critical thinking is the intellectually disciplined
process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or
evaluating information gathered from, or
generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief
and action.”The Foundation for Critical Thinking
• Ask questions, be aware of your mental process,
think in reverse, use materials from different
sources, create links between subjects etc
CREATIVE THINKING
• Creative thinking is the ability to look at
things differently, and find new ways of
solving problems. Creative thinking
skills are definitely not just for
'creative types' like artists and
musicians. Everyone can benefit
from creative thinking from time to time.
• Brainstorm, listen to music, move, set
time restrictions, meditate, get out of your
comfort zone, look outside the box
DECISION MAKING
• decision-making is the act of choosing
between two or more courses of action. In the
wider process of problem-solving, decision-
making involves choosing between possible
solutions to a problem. Decisions can be made
through either an intuitive or reasoned process,
or a combination of the two.
• Brainstorm the consequences, thinking
about previous experiences, encourage
independent choice, give adequate time,
support emotions, affirming strenghts,
resilience.
PROBLEM SOLVING
• Problem solving is the process of
identifying a problem, developing
possible solution paths, and taking the
appropriate course of action.
• SODAS METHOD (SODAS – which
stands for Situation, Options,
Disadvantages, Advantages, and
Solution , Boys Town project)
• Identify the real problem, emotions
awareness, list solutions, pors and
cons, break problems into chunck, ask
to expert, social support etc
EFFECTIVE COMMUNICATION
• An Effective Communication is a communication between
two or more persons wherein the intended message is
successfully delivered, received and understood.
• The Feedback plays an essential role.
• The effective communication includes not just the way you use
the words but also covers several other skills such as:
-non-verbal communication
- ability to understand your own emotions as well as of the other
person with whom you are communicating,
- engaged listening,
- ability to speak assertively, etc.
INTERPERSONAL RELATIONSHIPS
• Positive relationships based on trust,
respect, mutual support, mutual
understanding. Everybody is free to
him/her self, in absence of judgement.
• Share life experience, commit to tasks..
COPING WITH STRESS
• Stress coping strategies acquired through
experience, vary individually, with some
appropriate and successful, and others
inappropriate and unsuccessful.
• The most important stress coping skills are
physical exercise, proper diet, relaxation
,and meditation, talking about one's
problems, setting realistic goals, and self-
responsibility.
COPING WITH EMOTIONS
• coping with emotions means recognizing
emotions within us and others and being
aware of how emotions influence
behaviour. We should be able to respond to
emotions appropriately.
• Intense emotions like anger or sadness can
have negative effects on our health if we do
not respond appropriately.
SELF- AWARENESS
• Self awareness is about knowing your emotions, your
personal strengths and weaknesses, and having a strong
sense of your own worth. People who lack self-
awareness find living a truly happy and productive life difficult.
• It means looking for patterns in the way we tend to think about
and perceive what happens to, how we explain things to
ourselves and make sense of the world around us.
• It means understanding our own emotions and moods. Instead
of trying to avoid or “fix” how we feel, we observe and stay
curious about our feelings, even the difficult, uncomfortable
ones.
• It means paying attention to how we tend to act and behave in
certain situations. What are our default responses to things?
What are our habits and tendencies?
 https://www.youtube.com/watch?v=nyt4YvXRRGA

The last day of the course you will create a project

DESIGN THINKING FOR A HAPPY LIFE
for you school/class /yourself inspired by Design
Thinking!

EMPATHIZ TES
IDEATE
E T

DEFINE PROTOTYPE
https://www.youtube.com/watch?v=_r0VX-aU_T8

https://www.youtube.com/watch?v=gHGN6hs2gZY https://www.youtube.com/watch?v=LhQWrHQwYTk