Download tranquillity - Worcester Research and Publications

Tranquility, Guided Visualisation
and Personal Discovery for
disengaged ‘dispirited’ pupils.
Dr. Stephen Bigger
University of Worcester
Outline
• To examine issues within a project
with disengaged young people
• To explore processes of personal
development
• To link with theory, especially
‘emotional intelligence’ and
‘spiritual education’
Context
A small project
• In 4 comprehensive and 1 primary
school
• within Excellence in Cities funding
• involving Learning Mentors
• now engaging with more primary
schools
Description
The Tranquility Zone (TZ):
involving disengaged teenage pupils in
personal guided imaginary mental journey. It
takes place in a special ambient atmosphere
(see pictures) with candles or lights, quiet
music and pleasant scents.
The Discovery Zone (DZ):
a period of subsequent discussion on
experiences and issues.
Before…
After…
Tranquility Zone (TZ)
This involves both personal
tranquility and visualising
themselves as worthwhile
individuals. This takes them on an
imaginary journey to an island
where they meet their ‘wise
person’ and re-evaluate their view
of self through mental images and
role model stories.
Discovery Zone (DZ)
A group discussion immediately
after the TZ of personal
development and self esteem
issues. This encourages them to
reflect on personal estimation and
personal choices – what kind of
person am I? What kind of actions
do I approve of?
Methodology
• Ethnographic, involving participation and outsider
observations, interviews, naturalistic evaluation
questionnaires, and critical/sceptical questioning.
• Particular emphasis on the pupils and the learning
mentors (the interface with the pupils).
• The team are encouraged to generate evaluative
data.
• A parallel report by educational psychologists is
considered.
• This report is on phase 1 of a continuing project.
Research conclusions feed into future
developments.
Findings (pupils)
• Pupils in the early phase were from a
special programme for disengaged pupils
• Reported that it had the wow factor
• Became actively involved and ran their own
TZ/DZ in the local hospital
• Most have become educational achievers
school, in FE and in degree courses. The
first to do to Uni said this was never
remotely regarded as a possible aspiration.
Pupils (cont.)
• Anger management achieved through
mentally acting through a social story
(‘nails in the fence’).
• Helped them to see a point in education
and career aspirations.
• Personal reflection encouraged by
mental reference to one’s ‘wise person’.
• Pupils reported the process to be
calming and life affirming by
encouraging a positive self image.
Parents
• Parents reported substantial changes in
attitudes: e.g. “she came back a
different child”.
• Some reported home relationships to
have improved.
• Since the Tranquillity Zone is open to
adults in the evenings, a number of
parents became regular attenders.
Learning Mentors (LMs)
• Undertook a training programme to lead
TZs and DZs themselves.
• Extremely enthusiastic feedback.
• Training was hands-on and personally
affirming. LMs found it personally as
well as professionally helpful.
• Nervous excitement about being in
change of this process in their schools.
Social and Emotional Aspects of
Learning
• Elements of social skills, not by behaviourist
methods but by having tools for reflection.
• Emotional understanding can lead to growing
competence and ability.
(See Kevin Murphy, A Critique of Emotional Intelligence,
2006)
• Revolutionary rather than evolutionary –
provides children with a breakthrough to get
them out of a vicious downward spiral.
• Active thinking about self: contributes to
teaching and learning strategies.
Psychological perspectives
• Ed Psychologists saw links to:
– Social skills training
– Cognitive behaviour psychological therapy
• There are better links with:
– Emotional understanding and abilities
(see Kevin Murphy, 2006)
– Self worthiness, and self competence
(see Chris Mruk, 1999)
Mruk 1999: Self-esteem model
Visualisation and
symbolism
• Visualised pictures and stories tackle low
self esteem and personal problems.
• All pupils viewed as having potential –
‘inestimable gems’ within them.
• Discussion uses metaphor in getting
youngsters talking about high nature and
low nature (positive and negative
attitudes).
• Imagination, art and drama are
encouraged in the DZ, e.g. mask
work/body language.
Spiritual Education
• The process described here is secular. It is not
about religious meditation or worship. It does
not focus on ‘spiritual beings’ (e.g. God) but
recognises that influences and role models can
be diverse.
See Bigger S & Brown E 1999.
• Adults involved see spiritual benefits
benefiting the whole person.
• Spiritual education across the curriculum is
described as secular and inter-faith, about
personal and inter-personal wisdom.
• This programme could contribute significantly.
References
Bigger S and Brown E (1999) Spiritual, Moral, Social and
Cultural Education London: David Fulton
Mruk, C (1999) Self Esteem: Research theory and practice,
London: Free Association Books
Murphy Kevin R (ed.) 2006 A Critique of Emotional
Intelligence. What are the problems and how can they
be fixed? Mahwah, NJ: Lawrence Erlbaum Associates