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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
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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.
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)
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
