How can we, as educators, help ourselves and young people to be more resilient and self-confident?
The Weel Approach for Education shows you how, as an educator or a learner, it’s possible to take control of limiting beliefs in order to make positive changes in every area of life.
Through a combination of coaching and personal work, Weel empowers young people with the psychological skills, insights and resources they need to flourish.
In a short period of time they learn the fundamentals of how to manage beliefs, thinking styles, emotions and cognitive processes in order to be happy, confident and resilient, and get the most out of life.
The Weel Approach for Education was born out of our deep conviction that the limiting beliefs we hold about ourselves can be unlocked, aspirations set free and new levels of attainment achieved.
Allowing young people to grow and flourish.
The foundations for emotional intelligence, self-esteem, resilience, happiness and success in life are laid in childhood and adolescence. Schools and teachers can play a significant part in helping young people to establish these foundations for themselves.
Many proponents of emotional literacy believe that schools must set time aside specifically to teach young people strategies for managing their emotional states and developing empathy with others. Others argue, however, that this should not be treated as a separate area of the curriculum, rather developing emotional literacy ought to be a core part of every teacher’s work with young people. (Emotional intelligence – Research summaries – The Journey to Excellence: Education Scotland)
Whatever way schools and educational authorities decide is the best way forward, Weel can help them achieve and deliver these goals. The Weel Approach for Education has been specifically developed for young people. Through the Programme, children and young people are helped towards building an internal locus of control as well as the belief that they have the power to affect what happens to them in their lives. There is also a focus on developing self-esteem and confidence. Research has demonstrated that both locus of control and self-esteem are important to a range of educational, psychological and health related outcomes.
The Weel Approach for Education can be delivered directly to pupils by one of our specially trained consultants or as a sustainable CPD [Continuing Professional Development] to school staff.
A selection of the research that underpins the Weel Programme for Education.
- Abouserie, R. (1994). Sources and Levels of Stress in Relation to Locus of Control and Self Esteem in University Students. Educational Psychology, 14(3), 323–330.
- Allen, C. E. L. (2012). An Investigation into Senior School Students’ Resilience in Response to Academic Failure(Unpublished MPhil Thesis). University of Cambridge, Cambridge, UK.
- Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104(3), 177–195.
- Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36(5), 451–462.
- Dweck, C. S. (2000). Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia: Psychology Press.
- Dweck, C. S., & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25(1), 109.
- Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221.
- Floyd, C. (1996). Achieving despite the odds: a study of resilience among a group of africa american high school seniors. Journal of Negro Education, 181–189.
- Gale, C. R., Batty, G. D., & Deary, I. J. (2008). Locus of control at age 10 years and health outcomes and behaviors at age 30 years: the 1970 British Cohort Study. Psychosomatic Medicine, 70(4), 397–403.
- Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M. ., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588.
- Jackson, S., & Martin, P. Y. (1998). Surviving the care system: Education and resilience. Journal of Adolescence, 21(5), 569–583.
- Rouse, K. A. G. (2001). Resilient students’ goals and motivation. Journal of Adolescence, 24(4), 461–472.