To achieve Step 0, individuals will be able to recognise when they are feeling positive or negative.
This is the first step in the skill of Staying Positive – the ability to identify emotions that are mainly positive and those that are primarily negative in themselves.
The building blocks of this step are learning:
To teach this step:
The teacher can introduce the idea of emotions, and ask learners to think about occasions when they have felt positive or negative emotions. If it doesn’t come up naturally in the discussion, introduce the three broad types of feelings for each of positive and negative:
Ensure that learners understand what each of these mean. They could then be asked to come up with ideas of when they might feel those different emotions.
This activity could be extended to a set of different hypothetical scenarios with learners identifying the feelings that they might feel in each of those.
This step can be reinforced in different ways, depending on the age and context of the learners. In a primary school setting, learners could regularly check in on how they are feeling at different times throughout the school day.
In a secondary school setting, the use of a reflective journal or other personal space for reflection on learners’ feelings might be appropriate.
This step is best assessed through discussion. For example, asking learners to identify different positive or negative emotions that they might feel, and in what situation they might experience them. This sort of assessment has to be managed carefully. The focus should remain on whether learners can identify when they feel positive or negative.
This step will be relevant to everyone in their working lives.
To build this step in the work environment, managers could:
There are plenty of opportunities for building this skill in the workplace:
For those already employed, this step is best assessed through discussion. For instance:
During the recruitment process, this step could be assessed by:
We work with a wide range of organisations, who use the Skills Builder approach in lots of different settings – from youth clubs, to STEM organisations, to careers and employability providers.
We have a lot of materials available to support you to use the Skills Builder Universal Framework with the individuals you work with, including:
We also do a lot of work with organisations who join the Skills Builder Partnership to build the Universal Framework into their work and impact measurement systems. You can find out a lot more using the links below.
As an individual, you might be thinking about how best to support your own essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help you to build these skills, including:
As a parent or carer, you might be thinking about how best to support your children to build their essential skills. The good news is that there is lots that you can do that will have a big impact, including:
We’ve developed a whole series of tools and resources to help parents to build these skills, including:
There is also content for older children and young people, including short activities and reflections that they can complete alone, or with you.