To achieve Step 13, individuals will show that they are aware of the effect of their own emotional responses on others and manage them effectively.
In earlier steps, the focus has mainly been on how an individual can manage their own emotional responses to setbacks, and to identify future opportunities and adapt accordingly. This step, and those that follow, focus on the individual now being a leader on staying positive, and supporting others to apply those same techniques.
The building blocks of this step are learning:
If you are able to develop strategies whilst in education to help yourself to stay positive in challenging situations, you are likely to also be able to support others too. A learner may have had a setback, had a difficult experience or received some bad news. Therefore, they may be feeling some negative emotions. Negative emotions, such as feeling sad or angry can make learning much more difficult. A learner may be feeling very excitable,possibly over confident, because something has gone well for them. This too can get in the way of theirs, and possibly others, future learning. Being able to manage your own responses will help you, to help them, to return to a more balanced, positive emotional state. This way learning can continue in a much more effective way.
In the workplace we can be affected by the emotional states of those around us. A colleague who is experiencing negative emotions, whether directly related to the work environment or not, can have a big impact at work. Angry people together can often become increasingly angry. Additionally, a person who feels scared can spread that feeling to others. While negative emotions can multiple in the workplace, they can be stopped. It takes just one person to consciously decide to model a different emotion. This doesn’t mean suppressing an emotion or denying any problems exists. It is about acknowledging the problem and the feeling, but not catastrophizing. Solutions to problems can be found. In many organisations line management meetings allow for the coaching of colleagues. By asking key questions when things go wrong and negative feelings as are felt, a more balanced emotional response can be gained and solutions explored.
There are lots of situations in which you might need to support others to stay positive. As humans we are social, meaning we can all be affected, to a greater or lesser extent, by the emotions that others feel. Being able to manage your own emotional responses in challenging situations means you can also support others to keep a balance and not allow emotions to completely take over. By asking some careful key questions, such as those below, we can coach ourselves, and others through challenging times.
To best practise this step of Staying Positive, apply what you have learnt to a real-life situation. Choose one or more of the activities below, remind yourself of the key points and strategies in the step, and have a go!
To teach this step:
This step can be reinforced whenever learners have an emotional reaction to something. It could become a good habit for teachers to remind them to think about how they can manage their own emotions or to deal with difficulties.
This step is best assessed through discussion and reflection with learners about the topics that have been addressed above. This can include reflections from the learners about why these techniques are important and how they allow an individual to support others to stay positive too.
In addition, it can be observed over time whether learners can manage their emotional responses in this way, so as not to adversely affect others.
This step will be relevant to individuals who have to work as part of a team, and adapt to changing situations.
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 collecting feedback and having reflective discussions. 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 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.