LORETO NEWS

Sowing the SEADs of Success

Emotional Intelligence

Last newsletter, I wrote about resilience being one of our major focus areas for our SEAD program this year. Another major area of focus is continuing to develop emotional intelligence in our girls. 

 

Emotional intelligence is a person’s ability to identify, evaluate, express, and respond to emotions. Having a strong emotional intelligence allows us to communicate effectively with others, negotiate social situations well, work in teams, deepen relationships, responding well to bigger emotion, and responding to others with empathy. 

According to leading psychologist and author, Daniel Goleman, emotional intelligence (measured by emotional quotient or EQ) is a more important measure of how successful a person is in life than IQ. IQ measures a person’s academic intelligence, whereas the EQ measures emotional intelligence. High IQ and high EQ do not necessarily go hand in hand and it is interesting to note that high EQ has more to do with success in negotiating life’s situations than IQ. 

 

At Loreto in the SEAD classroom, teaching emotional intelligence will look different in a Reception class to what it will look like in Year 10, however all girls are still learning how to respond to emotions and interact with each other in an appropriate way. Given the prefrontal cortex in our brains, which is responsible for impulse control and managing emotional reactions, does not fully develop until the age of 25, there is plenty of learning to do in this space. 

 

However, teaching emotional intelligence does not just happen in one lesson. It is taught time and time again in a variety of ways throughout the years from Reception to Year 12. Interactions with teachers, interactions with other students, interactions with the school psychologist, cocurricular and sport activities, being in classrooms and interactions with the wider community gives our girls opportunities to practice and develop emotional intelligence. In the classroom, explicitly teaching what different emotions are and how to recognise them for a Junior School class is a good example, modelling how to respond in an appropriate way to social situations works well in Years 5 to 8, role plays in social situations is good from Years 1 to 4 and developing strategies for responding to big emotions works from R to Year 12. We will continue to review and develop ways for girls at Loreto to develop emotional intelligence in the classroom and in social situations. 

 

What can you do at home to help your daughter continue to develop emotional intelligence? 

  • When younger children are showing big emotions, help them name the emotion and guide them to expressing the emotion appropriately. This will need to be done time and time again over many years. 
  • Help your child to develop strategies to move from negative emotions to positive emotions. To do this practically, make 3 columns on a page. The left hand column is negative (or red) emotions and right hand column is positive (or green) emotions. The middle column is strategies to move from ‘red’ to ‘green’. This might be bouncing on the trampoline, playing with a friend, listening to music. It can get more sophisticated the older your daughter gets. 
  • Model how to respond to emotions, especially anger and disappointment which are hard for children to manage 
  • Talk about how you deal with emotions and the strategies you use when dealing with bigger emotions
  • Model responding to others with empathy and kindness

Continuing to help our children to develop their emotional intelligence improves social interactions, increases ability to work well in teams, helps children respond appropriately to emotions and helps with communicating and recognising other people’s emotions. This allows children to develop deep relationships with others and interact in appropriate ways in social situations. 

 

Anna Partridge 

Assistant Principal: Wellbeing and Engagement 

Instilling Hope in Uncertain Times

Although life is always filled with uncertainty, the levels we are currently experiencing are unprecedented and it is becoming evident that this is taking a toll on our young people. The most recent research from Mission Australia makes clear the breadth and depth the pandemic is having on our youth across the nation.

 

It appears that COVID precautions and restrictions will be with us for some time, but it is important in such times of uncertainty to instil hope and remain optimistic. Adult carers can play a vital role in helping young people reframe their worries, encouraging them to see life as it is and helping them to focus more on the things they can control, rather than those they can’t.

 

It is important young people remain connected with their social networks during these times as often their natural response to uncertainty is to exhibit varying degrees of fear and anxiety. It is evident that many students may need some extra support to achieve their goals at this time. Parents can help their kids focus more on the good bits in their life, rather than fill in the blanks with catastrophic narratives.

 

SchoolTV has a Special Report on ‘Instilling Hope in Uncertain Times’ which outlines how adult carers can offer support in such times. Here is the link to the special report.

If you do have any concerns about the wellbeing of your child, please contact your daughter’s ELC Educator, Classroom Teacher, or Head of Junior School and Early Learning Centre, or the relevant Leader of Student Wellbeing and Academic Care, or Mentor/Subject Teacher in the Senior School. You also are encouraged to seek medical or professional help. 

 

Monica Bignold

College Psychologist R-12

Commitment Weekend in the Boarding House

Commitment Weekend at Loreto Boarding is traditionally a time for the yearly cohort to live, learn, and laugh as each girl contributes to a weekend together. 

 

This year the weekend commenced on Thursday evening when Wigmore & Poyntz house teams were announced. Friday kicked off with a group picture, all in casuals which forms the backdrop of the Loreto Boarding Positive Behaviour and Personal Responsibility charter. This was followed by the annual banner design and creativity. The slushie machine supported the creative minds and energy levels.

 

Saturday morning presented a slow start and just after lunch, sub teams of Wigmore and Poyntz assembled in the College gardens for the start of Loreto’s Amazing Race. A mix of clues, challenges, history, and message making supported the afternoon activity. Girls returned worn out, complete with memorable stories to share and much laughter. Thanks to the Loreto chefs for an amazing spit dinner shared with Dr Nicole Archard and Billy.

 

All attended the Church service on Sunday morning, followed by brunch before setting off to Brighton Beach for the afternoon. Needless to say Sunday evening most girls decided to call it a day.

Ms Kerry Houston

Director of Boarding