I have found out that I will be attending a Thrive course through my work, to say I am pleased is an understatement, it underpins all the work that I do with the little people I have daily contact with, Thrive is a programme designed by a group of educationalists and psychologists, that aims to replace the missing emotional markers from a childs development from the age of zero to eighteen, so that they are able to learn, love and play without all of the stress that they normally have, below I have copied some of the information from the web site so that you may get a clearer idea of what it involves.
The six building blocks or developmental strands
Thrive™ uses a developmental framework to clarify the connections between emotional and social development, behaviour and learning. Child development can be depicted as six building blocks of experience, each with accompanying tasks and opportunities. These translate into six fundamental aspects of learning for emotional and social development:
Learning to be
Learning to do
Learning to think
Learning to be powerful and to have an identity (Power and Identity)
Learning to be skilful and have structure (Skills and Structure)
Learning to be separate and secure in your sexual identity (Separation and Sexuality)
These can be thought of as six areas of competence. Each area of competence has related tasks and desirable experiences to make the most of learning. The diagram above makes ‘learning to be’ or ‘being’ the foundation on which other experiences are built; this is the model that is used throughout the programme.
Sequential emotional development
As the child grows the developmental strands come ‘on-line’ sequentially – however, once they are in place, they remain available and open to growth throughout life. This means that our developmental tasks can be addressed at any point in our lives; we are truly life-long learners when it comes to brain and emotional and social development.
Recycling the tasks of emotional learning
The Thrive approach talks of this as ‘recycling’; we recycle our developmental needs as they arise and until they are met. Our changing circumstances throughout our lives also present us both with challenges to be addressed and opportunities to learn or relearn from our experiences. Until we are supported to understand and act in ways that are different from our familiar, predictable responses, we are likely to keep meeting similar challenges with the behaviours we have used before – even if they were not successful last time.
Developmental strands and learning needs
Each building block is linked to three learning needs. You can recognise the most urgent learning need by observing the young person’s behaviour. Thrive™ then recommends specific one-to-one responses and various teaching strategies, and explores the implications for the school as a whole.