ecpp Pre-workshops
All workshops are 3 hours (except for one who is 3 1/2 hours). There are five workshops before noon and five after lunch. Minimum participants is 15 person per workshop.
Morning workshops
09:00 - 12:00
Positive Psychology Consultancy – Ilona Boniwell (View PDF)
What is the value proposition of positive psychology in the real world? What type of consultancy requests can we reasonably come across as positive psychology professionals? Is the premise of positive psychology as constructive and focusing on helping us to get more of what we want (resilience, well-being, engagement, etc.) sustainable in real-life situations? Which positive psychology models and tools attract a client buy-in?
We will explore the above questions in depth through a combination of presentations and discussions. Focusing on both, workplace and educational consultancy, we will then work through several case studies and construct proposals based on the client needs and drawing on positive psychology and allied disciplines.
Brief bio
Dr Ilona Boniwell heads the International MSc in Applied Positive Psychology (I-MAPP) at Anglia Ruskin University (UK and France). She also teaches positive leadership at l’Ecole Centrale Paris and HEC Business School. Dr Boniwell wrote or edited seven books and multiple scientific articles, delivered over 150 keynotes and invited presentations, founded the European Network of Positive Psychology, organised the first European Congress of Positive Psychology (2002) and was the first vice-chair of the International Positive Psychology Association (IPPA).
Ilona is passionate about practical applications of positive psychology to coaching, business and education. Her own clients have included L’Oreal, Microsoft, SNCF, EDF, Sanofi, Bull, Mars, Eric Bompard, BNP Paribas, Sanofi, Sodexo and many others. Nowadays, as a director of Positran, a boutique consultancy specialising in the applications of evidence-based methodologies to achieve lasting positive transformation, Ilona delivers advanced professional training in positive psychology. She has developed her own approach to positive psychology coaching and training and trained thousands of professionals around the world (in Japan, Singapore, China, Dubai, South Africa, Portugal, France and the UK). She further worked for the Government of Bhutan to develop a framework for happiness-based public policy at the request of the UN, as a member of the International Expert Working Group for the New Development Paradigm. Currently, she consults the Prime Minister’s Office of the UAE around the development of the toolkit for workplace positivity and organisational well-being assessment.
From micro to macro – a strength-based approach in the workplace (PDF)
“A strength is a pre-existing capacity for a particular way of behaving, thinking, or feeling that is authentic and energizing to the user, and enables optimal functioning, development and performance.” (Alex Linley).
In this workshop, participants will learn how to use individual strengths, team strengths and finally as in a whole organisational approach. Having been working with strength-based approaches in organisations for the last decade, Gudrun Snorradottir is a well-experienced practitioner in the field of strengths. Some of the learning objectives in the workshop are the following:
- How to combine coaching techniques when looking at individual strengths?
- What to do after you got your strength profile, based on science and curiosity?
- How to use the VIA strength in the hiring process?
- How to use strengths inside the team to work on prejudice and fixed mindset?
- How to work with shared responsibilities, roles and projects through strengths?
- How to use the „strength – spotter glasses” at work?
- How to create the team strengths profile?
- How to work on and combine the organisations’ values versus the strengths of the team?
- Ideas to continue the strength road after the strengths intervention has finished?
ABOUT THE WORKSHOP
This workshop will focus on how to work with strengths in the workplace, from the individual towards the whole organisation. It will be theoretically based with the main focus on practical tools and exercises. The workshop will bridge aspects from positive psychology to the reality of organizations facing an ever-changing world.
FORMAT
An interactive workshop, filled with theoretical and practical tools, led by a well known and experienced practitioner. This workshop is intended to provide a creative journey, where we learn about strengths in the workplace while being experimental and playful.
IDEAL AUDIENCE
Anyone interested in expanding their knowledge, experience, and application of psychological safety and creating trust in teams – this includes (but is not limited to):, Coaches, Positive Psychology students, Educators and Positive psychology practitioners.
WORKSHOP LEADER
Gudrun Snorradóttir – MSc Applied positive psychology and PCC executive coach.
Gudrun Snorradottir is one of the most sought-after executive leadership coaches in Iceland. She has created a unique set of relatable and practical strategies for leaders to develop and flourish as human beings by combining more than a decade of senior leadership experience with her passion for cutting-edge research in positive psychology. Gudrun is a motivational speaker, an educator, HR consultant, certified Appreciative Inquiry trainer and a PCC executive coach. She has practised Positive Psychology since 2009 as a leader and as an HR consultant. She is the founder and CEO of her company, Human Leader.
Gudrun Snorrdottir gudrun@gudrunsnorra.com
www.gudrunsnorra.com
Experience mapping: discovering the power of places in the promotion of well-being – Tamás Martos and Viola Sallay (View PDF)
Institute of Psychology, University of Szeged, Szeged, Hungary
viola.sallay@psy.u-szeged.hu; tamas.martos@psy.u-szeged.hu
Background
We all have experiences with places that are important in our life: places of successes, crises, low and high times we had. Moreover, as environmental psychology asserts, we actively use certain places to regulate our emotions and this feature can be used to discover and understand the complexity of a person’s positive and negative emotions, relationship processes.
In the workshop we present our experiMAP procedure, an experience mapping based approach to assessment and intervention of positive emotions and experiences. At its core, experience mapping is a bunch of visual-narrative methods developed on the basis of positive psychology, systemic thinking, and environmental psychology. Experience mapping can be used to understand a person’s emotions, emotion laden behaviour and relational processes in a certain place. Through experiMAP based assessment we are able to evoke emotionally significant experiences related to one’s workplace and thus we can get insight into the factors that may influence well-being and well- doing in work. Consequently, the recalled experiences can be used to build strengths as well as to modify behavioral and relational patterns.
Aim and Method
Workshop participants will have the opportunity to
1) learn about the scientific background of the experiMAP based methods;
2) make self-experience with the experiMAP based assessment as it is used in individual setting;
3) as well as learn case study examples and practical information on the assessment and intervention with experiMAP based procedures.
When used in organizational settings, experiMAP based procedures may be included in individual coaching processes, can be tailored as a team-building intervention and, at the level of an organization, it can be applied to gain systemic overview of cumulative experiences of the employees in form of an aggregate ‘experience map’ and those micro-narratives that are behind the experiences.
Conclusions
Experience mapping as an assessment and intervention tool is excellent in bringing up deep and important emotional experiences related to one’s well-being in a certain place. For example, when applied in an organizational context, it provides useful information for promoting employee well- being both at an individual and a systemic level. Experience mapping combines the resource centeredness of positive psychology with the holistic approach of environmental psychology and systemic therapy.
Keywords: experience mapping, environmental psychology, well-being, assessment, intervention, workplace
A Flourishing Future: Mindfulness and positive psychology activities for young people that elevate, inspire, and empower. (View PDF)
Facilitator:
Michael Bready, Founder and Director of Youth Mindfulness
This hands-on workshop will explore activities from the Youth Mindfulness Kids Programme (ages 7-11) and the Youth Mindfulness SOMA Programme (ages 12-21) – mindfulness-based wellbeing programmes that have been taught to more than 50,000 young people in over 20 countries globally. We’ll also explore how the transformative impact of positive psychology interventions can be enhanced when linked with an inspiring science-based story of what it means to be human. Finally, we’ll explore how to be trauma-sensitive when bringing mindfulness to children, adolescents and young people.
Join Michael Bready, the founder of Youth Mindfulness for a fun, informative, and practice-based experience!
Learning Outcomes:
- Learn how to bring mindfulness to life for young people with a selection of activities from the Youth Mindfulness Kids Programme and the Youth Mindfulness SOMA Programme.
- Learn how to integrate an inspiring and empowering narrative in the delivery of mindfulness and positive psychology interventions.
- Learn key principles to be trauma-sensitive when delivering mindfulness to children and young people.
Content:
A new story is emerging about what it means to be human. Advances in epigenetics, cognitive neuroscience and interpersonal neurobiology are revealing a deeply interconnected and developmental self. The old dualisms between mind and body, between self and other, between individual responsibility and interconnection are falling apart, and in their place a deeper understanding is taking hold – one that is deeply humane, compassionate, affirmative and inspiring. It’s a story that we need to communicate to young people, and not merely at an abstract, conceptual level. It needs to be grappled with, explored, and ultimately embodied. Central to this story is the fact that we can be agents in our own transformation and empowerment. Practices like mindfulness and the many interventions and principles of positive psychology provide a concrete pathway to this transformation. In this workshop we’ll explore how these interventions become most powerfully transformative when they are taught in the context of this emerging narrative.
This workshop will be practical and experiential. In it, we’ll explore selected activities from the Youth Mindfulness Kids Programme (ages 7-11) and Youth Mindfulness SOMA Programme (ages 12-21). You’ll learn innovative and dynamic ways to bring mindfulness and positive psychology principles to life so as to be relevant and engaging for young people. We’ll explore how to connect these practices to an inspiring and empowering story of what it means to be human. Further to this, we’ll also explore why it’s so important to be trauma-sensitive when teaching mindfulness and positive psychology to young people. We’ll explore concrete principles and methods to ensure that young people affected by adversity and chronic stress can engage with mindfulness safely and get the most out of mindfulness practices and interventions.
This workshop is intended for practitioners interested in how to make mindfulness and positive psychology relevant to children, adolescents and diverse groups. Pick up ideas to incorporate in your own work, and learn how to tie interventions to an inspiring narrative of what it means to be human!
Bio:
Michael Bready, MA, MAPP, is the founder and director of Youth Mindfulness – a UK-based charity dedicated to developing and delivering transformative mindfulness-based wellbeing programmes for children and young people. Michael has taught mindfulness to thousands of children, teenagers and young adults and has trained hundreds of educators to become mindfulness teachers. He is the author of the internationally renowned Youth Mindfulness Kids Programme and Youth Mindfulness SOMA Programme and led the development and delivery of the first positively evaluated mindfulness programme for young men in prison in Scotland in collaboration with the University of Glasgow. He holds a Masters in Applied Positive Psychology from the University of Pennsylvania.
Currently, Michael is especially interested in the emergence of new stories – based in science – of what it means to be human and how this transformation of understanding can lead to changes in culture and society.
Flow: The Psychology of Optimal Experience – Hans Henrik Knoop (PDF)
Participants:
Everyone interested in state-of-the-art flow research and application to own daily life
Learning outcomes
- Participants will get an easily accessible, yet comprehensive overview of the state-of-the-art in flow theory and flow-informed practice in diverse fields.
- Participants are invited to share experiences of where they easily find flow and where they really would like to, but find it hard. During the workshop it will be possible to share these experiences along with research-based ideas regarding how best to make use of them.
Background
The theory of flow by Mihaly Csikszentmihalyi (Nakamura & Csikszentmihalyi, 2020) has been called the most beautiful theory in psychology. And for good reasons. It is based on some of the most general and abstract laws of nature, such as theories of thermodynamics and evolution, yet it is clarifying the unfolding of these laws in the most unique and concrete ways known to us: our personal, conscious experiences of being alive. Thus, simultaneous, finding flow is finding the Universe within you, and finding yourself at home in the endless Universe.
The theory has been spectacularly successful and has been applied to education, work, sports, arts, family life, technology and design around the Globe. “Flow” has become a household term, in part due to its great explanatory power, in part due to the mounting distractions many are faced with as the complexity of society continues to increase. Indeed, whenever we are overwhelmed by information, whenever we find it hard to concentrate, focus, avoid distraction, the understanding flow may be not only helpful but crucial, for our health and wellbeing.
Thus, being in flow is not about selfish disengagement with world as some would have it. It is the exact opposite. It is about true engagement in whatever we choose to attend to. And while true engagement is not sufficient for virtuous living, it is certainly necessary.
In other words, the capacity to enter, and stay in, flow in these turbulent times is of primary importance to ourselves and those who depend on us. So how do we build this capacity, in ourselves, and in our surroundings?
Content
This workshop lays out the scientific state-of-the-art of flow-theory along with some of the best evidence-based applications out there relating to education, work, and personal life. Special methodologies for entering flow and staying in flow are introduced and experienced. Also, potential limitations and problems with addiction related to flow are discussed with a focus on how to effectively avoid these.
Participants are invited to engage in interactive exercises and discussions, based on their personal interest, and, with a little luck, acquire a scientific account of what William Blake felt while writing his famous poem: “To see a world in a grain of sand, or heaven in a wildflower. Hold infinity in the palm of your hand, and eternity in an hour.”
Bio
Hans Henrik Knoop is Associate Professor at Aarhus University, Denmark, and Extraordinary Professor at North West University, South Africa. He is an international expert on flow, and his work is focused on flourishing in education, work, and society with a strong interdisciplinary approach. His research within positive psychology has involved thousands of educators and leaders, and data on well-being from almost half a million Danish pupils.
At Aarhus University he has co-directed the Master Program of Positive Psychology and headed the Research Unit for Positive Psychology for a decade. He is a founding member of IPPA, has served on the IPPA Board of Directors, and he is past President of ENPP, the European Network for Positive Psychology.
Hans Henrik Knoop has authored and co-authored more than 200 publications including 9 books, and he currently serves as Associate Editor for the Positive Psychology Section at Frontiers in Psychology, a role for which he was awarded Outstanding Associate Editor in 2021. He has delivered more than a thousand invited keynotes and lectures in Denmark and at international conferences around the world, and he is a frequent commentator in newspapers, radio and television on matters of learning, creativity, ethics, and positive psychology.
PPA Frontiers of Positive Psychology in 21st Century Education – Exploring Science and Practice-Based Opportunities (View PDF)
Around the world, concerns are growing about students’ abilities with 21st century competences, mental health problems, lack of motivation to learn and how the Covid-19 pandemic and home-schooling has changed education. How do we support student learning and well-being in schools facing the challenges of today? And of the future? How do we support teachers? How can we make education more relevant, meaningful and engaging for students and educators, ensuring that schools are preparing young people for successful futures?
The half day pre-conference workshop aims to connect the international positive education community to share innovative research and practical interventions, tools, and processes from around the world, and to bridge research and practice.
Afternoon workshops
13:00-16:00
Art and creativity in positive psychology coaching – Andrea Giraldez-Hayes (View PDF)
Dr Andrea Giraldez-Hayes
Programme Director MSc in Applied Positive Psychology and Coaching Psychology, Clinical Director Wellbeing and Psychological Services Clinic, University of East London a.giraldez-hayes@gmail.com
What is the role of arts and creativity in positive psychology coaching? How can imagery, music or creative writing enhance the work we do with our clients? What have we learnt from the research and practice of using arts and creativity in other helping professions? What are the primary tools and processes used in positive psychology coaching? What is the intersection between positive arts and coaching?
This hands-on workshop will explore these questions using evidence-based approaches to integrating arts and creativity in positive psychology coaching. We will also explore how the transformative impact of arts-based positive psychology interventions can be enhanced by coaching conversations.
Learning outcomes
- Experience a broad range of arts-based positive psychology coaching interventions.
- Consider the integration of imagery, music or creative writing in the coaching process.
- Learn about the scientific background of positive arts and arts-based and creative approaches to coaching.
- Develop the knowledge and skills to use arts and creativity confidently and competently in positive psychology coaching.
Dr Andrea Giraldez-Hayes is an accredited coaching psychologist, supervisor and consultant specialising in the use of arts and creative approaches to positive psychology and coaching psychology. She is the Programme Director of the MSc in Applied Positive Psychology and Coaching Psychology and Clinical Director of the Positive Psychology and Coaching Psychology arm of the Wellbeing and Psychological Services Clinic at the University of East London’s School of Psychology.
Curious and passionate about learning and personal and professional development, Andrea is a person of many talents built throughout 30 years of experience. She has served in different roles within the arts, education, and coaching psychology sectors, having worked for universities, education departments, and international organisations in Europe, the UK, and Latin America. She has authored twenty books and contributed to many peer-reviewed papers and articles in positive psychology, coaching psychology and arts education.
Andrea is an associate editor for Coaching: An International Journal of Theory and Practice, International Coaching Psychology Review, the International Journal of Coaching Psychology and co-editor of Philosophy of Coaching. She is also a member of the British Psychological Society’s Coaching Psychology Division committee. For more information, please go to https://www.linkedin.com/in/andreagiraldez
Meaning and the Appointment in Samarra – Michael F. Steger, PhD. & Pninit Russo-Netzer (View PDF)
“The meaning of human existence is based upon its irreversible quality. An individual’s responsibility in life must therefore be understood in terms of temporality and singularity” (Viktor Frankl).
ABSTRACT
The existentialist Albert Camus remarked that the central problem of philosophy was composing a reason any of us should want to resist death and remain alive. In this somewhat bleak worldview, the permanence, irreversibility and inevitability of death may render our human lives pointless and moot. But it isn’t the concept of death that scares us as much as the notion that we might reach the end of our life and then realize that we haven’t truly lived. Meaning often has been positioned as an antidote for our fears of death and annihilation. This workshop explores what research shows about the relations among meaning, attitudes toward death, and flourishing. Further, this workshop invites attendees to engage in experiential explorations of how meaning awareness may both benefit from meaning, and support it.
LEARNING OBJECTIVES:
- Understand how death has been discussed in psychology and meaning studies.
- Learn empirical findings regarding relations among death attitudes, meaning, and flourishing.
- Practice experiential activities designed to create insight regarding death attitudes and to utilize death as a potential source of meaning.
- Explore the idea of ‘tragic optimism’ to illuminate the art of living, through Frankl’s three pathways to meaning (experiential, creative and attitudinal).
- Share personal views on death in a supportive environment to facilitate self-discovery and meaning-seeking.
Michael F. Steger, PhD
Michael F. Steger, PhD is the Founder and Director of the Center for Meaning and Purpose. Author of more than 120 scholarly articles and chapters, as well as three books, he is internationally known as one of the foremost world experts on meaning and purpose. He is a globally sought-after speaker and facilitator, known for his wisdom, knowledge, and humor.
Pninit Russo-Netzer, PhD
Pninit Russo-Netzer, PhD is a researcher, author, lecturer and facilitator. She is renowned for her work on positive psychology, meaning, resilience and spiritual development, and is the co-developer of the Mindfulness-Based Meaning Program (MBMP). She is the head of the Compass Institute for the Study and Application of Meaning and the head of the academic training program for Logotherapy (meaning-oriented psychotherapy) in Israel. She published several books as well as scholarly articles and chapters, and serves as academic advisor and consultant to academic and non-academic institutions.
Crafting Better Work – A Job Crafting Masterclass
Presenters – Rob Baker, Tailored Thinking, Dr Machteld (Maggie) van den Heuvel, University of Amsterdam (View PDF)
Overview
This highly practical and evidence-based Crafting Better Work workshop pulls together the science and research of job crafting. It will provide practical tools and case studies to bring this concept to life with individuals, teams and organisations. The session will be delivered by Dr Maggie van den Heuvel and Rob Baker of Tailored Thinking who specialise in working with organisations to bring job crafting life.
People personalise all aspects of their lives – their cars, their clothes and their holidays. One area that we are not often encouraged to personalise is our work. This is despite clear evidence and science that shows the benefits of personalising and crafting work in terms of performance, engagement, growth and wellbeing. An evidence-based approach to personalising work is Job Crafting.
Job Crafting is focused on enabling and encouraging individuals to maximise their diverse talents, strengths and experiences in their work.The practice of Job Crafting is an established and growing field of academic study, yet to date many leaders are not familiar with the concept, and if they are, they struggle with ideas of how to practically apply job crafting within their organisation.
This masterclass will share case studies from early job crafting adopters which participants can learn from and adapt and will provide practical evidence-based guides and activities that can be used.
The Crafting Better Work workshop will share:
- how to enable people to bring their whole and best selves to work each day to help people and organisations thrive
- research and ideas about how job crafting as a field is developing
- the business case for job crafting and how to pitch this concept to leaders within organisations
- practical activities, exercises and templates that can be used with teams and organisations
- practical tools to effectively structure and set personal job crafting goals
Who should attend?
This job crafting masterclass is relevant to individuals, coaches, researchers, positive psychology practitioners, and people-leaders who have an interest in bringing job crafting to life within organisations (individually, within teams and across the organisation).
What will the workshop cover?
By attending this workshop attendees will be provided with tools, techniques and practices to:
- Learn why personalisation at work matters; and why it is missing from most organisations
- Learn how to bring a personalised approach to work through job crafting
- Apply and bring job crafting to life within individuals, teams and organisations using a variety of tested and research informed exercises and activities
- Explore how to embed job crafting within teams and organisations through a series of case studies and practical examples
- Create a job crafting mindset within individuals, teams and organisations
- Set job crafting goals individually and amongst teams
Delivery style
The session will be informative, interactive, practical and fast-paced (and fun). The focus will be on sharing ideas in a clear way that participants can then share, explain and utilise with colleagues in the practical challenges they are facing.
Time scales: This is a half day session.
About the facilitators
Rob Baker (UK) is the founder and Chief Positive Deviant a leading positive psychology, wellbeing and HR consultancy – Tailored Thinking. Rob Baker (UK) is a pioneering job crafting consultant and practitioner.
Through his work, Rob has delivered workshops to hundreds of people on job crafting and encouraged people from cleaners to CEOs to tailor and align their work to their passions, strengths and interests. Rob has a Masters of Applied Positive Psychology from the University of Melbourne and is a Chartered Fellow of both the CIPD (Europe’s leading HR professional body) and AHRI (the Australian HR Institute). Rob is the author of Personalization at Work – the science and art of job crafting, and TEDX speaker on Job Crafting.
Machteld (Maggie) van den Heuvel (Netherlands) is a global leading researcher of job crafting and published one of the first peer-reviewed papers on the job crafting intervention. She is an Assistant Professor in Work & Organizational Psychology at University of Amsterdam, The Netherlands.
Maggie’s research interests are in building a happy, healthy and resilient workforce via the development of interventions to boost work engagement, health & well-being and adaptive performance. Specific interests are the benefits of job crafting, mindfulness, meaning-making and the healthy use of technology. Besides her academic work, Maggie works in the field as a trainer / coach. She has trained hundreds of employees in the European job crafting method.
Making Mindfulness Relevant and Accessible in the 21st Century – Sarah Silverton (View PDF)
Learning outcomes
- To play with ways we can increase engagement and connection with our own and our participants’ experiences of mindfulness in life
- To explore the intentions of mindfulness practice in today’s super-busy life
- To broaden our understanding of mindfulness practice and mindful awareness
- To explore the difference between learning to meditate and learning to live more mindfully
- To experience different ways to invite curiosity and awareness of present moment experiences, building metacognitive, warm awareness to our experience
- To find new ways to connect mindfulness to our everyday lives, recognising its relevance and potential to build our well-being in our unique but human lives
Background
Sarah has been teaching mindfulness in the UK for more than 20 years and seen course populations change over this time. She has seen a significant change in the people who come to classes in the last five years and experienced how participants are challenged in new ways in their lives. We seem to be increasingly busy, filling our schedules so completely (device use taking up much of the space in our day) these days.
Asking people to make a commitment to nine classes lasting at least two hours plus an hour of home practice daily can feel, for many, impossible and offer yet another way to feel they have failed. Most mindfulness teachers these days recognise and share the experience of the downward gazes of participants when they’re asked, “so, how did your practice go this week?” If the course to support people is actually adding to the problem they came with then maybe it’s time for the approach to change? How do we offer an accessible introduction to mindfulness that meets people’s busy lives and supports people who may be vulnerable to engage in mindfulness practices and learn to live more mindfully?
The pandemic has, of course, strongly impacted our lives and, for many, our well-being. The need to care for ourselves well over this time has become even more evident.
Sarah has been exploring and piloting (in the UK and Iceland) over the last six years a new style of eight-week course that participant feedback suggests may be an exciting, relevant, trauma sensitive and different way to introduce mindfulness.
This workshop offers the chance to explore her ideas and discover together new understandings and practices that may refresh and inspire both our personal practice and teaching practice.
Content
In this workshop we will reconsider and reshape how we can offer learning about becoming more mindful to meet busy people, without diluting the “dose” of mindfulness. We will look at how this different, new approach engages and builds autonomy in participants so that awareness becomes something they can succeed in, value and actively connect with in everyday life.
How best can people build their resilience and self-care, their curiosity and wonder in themselves and the world around them? How can we invite people to see their internal and external experience clearly and with care to allow choices to arise that will support themselves and the people and places they connect with?
We will explore what that might look like by re-examining some long-held practices and intentions. We will look at how we can tailor an approach to engage each person who attends classes.
Through a range of practice, enquiry and discussion we will experience and build this understanding.
Bio
Sarah’s professional training was as an Occupational Therapist, working in mental health and Social Services settings for over twenty years. She also trained as a Counsellor, receiving her MEd in 1999.
Sarah was introduced to mindfulness in 1996 by Mark Williams. She subsequently trained to teach others with Mark Williams and teachers at the Center for Mindfulness, Massachusetts, USA.
As a member of the Centre for Mindfulness Research and Practice teaching/training team from when the centre was founded in 2001 until 2017 she was involved in teaching and training in MBSR and MBCT through the Masters’ and CPD programmes. She developed courses within the CMRP team such as the MBSR Specialist training and Inquiry 2-day workshop.
Sarah was a teacher on MBCT research trials (treatment as usual groups in 1999 and Staying Well after Depression 2008- 2012).
Her teaching and training interests are inquiry and mindful movement. She is a supervisor privately and with the Mindfulness Network.
She became involved in school-based mindfulness in 2010 working with teachers and children from Ysgol Pen y Bryn, Colwyn Bay. Sarah is co-author of Paws b (Key Sage 2) curriculum (Mindfulness in Schools Project). She subsequently developed ‘ The Present’ with Dusana Dorjee and Tabitha Sawyer, a programme to support Foundation Phase/Key Stage 1, KS2 and KS3 teachers to share mindfulness practice with children aged 3-11. Training began in March 2018 and has taken place in both the UK and abroad Iceland, Moldova and China) The Present is now also translated into Welsh and Simple and Traditional Chinese. www.thepresentcourses.org
Sarah has also developed an adult version of The Present called Living in The Present for busy people and workplace settings such as schools and the NHS who want to explore mindfulness but find it difficult to make time to practice formally.
She has published ‘The Mindfulness Breakthrough’, Watkins, 2012 (reprinted as ‘The Mindfulness Key’, 2016) and is co-author of ‘Mindfulness and The Transformation of Despair’, ‘ MBCT with People at Risk of Suicide’ in paperback (2017), Williams, Fennell, Barnhofer, Crane and Silverton, Guilford, 2015. She has contributed to a number of academic papers about mindfulness.
Sarah practises living more mindfully in her own life and works with others to support them through their own mindfulness practice and teaching mindfulness to others. She lives in Penmaenmawr, North Wales and loves walking, Pilates yoga and wild water swimming.
Relationships, resilience, responsibility – Sue Roffey (PDF)
Pre-conference workshop on Positive Education
Relationships, resilience, responsibility.
How can we support young people to develop the quality of relationships that will both sustain them in their lives and enhance the safety of our communities? What does this mean for how we treat them at school – especially when they present with challenges? How can we ensure every young person feels they belong? Can we expect students to take responsibility for the emotional climate of their class and how might we do this?
This workshop is both informative and interactive. Expected outcomes are:
- Taking account of the interaction between relationships, emotions and learning – promoting the positive
- Learning the personal and environmental aspects of resilience
- Knowing the difference between ‘in charge’ and ‘In control’ and why control is not helpful
- Identifying the micro-moments of interaction that make the difference
- Using emotional literacy and neuroscience to respond effectively in challenging situations
- Understanding how the ASPIRE principles of agency, safety, positivity, inclusion, respect and equity provide a basis for both positive relationships and whole school wellbeing
- Experiencing a sense of connection and enjoyment.
Bio
Dr Sue Roffey has been a teacher, educational psychologist and academic. She is currently honorary a/professor at Exeter and Western Sydney Universities and Director of Growing Great Schools Worldwide. Sue is a prolific author and well-respected authority on all aspects of wellbeing in education, including behaviour, relationships, social and emotional learning and teacher wellbeing. See www.growinggreatschoolsworldwide.com
and Sue’s TEDx talk: http://bit.ly/2PT2FgE