Cath Shaw, Founder
The mission of the Positive Living Skills initiative is three-fold:
1. To assist teachers to teach children habitual skills to build their social and emotional competence, starting in early childhood and continuing through to the end of Primary School, so they can move into adolescence with resilience and a strong sense of self-worth and a range of practical mental wellbeing skills and strategies they can continue to build on.
2. To support and enhance teacher wellbeing through both the materials and resources in the programs, as well as dedicated Professional Development experiences focused on developing educator emotional intelligence.
3. To support families to build mental wellbeing skills, both through the resources that come home from children and teachers, and through the 'Family link' online resource portal.
Our vision is to significantly and positively impact the alarming statistics of anxiety, depression and suicide we are seeing in our communities today, within one generation, and our research indicates that if the learning and teaching of mental wellbeing skills begins early and is applied throughout the learning community using these principles then this vision can potentially be realised.
The PLS Wellbeing Programs for children and students are designed to meet the needs of 21st century learners and classrooms, and meet significant elements of the Early Years Learning Framework and the National Curriculum F-10 in both the Learning Areas and the General Capabilities.
“No matter what your ability is, effort is what ignites that ability and turns it into accomplishment.” Carol S. Dweck, Mindset: The New Psychology of Success
The application of the PLS program concepts are based on the principles and theories of:
Priming is an implicit memory effect where exposure to one stimulus influences a response to another stimulus. Concepts of the program support each other, and each level of the program will act as a primer for the following lessons at later stages.
Distributed Practice is a learning strategy where practice is broken up into a number of short sessions spread over a longer period of time.
Building Procedural Learning to enhance learning. By repeating an activity over and over again eventually all of the relevant neural systems work together to automatically produce the activity.