girls talk presentation - 4.3.15

Principal

Mrs Michelle Carroll

‘21st Century Pitfalls’

Tween to Teen –the emerging trends

Tween to Teen –the emerging trends

Tween to Teen –the emerging trends

Tween / Teen Market – a big business

Tween market is driven by:• MTV / music videos

• Globalisation of brands

• More money in the hands of children ($10-20/week)

• Powerful peer pressure

• Increase in separated parents/parenting pressures

• Despite the tweens / teens lack of income – it is a $1billion industry

Tweens and Teens are the most globally connected, tech savvy, materially endowed and formally educated generation ever!

What are tweens/teens engaging in?

• Social Media

• Online tutorials

• Reality Television – Big Brother, Next Top Model, I am Celebrity……

What are girls engaging in?• Magazines – Total Girl - Core market is 8-11yo• Magazines – Dolly – Core Market is 13-17yo

• No sexual overtones – quite safe• Photos – of ‘normal’ looking girls• World of primary makeovers, ponies, J-Lo hair

– how to guide for nail polish, lip gloss, eye colour

• “Lil divas make sure they look good ALL the time”

• This is not about well being of kids –this is about selling products.

What are girls engaging in?

Who influences girls?

• Katy Perry• Taylor Swift• Miley Cyrus **• Selena Gomez• Justin Bieber• One Direction

Such stars have established sophisticated methods of connecting with tweens / teens.

Who influences girls?

Who influences girls?

Who influences girls?

Who influences girls?

21C Pitfalls and Concerns

• Compression of childhood;

• Video- clips with over - sexualised images;

• Inappropriate view of being female / confusing;

• Hungriness for consumer culture where identity is synonymous with shopping;

• Pester power, peer pressure and very successful marketing.

21C Pitfalls and Concerns

• Unnecessary focus on physical appearance at the expense of other qualities is an issue of values that, as a community, requires more thought.

• Born from this are insecurities about body image, lack of self-esteem and confidence.

Brain Development

http://scs-

portal.stcatherines.net.au/business/Principals%20Office/Powerp

oint%20and%20Presentations/Whatever%201%20-

%20Copy.wmv

School CounsellorMs Amelia King

‘Developing Resilience:

Supporting tweens and teens to

thrive.’

’

The Adolescent Brain

• A huge window of opportunity to learn key life

skills

• Massive pruning of the brain occurs during

adolescence

• The teen brain craves novelty

• Teenagers function mainly from the emotional

centre of the brain

• Teens need more sleep then pre-teens or adults

Resilient Attitudes:• Ability to bounce back from adversity

• Optimistic and flexible thinking skills

• “Where there’s a will there’s a way” attitude

• See problems as opportunities to learn and grow

• Capacity for detachment

• Well developed sense of humour

• Seldom dwell on the past or the future

• Well developed emotional competence

• Healthy, authentic self esteem

Resilient Behaviours:• Able to persevere

• Can set clear, realistic and attainable goals

• Practice assertiveness rather than aggression or

passivity

• Learn from previous challenges and mistakes

• Treat themselves and others with respect

• Meaningful involvement with others

• Problem solving and conflict resolution skills

• Have a healthy social support network(Brooks and Goldstein, 2002)

The Resilience Ingredient List:

• Emotional awareness and control

• Impulse control

• Realistic optimism

• Flexible thinking

• Self efficacy

• Empathy

• Reaching out (Karen Reivich)

Emotion Coaching

–Tune in

–Empathise

–Connect

–Find the words

Encourage activities known to improve

mood

Impulse control

• We are not victims of our

feelings, but can choose how

to act or express our

emotions.

• “Hot” vs “cool” cognitions

• Mood management at home

Realistic optimism

‘Seeing yourself and situations optimistically but within the bounds of reality.’

Develop a “memory” for positive

experiences.

Identify strengths and assist to set

goals that put their strengths into

action.

Flexible thinking

• Resilient people view problems from several

different perspectives.

• Let children make mistakes.

Self efficacy

Resilient people believe that they are

effective in the world.

When someone feels helpless, giving to others can help lessen

that emotion.

Support your child to take on

new responsibilities.

Empathy

Resilient people are connected to others, and empathy is an

important component of positive social

relationships.

Identifying needs in others and then acting

to help others meet these needs, serves as a protective factor against depression.

Gratitude

There is a link between gratitude and the

development of empathy, optimism and self

efficacy.

Reaching out….

• Resilient children take risks

• The developing brain craves exhilaration, novel

experiences and high intensity emotions

• Activities that develop empathy for others and a

sense of gratitude, while providing a challenge

and a sense of self-efficacy, are the best form

of risk opportunities for adolescents.

Suggested Reading list

Brooks, R. and Goldstein, S. (2002) Raising Resilient Children

Contemporary Books Inc.

Dahl, R. (2004) Adolescent Brain Development: A period of

vulnerabilities and opportunities. Annals New York academy of

Sciences, 1021, 1-22.

Faber, A., and Mazlish, E. (2012). How To Talk So Kids Will

Listen and Listen So Kids Will Talk. Scribner

Faber, A. and Mazlish E. (2006) How To Talk So Teens Will

Listen and Listen So Teens Will Talk Picadilly Press Ltd

Seligman, Martin (2007)The Optimistic Child Houghton Mifflin.

Wolfe, Pat (2011) The Adolescent Brain, a Work in Progress.

Mind Matters

Head of Junior School

Mrs Alana Moor

‘Academic Buoyancy’

Will and Skill Cycle

Director of Student Wellbeing

Ms Merran O’Connor

‘St Catherine’s School Wellbeing

Program’

A St Catherine’s Girl……….

Resilient girls

Thriving

Learners

Student Wellbeing & Academic Success

The data:

30-35% of school students report stress, anxiety, inability to cope

Align pastoral and academic

goals

Provide a whole school, sequential, integrated program

Encourage resilience, optimism,

empathy and gratitude

Promote a culture of service and

community engagement

Reinforce ethical and values based decision making

Foster partnership with families and

community

Our Objectives…….

we Thrive: Wellbeing @ St Catherine’sELC- Year 2 we Explore

Years 3 & 4 we Grow

Years 5 & 6 we Reach

Year 7 we Belong

Year 8 we Connect

Year 9 we Engage

Year 10 we Embrace

Year 11 we Accomplish

Year 12 we Lead

Boarders we Share

• We explore who we are

• We explore through learning

• We explore through play

• We grow as people

• We grow through our relationships with others

• We grow through mindfulness and reflection

• We reach out to others

• We strive to reach our personal best

• We show leadership

• We belong in our friendship groups

• We belong in Form and House group

• We belong at St Catherine’s

• We connect with self

• We connect with others

• We connect with community

• We engage with self

• We engage with others

• We engage with community

• We embrace opportunity

• We embrace our community

• We embrace our world

• We maximise opportunity

• We develop leadership

• We strive for our goals

• We lead as a team

• We lead by example

• We lead to inspire