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  • Ariel Sánchez Rojas

Building Mental Health & Wellbeing Coordination at School

Updated: Jan 20


We help schools create or develop the Wellbeing Coordination and their coexistence teams so that they can measure and reduce bullying. In today's blog we want to tell you how we do it and why the Welfare Departments are beginning to implement it.


Like everything in life, it begins with a story: something painful that happened to a child, who never understood the reason for what happened or why it happened, and they remain consequences in their memories. So, we are talking about some event that has happened in a time and space with a particular meaning for an infant between 8 and 18 years old.


We ask you, without fear of others finding out, to tell us what happened. We start here, “the personal stories of the students' experiences” because we know that writing makes us better evaluate and analyze what happened, and we can externalize our imagination and our thoughts through a story that identifies us.


That story becomes anonymous and we share it through film scripts so that students can role-play: imaginative and narrated experiences that self-regulate our emotions, and help us develop our personality, communication, expression, critical thinking and empathy.


What is happening here? How is it that we implement artificial intelligence?

At certain times each student is telling us what is happening with their life, how they have felt and if they have been bullied recently. We ask you to tell us a recent story, to talk and get to know each other.


The frequency and sequence allows us to measure not only the history, but also the trends and projections. That is, the storage of memories (“Clio”) allows us to understand each student and be able to work with the school's well-being coordination to improve their socio-emotional and coexistence behaviors


Once they tell us their stories (infinitely collective mirrors), they interpret them and relive them in role-playing. Once the exercise is over, we do a test that allows us to know the emotional awareness of each student, their coping strategies (if they have an impulsive, isolating, evasive or autonomous profile), and their level of empathy.


At the end of the entire exercise (your story, the role-play and the test) we will be able to know what your strengths and weaknesses are.


Therefore, the more times the school does the exercise per year, the better results will be seen because each student will constantly be improving their skills and the material result of this can be seen in their coexistence behaviors.


What is our indicator of success with schools?

We help the school create or develop the Wellbeing Coordination and its coexistence teams so that they can measure and reduce bullying.


They can individualize the coexistence behaviors of each student, create improvement plans around them, measure behaviors and know what is happening to each of them< /u>. This is how we create action plans to reduce bullying in schools while we teach students to regulate their emotions and develop their personality.


Every two months of each year, students are, outside of class, developing a critical and imaginative mind that knows how to solve problems, communicate and respect others.


Then every time it is possible, there will be a new student who will be able to overcome that illusory perception of the present that constantly relives the past, trapping him in his past experiences and, consequently, forcing him to self-censor, oppress or be oppressed and ignore oneself and the consequences of one's own actions.


In this way, that story that haunted us at night when we slept, in the morning when we got up or at some other time of the day ceases to be permanently unconscious in the time and we will be able to see the present as the present and not because of what we have experienced in the past.



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