How are the Kids at Heart Programmes run?
Option 1 Option 2
90 minute , i nteractive workshop Four x 3 ½ hour workshops
6 topics from which to choose Or
2 full days
1. Topic: Emotional Intelligence: Why the Hype?
As our ‘civilization' is becoming more intoxicated with academic success and
prestige, our youth are becoming more emotionally crippled with depression,
suicide, eating disorders, alcohol and drug abuse.
‘Emotional Intelligence –Why all the Hype?' gives an urgent perspective on the
frenetic and changing world challenging our children. Research indicates that
emotional intelligence (and not academic achievement) is a 60+% predictor of
resilience and personal success. Emotional intelligence is the likely refuge for
children who might otherwise succumb to adverse choices, in a misguided
search for happiness!
2. Topic: Empathic listening skills
During this dynamic, interactive 90 minute workshop, we explore the need to
become aware of our own feelings, our children's emotional needs and
how best to meet them.
3. Topic: Why begin with feelings?
“Emotions are part of our genetic heritage. Fish swim, birds fly and people feel.”
While we are not free to choose the emotions that arise within us, children who
can openly and freely express their feelings are better equipped to manage them. Childhood is precisely the opportunity and training ground to equip children to differentiate between feelings and to express appropriately the feelings that
4. Topic: Descriptive praise/ Encouragement
The aim of 'en courage ment' is to enable the child to develop the COURAGE to
use his own strength and self trust by affording opportunities for the child to
rise to various challenges. If praise is to be received in a sustaining way, it
needs to be specific, honest and focused on effort, rather than on behaviour
or an end result.
5. Topic: Labelling
“Labels are for shirts, not for people” ( The Rebbe )
By labelling children ‘good or bad', we link their behaviour with their basic worth
and value. Worse still, they often ‘become' the label that others assign to them!
6. Topic: Parenting the parent
Before parents and educators can effectively build up self-esteem in the children
in their care, they need to feel good about themselves and reduce their stress.
Important role models need to be emotionally literate in order to effectively
listen to and help children deal with feelings. Most people were not taught how
to have high self-esteem and low self-esteem continues to be modelled and
passed on from one generation to the next.
Kids at Heart breaks this cycle by offering basic tools and insights that will empower
the esteem and role of the ‘good enough parent' and educator.
Session 1: Introduction
Session 2: Build the parent/ guardian/ educator
Parenting styles and how they affect children
Session 3: Build the child
Introduction to and importance of feelings
Decoding children's behaviour
The power of Descriptive Praise / Encouragement
“And though they are with you yet they belong not to you. You may give them your love but not your thoughts.
You may house their bodies but not their souls, for their souls live in the house of tomorrow, which you cannot visit, not even in your dreams.
You may strive to be like them but seek not to make them like you."
“Low self-esteem seems to operate as a predisposing and contributory factor in the development of depression, anxiety, eating disorders, alcohol abuse and drug abuse."
Dr Alex Yellowlees -
Director, Priory Psychiatric Hospital, Glasgow. 1996
Val Bernstein, who runs the Kids at Heart Emotional Intelligence Programme, can't emphasise enough how crucial it is to
maturity in children.
“The way we behave as parents should be geared towards building self-esteem in our children, rather than breaking
She speaks about criticism, an unwillingness to listen and being removed from emotional cues - and failing to recognise them - as the most destructive way to interact with our children.
“Children are born with a good self-esteem. Beyond that we are the ones who teach them who they are… they mirror from us.
Instead of pushing them to gain skills and learn new tricks, teach them
It's more valuable.”