PSHE : Intuition and Actualisation in Personal and Social Education: A Pilot Study of a Primary School Programme Using Circle Time by Edwina Clare Molloy
Dissertation submitted in partial fulfilment of the requirements for the award of the degree of Master of Education at the University of Bristol? by Edwina Clare Molloy.? September 1999
SYNOPSIS
This study explores Intuition and Actualisation in Personal and Social Education. Initially, I make an argument for intuition to be understood at a personal level as
in-tuition, that inner-tuition, the "wisdom within" and on a social level, as intunition {in-tune-ition}, being aware of and sensitive to others, in other words, being "in tune" with them. 'Actualisation' was a term used by Psychologist Abraham Maslow (1908-1970) in the sense of 'Self Actualisation': being the best one can be, reaching self- fulfilment. I have extended this to include 'Social Actualisation': the best we can be for ourselves and others in pursuit of a whole, fully functioning society.
In researching intuition, striking similarities were found between intuitive qualities and the qualities found in "self-actualizers": those people who reach their fullest potential. A 5 stage hierarchical model was devised, indicating personal and social needs and how these could be met by using intuition. A corresponding programme of activities was created for use in primary schools as part of the PSHE curriculum (Personal, Social and Health Education). I piloted this programme as a small-scale exploratory study, using action-research methods. The sample group was a class of children aged 9 to 10, and the programme ran in the 45 minute time-tabled Circle Time session once a week for an eight week period. (Circle Time is a structured framework used in PSE/PSHE for developing self-esteem and positive behaviours). The programme incorporated meditation techniques such as creative visualisations and guided imagery for personal and spiritual growth; and co-operative games, simple counselling skills and whole class discussions for social development. Health issues were approached from the angle of 'body awareness', and introduced body relaxation techniques such as massage and deep breathing. The aims of this study were two-fold: firstly, to assess the effectiveness of the activities in the programme, and secondly, to monitor its long-term effects. It was hoped that the programme would not only consist of activities that the children would enjoy, but also develop in them a realistic, yet positive sense of self, leading to enhanced self-belief and inner locus of control..
Data collection methods incorporated both qualitative and quantitative techniques and used 'triangulation' in collecting responses from all involved, with the children as participants and the class teacher as observer, acting as co-researchers in this project.
The Locus of Control Scale for Children (LCSC) questionnaire (Nowicki: 1973) that measures the extent to which children perceive control in their own lives, (be it external or internal), was administered as a pre and post test prior to and at the end of the period of study. Quantitative findings at the end of the period of study indicated that there was a significant difference in response to the children’s own view of their inner-control, although the class teacher, whilst acknowledging some change in individual, did not observe any noticeable change in whole class behaviour.? From this, I would suggest that the development of personal qualities is not something that can be achieved in eight weeks: it is a life-long process.? As a result of this study, my recommendation is that there is a place for developing the shared qualities of intuition and actualisation at an early age, but furthermore, these should be developed throughout education: not only in primary schools but beyond, into both secondary and tertiary education sectors.
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