[Music] [Applause]
the thing that’s been running through
the thing that’s been running through today really is a concurrent that we
today really is a concurrent that we
today really is a concurrent that we grew up with when we were little
grew up with when we were little
grew up with when we were little it’s called emotion and this fear aspect
it’s called emotion and this fear aspect
it’s called emotion and this fear aspect that was touched on earlier he’s driven
that was touched on earlier he’s driven
that was touched on earlier he’s driven by emotion but one of the things that
by emotion but one of the things that
by emotion but one of the things that we’ve never really grown up to to learn
we’ve never really grown up to to learn
we’ve never really grown up to to learn how to do anything with is how to
how to do anything with is how to
how to do anything with is how to understand that fear and how to control
understand that fear and how to control
understand that fear and how to control it so if you think back to our early
it so if you think back to our early
it so if you think back to our early years are we ever introduced to the
years are we ever introduced to the
years are we ever introduced to the emotional labels of fear sadness anger
emotional labels of fear sadness anger
emotional labels of fear sadness anger do we even have a label for how we’re
do we even have a label for how we’re
do we even have a label for how we’re feeling in a moment so that we can
feeling in a moment so that we can
feeling in a moment so that we can rationalize it and so I found out quite
rationalize it and so I found out quite
rationalize it and so I found out quite late in life that I’ve been having a
late in life that I’ve been having a
late in life that I’ve been having a battle with emotion all of my life
battle with emotion all of my life
battle with emotion all of my life emotion that made me think differently
emotion that made me think differently
emotion that made me think differently in certain circumstances made me
in certain circumstances made me
in certain circumstances made me challenge myself maybe behave in ways
challenge myself maybe behave in ways
challenge myself maybe behave in ways with people that either built certain
with people that either built certain
with people that either built certain relationships in a certain way or killed
relationships in a certain way or killed
relationships in a certain way or killed relationships so I’ve made it my mission
relationships so I’ve made it my mission
relationships so I’ve made it my mission to get to the bottom of what drives
to get to the bottom of what drives
to get to the bottom of what drives people to do what they do but
people to do what they do but
people to do what they do but particularly young people because we’ve
particularly young people because we’ve
particularly young people because we’ve got a focus at the moment which talks
got a focus at the moment which talks
got a focus at the moment which talks about trauma mental health self-harm
about trauma mental health self-harm
about trauma mental health self-harm substance abuse violence and when you go
substance abuse violence and when you go
substance abuse violence and when you go deep into what this is it’s happening
deep into what this is it’s happening
deep into what this is it’s happening all over the world so the question is
all over the world so the question is
all over the world so the question is where do we start the learning curve
where do we start the learning curve
where do we start the learning curve about us which we call self-awareness
about us which we call self-awareness
about us which we call self-awareness and yes mindfulness comes into that
and yes mindfulness comes into that
and yes mindfulness comes into that that’s an awareness of and emotion in
that’s an awareness of and emotion in
that’s an awareness of and emotion in the moment and being able to calm the
the moment and being able to calm the
the moment and being able to calm the mind enough to go from the emotional
mind enough to go from the emotional
mind enough to go from the emotional part of the brain to the front part of
part of the brain to the front part of
part of the brain to the front part of the brain to think logically but we have
the brain to think logically but we have
the brain to think logically but we have to ask ourselves the question where does
to ask ourselves the question where does
to ask ourselves the question where does this learning start when does it start
this learning start when does it start
this learning start when does it start and what difference would it make to our
and what difference would it make to our
and what difference would it make to our lives what difference would it have made
lives what difference would it have made
lives what difference would it have made to my life up till I was 41 when I
to my life up till I was 41 when I
to my life up till I was 41 when I happened to go into the deep dive
happened to go into the deep dive
happened to go into the deep dive process of behavioral science and
process of behavioral science and
process of behavioral science and realized I’d actually been suffering for
realized I’d actually been suffering for
realized I’d actually been suffering for most of my years with anxiety driven out
most of my years with anxiety driven out
most of my years with anxiety driven out of emotion that I couldn’t control so
of emotion that I couldn’t control so
of emotion that I couldn’t control so when I got to my teenage years I think
when I got to my teenage years I think
when I got to my teenage years I think back now at what I was like what was
back now at what I was like what was
back now at what I was like what was some of the challenges that I was
some of the challenges that I was
some of the challenges that I was feeling how was I dealing with those
feeling how was I dealing with those
feeling how was I dealing with those challenges with my emotions because my
challenges with my emotions because my
challenges with my emotions because my emotions are in my presence all the time
emotions are in my presence all the time
emotions are in my presence all the time we heard earlier about the fact the
we heard earlier about the fact the
we heard earlier about the fact the brain processes information our senses
brain processes information our senses
brain processes information our senses are alive 24/7 even when we’re asleep
are alive 24/7 even when we’re asleep
are alive 24/7 even when we’re asleep we’re hearing we’re smelling
we’re hearing we’re smelling
we’re hearing we’re smelling we’re touching so for young people if
we’re touching so for young people if
we’re touching so for young people if you’re never given the insight into
you’re never given the insight into
you’re never given the insight into yourself how can we make you resilient
yourself how can we make you resilient
yourself how can we make you resilient so in the face of adversity distress or
so in the face of adversity distress or
so in the face of adversity distress or trauma how do young people cope because
trauma how do young people cope because
trauma how do young people cope because we fail to cope as adults you see so
we fail to cope as adults you see so
we fail to cope as adults you see so many people struggling to cope with
many people struggling to cope with
many people struggling to cope with emotion so you have to ask yourself
emotion so you have to ask yourself
emotion so you have to ask yourself another question is resilience about
another question is resilience about
another question is resilience about being able to return back to the shape
being able to return back to the shape
being able to return back to the shape you were at the moment of distress or is
you were at the moment of distress or is
you were at the moment of distress or is it a learning and development process
it a learning and development process
it a learning and development process that starts when we’re young and who
that starts when we’re young and who
that starts when we’re young and who does that learning and development
does that learning and development
does that learning and development process with us who are the key people
process with us who are the key people
process with us who are the key people in our lives that shape our ability to
in our lives that shape our ability to
in our lives that shape our ability to cope with those emotions channel those
cope with those emotions channel those
cope with those emotions channel those emotions and push them in directions
emotions and push them in directions
emotions and push them in directions that allow us to get to where we need to
that allow us to get to where we need to
that allow us to get to where we need to go so in the case of firewalking
go so in the case of firewalking
go so in the case of firewalking absolutely correct how do you overcome
absolutely correct how do you overcome
absolutely correct how do you overcome that immediate response to say I’m never
that immediate response to say I’m never
that immediate response to say I’m never going to go back into the water again
going to go back into the water again
going to go back into the water again I’m never going to be friends with that
I’m never going to be friends with that
I’m never going to be friends with that person again because I fell out with
person again because I fell out with
person again because I fell out with them when I was 14 they did a horrible
them when I was 14 they did a horrible
them when I was 14 they did a horrible thing to me so I hate them how do we
thing to me so I hate them how do we
thing to me so I hate them how do we educate young people to build a skill
educate young people to build a skill
educate young people to build a skill inside themselves which we know as
inside themselves which we know as
inside themselves which we know as emotional intelligence which gives them
emotional intelligence which gives them
emotional intelligence which gives them the empowerment to drill down deep in
the empowerment to drill down deep in
the empowerment to drill down deep in times of needs
times of needs
times of needs to be able to reach out to people in
to be able to reach out to people in
to be able to reach out to people in ways that will meaningfully help them
ways that will meaningfully help them
ways that will meaningfully help them reach a decision or reach a goal these
reach a decision or reach a goal these
reach a decision or reach a goal these are skills that even as adults many of
are skills that even as adults many of
are skills that even as adults many of us have never managed to perfect what
us have never managed to perfect what
us have never managed to perfect what we’ve learned is by default by trial and
we’ve learned is by default by trial and
we’ve learned is by default by trial and error how many people in the room have
error how many people in the room have
error how many people in the room have suffered with relationship problems
suffered with relationship problems
suffered with relationship problems because buttons get pressed that you’re
because buttons get pressed that you’re
because buttons get pressed that you’re not aware of because subconsciously your
not aware of because subconsciously your
not aware of because subconsciously your guard is down how we think how we deal
guard is down how we think how we deal
guard is down how we think how we deal with emotion is a process that we need
with emotion is a process that we need
with emotion is a process that we need to learn develop and perfect as I travel
to learn develop and perfect as I travel
to learn develop and perfect as I travel the world I’ve been in different
the world I’ve been in different
the world I’ve been in different villages I’ve been in different
villages I’ve been in different
villages I’ve been in different communities and what I’m finding now is
communities and what I’m finding now is
communities and what I’m finding now is young people in the Maine have no idea
young people in the Maine have no idea
young people in the Maine have no idea what these emotions are and to a lot of
what these emotions are and to a lot of
what these emotions are and to a lot of people particularly in the prison system
people particularly in the prison system
people particularly in the prison system they think they’re bad people
they think they’re bad people
they think they’re bad people because they can’t express how they feel
because they can’t express how they feel
because they can’t express how they feel and it’s masking through different
and it’s masking through different
and it’s masking through different emotional responses that they give so is
emotional responses that they give so is
emotional responses that they give so is it any wonder why we suffer with
it any wonder why we suffer with
it any wonder why we suffer with self-harm substance abuse violence
self-harm substance abuse violence
self-harm substance abuse violence detachment social exclusion because we
detachment social exclusion because we
detachment social exclusion because we are not necessarily equipping ourselves
are not necessarily equipping ourselves
are not necessarily equipping ourselves through the generations together cope
through the generations together cope
through the generations together cope with our natural bodily emotions and has
with our natural bodily emotions and has
with our natural bodily emotions and has as the world changes around us we have
as the world changes around us we have
as the world changes around us we have an obligation to try and steer ourselves
an obligation to try and steer ourselves
an obligation to try and steer ourselves through it in the best way that we can
through it in the best way that we can
through it in the best way that we can because it can’t be done for us our
because it can’t be done for us our
because it can’t be done for us our logic won’t allow it
logic won’t allow it
logic won’t allow it so we have to have the skills so the
so we have to have the skills so the
so we have to have the skills so the question that we have now is who is
question that we have now is who is
question that we have now is who is working with our young people who are
working with our young people who are
working with our young people who are the professionals that we think are
the professionals that we think are
the professionals that we think are responsible for developing this skill
responsible for developing this skill
responsible for developing this skill set this ability to be resilient through
set this ability to be resilient through
set this ability to be resilient through times of adversity to deal with the
times of adversity to deal with the
times of adversity to deal with the emotions in the moment youth workers
emotions in the moment youth workers
emotions in the moment youth workers educators youth interventionists
educators youth interventionists
educators youth interventionists community club coaches are all people
community club coaches are all people
community club coaches are all people that in the main are using three mediums
that in the main are using three mediums
that in the main are using three mediums that allow young people to connect
that allow young people to connect
that allow young people to connect through and into their emotions but
through and into their emotions but
through and into their emotions but where it stops is the ability to use
where it stops is the ability to use
where it stops is the ability to use what science has taught us and the skill
what science has taught us and the skill
what science has taught us and the skill sets of emotional intelligence to help
sets of emotional intelligence to help
sets of emotional intelligence to help that young person understand develop and
that young person understand develop and
that young person understand develop and hone those skills so they own them how
hone those skills so they own them how
hone those skills so they own them how many people are in caring environments
many people are in caring environments
many people are in caring environments where they have a support worker and as
where they have a support worker and as
where they have a support worker and as soon as that support workers we remove
soon as that support workers we remove
soon as that support workers we remove from their lives the support worker then
from their lives the support worker then
from their lives the support worker then feels the young person hasn’t got the
feels the young person hasn’t got the
feels the young person hasn’t got the coping skills because we’re not
coping skills because we’re not
coping skills because we’re not embedding anything into the young person
embedding anything into the young person
embedding anything into the young person so my mission is to find out where is
so my mission is to find out where is
so my mission is to find out where is the benchmark where are we starting to
the benchmark where are we starting to
the benchmark where are we starting to look in terms have been able to help
look in terms have been able to help
look in terms have been able to help those professionals and volunteer groups
those professionals and volunteer groups
those professionals and volunteer groups really make a difference in building
really make a difference in building
really make a difference in building those skills in young people from a very
those skills in young people from a very
those skills in young people from a very early age because we have a duty to try
early age because we have a duty to try
early age because we have a duty to try and right the wrongs of our own past
and right the wrongs of our own past
and right the wrongs of our own past which is where we’ve learnt by trial and
which is where we’ve learnt by trial and
which is where we’ve learnt by trial and error so this year we’ve launched what
error so this year we’ve launched what
error so this year we’ve launched what I’m clusters classing is a litmus test a
I’m clusters classing is a litmus test a
I’m clusters classing is a litmus test a litmus test to be able to say if we will
litmus test to be able to say if we will
litmus test to be able to say if we will be able to break down which we can the
be able to break down which we can the
be able to break down which we can the building blocks of resilience measure
building blocks of resilience measure
building blocks of resilience measure them and look at them that gives us the
them and look at them that gives us the
them and look at them that gives us the the building framework to be able to
the building framework to be able to
the building framework to be able to work with young people it’s something
work with young people it’s something
work with young people it’s something that I was never given when I was young
that I was never given when I was young
that I was never given when I was young it’s something I never really understood
it’s something I never really understood
it’s something I never really understood until I stepped into the arena that I’m
until I stepped into the arena that I’m
until I stepped into the arena that I’m in now but our measurement stretches
in now but our measurement stretches
in now but our measurement stretches from Europe into Africa the Middle East
from Europe into Africa the Middle East
from Europe into Africa the Middle East and the spread of that information
and the spread of that information
and the spread of that information already is telling us when we start
already is telling us when we start
already is telling us when we start talking about what is self confidence
talking about what is self confidence
talking about what is self confidence psychology’s already told us that
psychology’s already told us that
psychology’s already told us that psychologies perception of self
psychologies perception of self
psychologies perception of self confidence a3 building blocks self
confidence a3 building blocks self
confidence a3 building blocks self liking self competence and self
liking self competence and self
liking self competence and self assurance so if you were to say to a
assurance so if you were to say to a
assurance so if you were to say to a sports coach an educator or even a
sports coach an educator or even a
sports coach an educator or even a parent how are you building self
parent how are you building self
parent how are you building self confidence in that young person break it
confidence in that young person break it
confidence in that young person break it down we can’t do it we do it in other
down we can’t do it we do it in other
down we can’t do it we do it in other areas of the world in terms of business
areas of the world in terms of business
areas of the world in terms of business and other processes but it’s not
and other processes but it’s not
and other processes but it’s not necessarily reaching the frontline
necessarily reaching the frontline
necessarily reaching the frontline so this will start now to raise the
so this will start now to raise the
so this will start now to raise the questions particularly in the UK
questions particularly in the UK
questions particularly in the UK particularly in areas of the UK where
particularly in areas of the UK where
particularly in areas of the UK where I’ve managed to get buy-in to at least
I’ve managed to get buy-in to at least
I’ve managed to get buy-in to at least allow us in through the door to measure
allow us in through the door to measure
allow us in through the door to measure this to say now what are you doing with
this to say now what are you doing with
this to say now what are you doing with it there’s another element on the
it there’s another element on the
it there’s another element on the journey of my he had been here today
journey of my he had been here today
journey of my he had been here today with you is many of the funding
with you is many of the funding
with you is many of the funding organizations that seek to see results
organizations that seek to see results
organizations that seek to see results believe they can’t measure the soft
believe they can’t measure the soft
believe they can’t measure the soft skills resilience social-emotional
skills resilience social-emotional
skills resilience social-emotional skills as they required these building
skills as they required these building
skills as they required these building blocks is 10 building blocks that we
blocks is 10 building blocks that we
blocks is 10 building blocks that we already are aware of in emotional
already are aware of in emotional
already are aware of in emotional intelligence we can define them we can
intelligence we can define them we can
intelligence we can define them we can break them down you can use them in
break them down you can use them in
break them down you can use them in terms of coaching strategies you can
terms of coaching strategies you can
terms of coaching strategies you can teach young people how to label how they
teach young people how to label how they
teach young people how to label how they feel self-reliance what is a
feel self-reliance what is a
feel self-reliance what is a self-reliant young person independent
self-reliant young person independent
self-reliant young person independent yes
yes
yes responsible yes so even with just two
responsible yes so even with just two
responsible yes so even with just two building blocks they’ve got the language
building blocks they’ve got the language
building blocks they’ve got the language to understand how they’re supposed to
to understand how they’re supposed to
to understand how they’re supposed to process through life so the question now
process through life so the question now
process through life so the question now is what are we trying to do with these
is what are we trying to do with these
is what are we trying to do with these social-emotional skills in education and
social-emotional skills in education and
social-emotional skills in education and when you look across the world it’s not
when you look across the world it’s not
when you look across the world it’s not necessarily about complex educational
necessarily about complex educational
necessarily about complex educational systems
systems
systems it’s about embedding it’s about having a
it’s about embedding it’s about having a
it’s about embedding it’s about having a process that stretches from the home
process that stretches from the home
process that stretches from the home through the school and into the
through the school and into the
through the school and into the community deep enough that it’s actually
community deep enough that it’s actually
community deep enough that it’s actually an embedded process it’s a way of life
an embedded process it’s a way of life
an embedded process it’s a way of life it’s a culture and that is the culture
it’s a culture and that is the culture
it’s a culture and that is the culture of emotion from that we’re able to
of emotion from that we’re able to
of emotion from that we’re able to regulate so if you said to somebody how
regulate so if you said to somebody how
regulate so if you said to somebody how do I build optimism in a young person
do I build optimism in a young person
do I build optimism in a young person you’ve got to come back down through
you’ve got to come back down through
you’ve got to come back down through these building blocks we have to build
these building blocks we have to build
these building blocks we have to build them systematically so that they can
them systematically so that they can
them systematically so that they can draw down on that information that’s
draw down on that information that’s
draw down on that information that’s inside them
inside them
inside them optimism requires an a level of
optimism requires an a level of
optimism requires an a level of adaptability and as I call it the Mojo
adaptability and as I call it the Mojo
adaptability and as I call it the Mojo the passion the fire in the belly how do
the passion the fire in the belly how do
the passion the fire in the belly how do you and you like that how do you keep it
you and you like that how do you keep it
you and you like that how do you keep it going yourself rather than somebody give
going yourself rather than somebody give
going yourself rather than somebody give you that opportunity so my survey allows
you that opportunity so my survey allows
you that opportunity so my survey allows us to say so what
us to say so what
us to say so what the tools that we’re going to give to
the tools that we’re going to give to
the tools that we’re going to give to these young people but equally what are
these young people but equally what are
these young people but equally what are we measuring progress on so they can see
we measuring progress on so they can see
we measuring progress on so they can see it they can sense it they can know
it they can sense it they can know
it they can sense it they can know what’s happening and they can develop
what’s happening and they can develop
what’s happening and they can develop this skill and awareness in themselves
this skill and awareness in themselves
this skill and awareness in themselves this toolbox allows us to focus on three
this toolbox allows us to focus on three
this toolbox allows us to focus on three to four areas self us and the outside
to four areas self us and the outside
to four areas self us and the outside world before you can even look to the
world before you can even look to the
world before you can even look to the outside world you’ve got to ask yourself
outside world you’ve got to ask yourself
outside world you’ve got to ask yourself the question what am I Who am I what am
the question what am I Who am I what am
the question what am I Who am I what am I trying to achieve how do I dig down
I trying to achieve how do I dig down
I trying to achieve how do I dig down when times are hard rather than just
when times are hard rather than just
when times are hard rather than just throw in and listen to the negative
throw in and listen to the negative
throw in and listen to the negative self-talk it’s not positive psychology
self-talk it’s not positive psychology
self-talk it’s not positive psychology anymore it’s a process learning and
anymore it’s a process learning and
anymore it’s a process learning and development creates the ability be able
development creates the ability be able
development creates the ability be able to Raziel it be resilient and bounce
to Raziel it be resilient and bounce
to Raziel it be resilient and bounce back so the the question again to our
back so the the question again to our
back so the the question again to our society is how do we do this
society is how do we do this
society is how do we do this why would we do this how do we measure
why would we do this how do we measure
why would we do this how do we measure it once we’ve got these mechanisms in
it once we’ve got these mechanisms in
it once we’ve got these mechanisms in place we’re able to work on a level
place we’re able to work on a level
place we’re able to work on a level playing field we’re able to then set the
playing field we’re able to then set the
playing field we’re able to then set the standards were able to start to drill
standards were able to start to drill
standards were able to start to drill down and it starts in early years the
down and it starts in early years the
down and it starts in early years the measurement that’s going on at the
measurement that’s going on at the
measurement that’s going on at the moment starts at thirteen years it’s a
moment starts at thirteen years it’s a
moment starts at thirteen years it’s a psychological emotional psychometric
psychological emotional psychometric
psychological emotional psychometric process that allows us to give the
process that allows us to give the
process that allows us to give the litmus test that then says what are the
litmus test that then says what are the
litmus test that then says what are the levels of competences how do they
levels of competences how do they
levels of competences how do they cluster together how do you assess a
cluster together how do you assess a
cluster together how do you assess a person’s ability to be self-aware and to
person’s ability to be self-aware and to
person’s ability to be self-aware and to be able to self manage before they even
be able to self manage before they even
be able to self manage before they even get near to having social skills which
get near to having social skills which
get near to having social skills which every single employer at the moment is
every single employer at the moment is
every single employer at the moment is focused upon apprenticeship levy is
focused upon apprenticeship levy is
focused upon apprenticeship levy is focused on employability so we have to
focused on employability so we have to
focused on employability so we have to match the building of these skills with
match the building of these skills with
match the building of these skills with this ability to be resilient at whatever
this ability to be resilient at whatever
this ability to be resilient at whatever level that resilience needs to be so the
level that resilience needs to be so the
level that resilience needs to be so the government did a survey in 2015 release
government did a survey in 2015 release
government did a survey in 2015 release this survey when they did a deep dive
this survey when they did a deep dive
this survey when they did a deep dive into youth work and education across the
into youth work and education across the
into youth work and education across the whole of the UK where are the frameworks
whole of the UK where are the frameworks
whole of the UK where are the frameworks for consistent and sustained
for consistent and sustained
for consistent and sustained self-development not from the teacher to
self-development not from the teacher to
self-development not from the teacher to the young person or the youth worker to
the young person or the youth worker to
the young person or the youth worker to the young person but within the young
the young person but within the young
the young person but within the young person and what’s the standard of this
person and what’s the standard of this
person and what’s the standard of this what are we actually making sure we’re
what are we actually making sure we’re
what are we actually making sure we’re making happen within the dynamic and why
making happen within the dynamic and why
making happen within the dynamic and why would we stop from the classroom why
would we stop from the classroom why
would we stop from the classroom why wouldn’t we cascade this into community
wouldn’t we cascade this into community
wouldn’t we cascade this into community where would be the benefits of mental
where would be the benefits of mental
where would be the benefits of mental health from reducing anxiety and the
health from reducing anxiety and the
health from reducing anxiety and the impact of depression more so what would
impact of depression more so what would
impact of depression more so what would be the social economic benefits have
be the social economic benefits have
be the social economic benefits have been able to get close enough to the
been able to get close enough to the
been able to get close enough to the core of a young person to turn that core
core of a young person to turn that core
core of a young person to turn that core on give them the confidence to be able
on give them the confidence to be able
on give them the confidence to be able to strive forward and have an optimistic
to strive forward and have an optimistic
to strive forward and have an optimistic outlook on life because they’re
outlook on life because they’re
outlook on life because they’re self-aware the government has recognized
self-aware the government has recognized
self-aware the government has recognized this education has recognized this
this education has recognized this
this education has recognized this there’s a requirement on mental health
there’s a requirement on mental health
there’s a requirement on mental health support and provision from these same
support and provision from these same
support and provision from these same environments so it tells us that there’s
environments so it tells us that there’s
environments so it tells us that there’s an importance the Middle East is now
an importance the Middle East is now
an importance the Middle East is now waking up to the fact that it has a
waking up to the fact that it has a
waking up to the fact that it has a youth development requirement for
youth development requirement for
youth development requirement for different reasons Africa has the same
different reasons Africa has the same
different reasons Africa has the same requirement for youth social-emotional
requirement for youth social-emotional
requirement for youth social-emotional development in particular around the
development in particular around the
development in particular around the social-emotional skills that sit within
social-emotional skills that sit within
social-emotional skills that sit within resilience because they need the young
resilience because they need the young
resilience because they need the young people to be able to move forwards so
people to be able to move forwards so
people to be able to move forwards so I’m looking now very much challenging
I’m looking now very much challenging
I’m looking now very much challenging the norm I’m challenging foundations
the norm I’m challenging foundations
the norm I’m challenging foundations that work in communities I’m challenging
that work in communities I’m challenging
that work in communities I’m challenging education I’m challenging charities and
education I’m challenging charities and
education I’m challenging charities and saying before you go for funding before
saying before you go for funding before
saying before you go for funding before you try and reach into a project or a
you try and reach into a project or a
you try and reach into a project or a design process
design process
design process what are you defining what are you
what are you defining what are you
what are you defining what are you measuring and then how you building tell
measuring and then how you building tell
measuring and then how you building tell us how you’re building so that we can
us how you’re building so that we can
us how you’re building so that we can assess it and what are the young people
assess it and what are the young people
assess it and what are the young people believe you’re giving to them so before
believe you’re giving to them so before
believe you’re giving to them so before we reach into society before we try and
we reach into society before we try and
we reach into society before we try and say that resilience is a great word is a
say that resilience is a great word is a
say that resilience is a great word is a sticking-plaster the challenge has to be
sticking-plaster the challenge has to be
sticking-plaster the challenge has to be back yes we focused on intellectual
back yes we focused on intellectual
back yes we focused on intellectual development and yes we focused on
development and yes we focused on
development and yes we focused on cohesion
cohesion
cohesion but where does all that come from in
but where does all that come from in
but where does all that come from in terms of the person the young person the
terms of the person the young person the
terms of the person the young person the person of tomorrow the parents of
person of tomorrow the parents of
person of tomorrow the parents of tomorrow all comes down to the ability
tomorrow all comes down to the ability
tomorrow all comes down to the ability to go inside deal with life deal with
to go inside deal with life deal with
to go inside deal with life deal with complexity distress overcome trauma and
complexity distress overcome trauma and
complexity distress overcome trauma and look for words and these are skills
look for words and these are skills
look for words and these are skills they’re not skills that you pick up from
they’re not skills that you pick up from
they’re not skills that you pick up from a box you develop them over time and
a box you develop them over time and
a box you develop them over time and that requires consistent approach thank
that requires consistent approach thank
that requires consistent approach thank you
you
you [Applause]
[Applause]
[Applause] [Music]
”
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