Last Updated: Wednesday, December 09, 2020

A’ togail foghainteachd, a’ làimhseachadh ro-uallach - third and fourth level

What is this?

Tha an gnìomh ionnsachaidh seo a’ toirt taic do dhaoine òga a bhith a’ beachdachadh air suidheachaidhean ro-uallaich nam beatha agus mar a tha iad a’ dèiligeadh riutha.  Bidh e cuideachd comasach dhaibh aon dòigh-obrach a chleachdadh airson fheuchainn an uair a bhithear a’ dèiligeadh ri suidheachaidhean doirbhe. 

Faodar an gnìomh seo a leasachadh airson luchd-ionnsachaidh sa chlas agaibh.  Tha e stèidhichte air eòlasan agus builean na treas agus na ceathramh ìre. Tha a’ Chomhairle air Foghlam Gàidhlig a’ mìneachadh dòigh-cleachdaidh modhan-obrach bogaidh.

Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre

  • Tha mi a’ tuigse cho cudromach ’s a tha sunnd inntinneil agus gun urrainn dha seo a bhith air altram agus air a neartachadh tro sgilean fulangais gus seasamh ri duilgheadasan. Tha fios agam nach eil e an còmhnaidh comasach a bhith a’ mealtainn deagh shlàinte inntinn agus ma thachras sin gu bheil taic ri fhaotainn. (HWB 3-06a / HWB 4-06a)
  • Tha mi ag ionnsachadh sgilean agus ro-innleachdan a bheir taic dhomh ann an amannan dùbhlanach, gu sònraichte a thaobh atharrachadh agus call. (HWB 3-07a / HWB 4-07a)
  • Is urrainn dhomh beachdan agus fiosrachadh iomchaidh a thaghadh gu neo-eisimeileach airson diofar adhbharan, fiosrachadh no beachdan deatamach agus mion-fhiosrachadh sam bith a bheir taic dhaibh a chur an òrdugh loidsigeach, agus briathrachas iomchaidh a chleachdadh gus conaltradh èifeachdach a dhèanamh leis an luchd-amais agam. (LIT 3-06a / LIT 4-06a)

Adhbhar a’ ghnìomha

Tha daoine òga a’ faighinn taic ann a bhith a’ leasachadh an ro-innleachd aca fhèin airson a bhith a’ dèiligeadh ri ro-uallach agus a’ dèiligeadh ri suidheachaidhean doirbhe. Bidh iad a’ coileanadh nan gnìomhan co-cheangailte ri cànan tro mheadhan na Gàidhlig.

Is urrainn dhan ghnìomh seo a bhith air a fhreagarrachadh airson a chleachdadh aig an dachaigh, ma tha daoine òga ag ionnsachadh aig astar.

Gnìomh ionnsachaidh

An uair a thathar ann an suidheachaidhean ro-uallaich is dòcha gun cuidicheadh an eacarsaich a leanas daoine òga ann a bhith a’ dèiligeadh ri suidheachaidhean mì-rianail no neo-fhoisneachail. Tha e stèidhichte air

Pìos bho “What’s on your mind? Paca stòrais airson tidsearan agus oileanaich

Gnìomh 14 – A’ dèiligeadh ris, foghainteachd agus a’ làimhseachadh ro-uallach

Is dòcha gun adhbharaich na suidheachaidhean diofraichte a bhios tu a’ dol troimhe nad bheatha iomagain, ro-chùraim no ro-uallach. Tha seo mar thoradh air eòlasan ùra agus suidheachaidhean diofraichte a tha a’ toirt dùbhlan an dà chuid dhan inntinn agus dhan bhodhaig. Gu h-ìosal tha puingean cuideachail a bheir an cothrom dhut dèiligeadh ri suidheachaidhean ro-uallachail.

Amasan

Gus luchd-com-pàirt a chuideachadh ann a bhith ag aithneachadh agus a’ dèiligeadh ri suidheachaidhean ro-uallachail.

Ceum 1: Ro-ràdh

Mus tòisich iad air a’ ghnìomh, cuir an cuimhne nan daoine òga cho cudromach ’s a tha e a bhith gan cumail fhèin sàbhailte. Ainmich Gnìomh 1 agus cunnradh na buidhne. Dèan soilleir dhan luchd-com-pàirt gu bheil a h-uile duine a’ dèiligeadh ri ro-uallach ann an dòigh dhiofraichte agus mar sin gum bi a dhòigh fhèin aig a h-uile neach a thaobh a bhith a’ dèiligeadh ri nithean.

Ceum 2: A’ làimhseachadh ro-uallach

Bruidhinn mu chùl-raon agus co-theacsa ro-uallaich. Dè cho eòlach ’s a tha daoine òga air ro-uallach, a bhith a’ dèiligeadh ris agus foghainteachd? Cleachd na mìneachaidhean a tha air an toirt seachad gus conaltradh a stiùireadh.

Thoir lethbhreac dha na daoine òga de bhileag-obrach neach-com-pàirt. Faodar bruidhinn mu seo ann an càraidean no ann am buidhnean beaga.

Iarr air na daoine òga a’ bhileag-obrach neach-com-pàirt a lìonadh a-steach – faodaidh iad a’ bhileag-obrach a chumail.

Ceum 3: Lèirmheas

Faighnich dha na daoine òga ciamar a bha an gnìomh.

Carson a tha iad a’ smaoineachadh gu bheil e cudromach?

An do chuir càil sam bith iongnadh orra?

Ciamar a chleachdas daoine òga an t-ionnsachadh seo san àm ri teachd?

Ro-uallach air a mhìneachadh – Is e ro-uallach saidhceòlach no bith-eòlach an fhreagairt a tha sinn a’ toirt do nì a tha na adhbhar ro-uallaich dhuinn leithid suidheachadh àrainneachdail. Is e ro-uallach an dòigh a tha a’ bhodhaig a’ freagairt ri dùbhlan. Tha ro-uallach mar as trice ag innse mu shuidheachadh àicheil no suidheachadh deimhinneach a dh’fhaodas buaidh a thoirt air sunnd inntinneil no corporra neach.

Dèiligeadh ri dùbhlan air a mhìneachadh – Le bhith a’ dèiligeadh ri dùbhlan, thathar a’ dèanamh oidhirp air a bhith a’ fuasgladh dhuilgheadasan pearsanta agus eadar-phearsanta, agus ag amas air a bhith a’ faighinn thairis air, a bhith a’ lùghdachadh no a’ cur suas ri ro-uallach no strì. Tha èifeachdas nan oidhirpean dèiligidh a rèir an t-seòrsa ro-uallaich agus/no an t-strì a tha ann, an neach a tha ann, agus na suidheachaidhean. Tha ro-innleachdan deimhinneach airson dèiligeadh ris a’ chùis a’ gabhail a-steach a bhith a’ cur seachad ùine còmhla ri caraidean, a’ dèanamh eacarsaich, a’ cumail leabhar-latha agus a’ bruidhinn mu na duilgheadasan agad. Faodaidh ro-innleachdan àicheil airson dèiligeadh ri duilgheadas cron a dhèanamh ort leithid drogaichean, deoch làidir agus a bhith gad dhochann fhèin.

Foghainteachd air a mhìneachadh – Tha foghainteachd air a mhìneachadh mar an comas a tha aig neach gabhail gu ceart ri ro-uallach agus cruaidh-chàs. Is urrainn do ro-uallach agus cruaidh-chàs a thighinn mar dhuilgheadasan teaghlaich no càirdeasan, duilgheadasan slàinte, burraidheachd, duilgheadasan san sgoil no san àite obrach agus uallaichean ionmhais. Chan e

comas annasach a tha ann an foghainteachd; lorgar e ann an neach àbhaisteach sam bith agus faodaidh e a bhith air ionnsachadh agus air a leasachadh le neach sam bith. Bu chòir a bhith a’ beachdachadh air foghainteachd mar phròiseas seach buadh a tha ri fhaotainn.

Carson a tha fois feumail?

An uair a tha sinn fo uallach, tha na fèithean nar bodhaigean a’ fàs teann. Tha an teanntachd seo sna fèithean ag adhbharachadh faireachdainnean mì-chofhurtail sa bhodhaig, mar ceann goirt, pian droma, teanntachd sa bhroilleach agus mar sin air adhart. Faodaidh an cràdh agus am pian seo uallach inntinn adhbharachadh, agus a bhith gar dèanamh eadhoin nas iomagainich agus nas mì-shaorsainneil. Tha daoine a tha mì-shaorsainneil glè thric a’ faireachdainn sgìth. Tha fois a’ socrachadh siostaman na bodhaig a bhios a’ fàs nas luaithe an uair a bhios sinn a’ fàs iomagaineach. Mas urrainn dhuinn ionnsachadh mar a chuireas sinn thuige na comharran bodhaig airson fois faodaidh sinn cur dheth na comharran teanntachd. Is iad sin dà thaobh an aon bhonn: Chan urrainn dhut a bhith a’ faireachdainn aig fois agus fo theanntachd aig an aon àm.

Beatha làitheil

Chan e rud a tha sa chomas a bhith aig fois, an còmhnaidh nì a tha a’ tighinn gu nàdarra; is e sgil a tha ann a dh’fheumar ionnsachadh dìreach mar a dh’fheumar ionnsachadh am piàna a chluich.

Sguir a ruith mun cuairt – gheibh thu air tòrr mòr a bharrachd a dhèanamh an uair a bhios tu a’ gabhail air do shocair.

Thoir ùine dhut fhèin – gabh fois, sìn a-mach, gabh cuairt.

Suidh aig fois. Gabh fois ma tha thu a’ mothachadh gu bheil thu a’ teannachadh. Leag do ghuailnean, suidh air ais san t-sèithear, agus fosgail do dhùirn.

An uair a thathar a’ faireachdainn ro-uallach

  • Na tarraing air ais bho thaic shòisealta
  • Lean ort a’ conaltradh – innis mu d’ fhaireachdainnean
  • Suidhich àiteachan agus amannan airson fois a ghabhail
  • Na bi a’ sùileachadh cus bhuat fhèin
  • Na bi a’ faireachdainn gu feum thu a bhith a’ cumail suas ris na tha daoine eile a’ sùileachadh bhuat
  • Beachdaich dà thuras mu dè cho cudromach ’s a tha rud. Feuch ri bhith ag ràdh ‘Cha dèan’
  • Bris sìos d’ amasan ann an co-rèir rianail
  • Beachdaich gu deimhinneach air do chomasan

Eacarsaich fuasgladh ro-uallach

Làmhan agus gàirdeanan – dùin do dhùirn, agus teannaich do ghàirdeanan; feuch an teanntachd nad làmhan agus nad ghàirdeanan, cùm sin airson 5 diogan agus an uair sin fuasgail iad air do shocair. Fuasgail agus thoir fois do gach buidheann fhèithean airson 10 gu 15 diogan. Faic dè cho fada agus a thèid iad, ach na put iad. Na lean ort; leig às dhan h-uile càil.

Anail – Slaodach agus seasmhach, gabh fois a h-uile turas a leigeas tu d’ anail a-mach.

Guailnean – Crùb do ghuailnean, agus leig sìos iad air do shocair.

Bathais – Tarraing do mhàlan ri chèile, an uair sin leig le do bhathais sgaoileadh a-mach air ais.

Smiogaid – Cuir d’ fhiaclan cùil ri chèile, agus beag air beag leig às iad, agus leig led smiogaid a dhol sìos.

Amhach – Tarraing do smiogaid air adhart gu do bhroilleach, fairich an teanntachd, an uair sin gabh fois.

Mionach – Tarraing do mhionach a-steach teann, agus an uair sin leig a-mach e, agus fairich e a’ fàs aig fois.

Sliasaidean – Brùth do shàilean sìos teann air an làr, a’ faireachdainn na teanntachd nad shliasaidean, agus an uair sin leig sin às air do shocair.

Calpannan – Tomh òrdagan do chasan, agus air do shocair leig dhan teanntachd sin falbh.

An uair a bhios tu ann an suidheachaidhean ro-uallachail, is dòcha gun cuidicheadh an eacarsaich a leanas thu ann a bhith a’ dèiligeadh ri suidheachaidhean mì-rianail no neo-fhoisneachail. Cha leugh a’ mhòr chuid inntinn dhaoine eile. Ma tha thu troimh-chèile mu mar a tha cuideigin/suidheachadh a’ dol/a’ leantainn air adhart, feumaidh tu bruidhinn mu dheidhinn. Mar eisimpleir, cuimhnich air àm nad bheatha an uair a bha thu a’ sabaid/ag argamaid ri cuideigin, agus b’ e mì-thuigse a dh’adhbharaich e, no gun robh diofar bheachdan agaibh.

Am feum a h-uile neach air feadh an t-saoghail a bhith a’ smaoineachadh san aon dòigh? Chan fheum gu dearbh! Ciamar mar sin a tha uimhir de dh’argamaidean a’ tachairt ? Mar as trice leis gu bheil conaltradh a’ briseadh sìos. Tha e na chuideachadh mòr ann an suidheachadh an uair a tha fios agad dè a tha cuideigin eile a’ faireachdainn, no na beachdan a tha aca.

Cleachd an dòigh-obrach seo gus cuideachadh an uair a bhios suidheachadh doirbh ann.

Làimhseachadh ro-uallach

Faodaidh mar a bhios mi gu h-àbhaisteach a’ dèiligeadh ri ‘ro-uallach’ a bhith a’ gabhail a-steach (cuir cearcall mun fheadhainn a bhios tu a’ cleachdadh):

Ag èibheach             A’ sabaid               A’ falbh bhon t-suidheachadh

A’ gabhail ùine a-mach    Ag argamaid    Ag èisteachd

A’ mionnan     Ag èisteachd ri ceòl    A’ toirt dhaoine eile a-steach

Feuch ris na ceistean a leanas a fhreagairt:

An uair a bhios mi a’ faireachdainn ro-uallach tha e mar ...

Tha fios agam gu bheil ro-uallach a’ tighinn orm oir …

Bidh mi gu h-àbhaisteach a’ dèiligeadh ri suidheachaidhean ro-uallachail le bhith ….

Ciamar as urrainn dhomh mothachadh an uair a tha suidheachadh a’ fàs ro-uallachail?

Ciamar as urrainn dhomh dèiligeadh nas fheàrr ri suidheachaidhean ‘ro-uallachail’?

Bidh mi a’ dèiligeadh ris le bhith …

Bidh mi a’ faighinn taic bho …

A’ dèiligeadh ri suidheachaidhean doirbhe:

Gabh na ceumannan seo, gus mìneachadh dhan neach dè a tha a’ dol air adhart nad cheann, agus faic a bheil e ag atharrachadh an t-suidheachaidh:

An uair a bhios tu…

(Ge bith dè a tha iad dìreach air a dhèanamh/air a ràdh)

Tha mi a’ faireachdainn…

(Ge bith dè a tha thu air faireachdainn mu na thachair)

Agus tha mi a’ smaoineachadh ….

(Ge bith dè a bha thu a’ smaoineachadh a bha a’ dol air adhart/a’ tachairt/a’ dol a thachairt)

Agus san àm ri teachd, is e a bu toigh leam tachairt …

(Innis dhaibh dè a bu toigh leat tachairt)

Dh’fhaodadh an dòigh-obrach seo a bhith air a chleachdadh agus a chur an sàs ann an suidheachaidhean diofraichte sa h-uile raon den bheatha agad.

Gnìomh leudachaidh

Tha grunnan ghnìomhan eile agus ro-innleachdan co-cheangailte ri bhith a’ dèiligeadh ri duilgheadas rim faotainn an seo.

Slatan-tomhais Nàiseanta

Chan eil Slatan-tomhais Nàiseanta ann airson an taobh seo de shlàinte agus sunnd. Mar a tha iomchaidh a thaobh shuidheachaidhean fa leth, tha fios aig tidsearan mar a chuireas iad an sàs eòlasan agus builean litearrachd agus Gàidhlig. Bu chòir dhan ghnìomh seo a bhith air a lìbhrigeadh tro mheadhan na Gàidhlig a rèir na Comhairle air Foghlam Gàidhlig.

Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh

Anns na gnìomhan seo, dh’fhaodadh tu faighneachd dha na daoine òga fèin-mheòrachadh a dhèanamh air mar a dh’fhaodadh iad freagairt dhiofraichte a thoirt ann an suidheachaidhean doirbh san àm ri teachd. Ann a bhith a’ dèanamh seo, tha na daoine òga a’ leudachadh am fileantais sa Ghàidhlig.

Ma tha daoine òga ag obair aig astar, le bhith a’ faighinn eisimpleirean de ionnsachadh aig an dachaigh bidh tu air do chuideachadh ann a bhith a’ tuigsinn mar a tha iad a’ làimhseachadh nan obraichean a tha thu air a thoirt dhaibh agus leigidh e leat fios air ais a thoirt.

Is dòcha gum bi cuid de na daoine òga airson dealbhan a luchdachadh suas no clàr den obair air an leabhar-latha ionnsachaidh air-loidhne aca no air làrach ionnsachaidh air-loidhne. Bheir seo an cothrom dhut fios air ais agus na h-ath cheumannan a thoirt seachad.

Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.

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Building resilience, managing stress

Curriculum for Excellence (CfE) experiences and outcomes: Third and Fourth level

  • I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available. (HWB 3-06a / HWB 4-06a)
  • I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. (HWB 3-07a / HWB 4-07a)
  • I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. (LIT 3-06a / LIT 4-06a)

Purpose of the activity

Young people are supported in developing their own strategy for dealing with stress and responding to difficult situations. They do the language-related activities through the medium of Gaelic.

This activity can be adapted for use at home, if young people are learning remotely.

Learning activity

When in stressful situations the following exercise may help young people deal with confusing or upsetting conditions. It is based on see me scotland toolkit (module 2 activity 14), Extract from “What’s on your mind? Resource pack for teachers and students

Activity 14 - Coping, resilience and managing stress

The different situations you experience throughout life may cause worry, anxiety or stress. This is due to new experiences and different situations that challenge both mentally and physically. Below are helpful points to enable you to deal with stressful situations.

Aims

To help enable participants to recognise and deal with stressful situations.

Step 1: Introduction

Before beginning the activity, remind young people of the importance of keeping themselves safe. Make reference to Activity 1 and the group contract. Make it clear to the participants that everyone copes differently with stress and as such everyone will have their own way of dealing with things.

Step 2: Managing stress

Discuss background and context of stress. How familiar are young people with stress, coping and resilience? Use the definitions provided to direct discussion.

Give young people a copy of the participant worksheet. This can be discussed in pairs or small groups.

Ask young people to complete the participant worksheet – they can keep the worksheet.

Step 3: Review

Ask young people how they found the activity?

Why do they think it is important?

Were they surprised by anything?

How will young people use this learning in the future?

Stress defined – Physiological or biological stress is our response to a stressor such as an environmental condition. Stress is a body’s method of reacting to a challenge. Stress typically describes a negative condition or a positive condition that can have an impact on a person’s mental and physical well-being.

Coping defined – Coping is expending conscious effort to solve personal and interpersonal problems, and seeking to master, minimise or tolerate stress or conflict. The effectiveness of the coping efforts depends on the type of stress and/or conflict, the particular individual, and the circumstances. Positive coping strategies include spending time with friends, doing exercise, keeping a diary and talking about your problems. Negative coping strategies can cause you harm and include things like drugs, alcohol and hurting yourself.

Resilience defined – Resilience is defined as an individual’s ability to properly adapt to stress and adversity. Stress and adversity can come in the shape of family or relationship problems, health problems, bullying, problems at school or workplace and financial worries, among others. Resilience is not a rare ability; in reality, it is found in the average individual and it can be learned and developed by virtually anyone. Resilience should be considered a process, rather than a trait to be obtained.

Why is relaxation helpful?

When we are stressed, the muscles in our bodies tense up. This muscular tension causes uncomfortable bodily feelings, such as headache, backache, tight chest and so on. These aches and pains of tension can cause mental worry, making us even more anxious and tense. People who are tense often feel tired. Relaxing slows down the systems in the body that speed up when we get anxious. If we can learn to turn on the bodily symptoms of relaxation we can turn off the symptoms of tension. They are two sides of the same coin: You can’t experience feelings of relaxation and tension at the same time.

Everyday life

The ability to relax is not always something that comes naturally; it is a skill that has to be learnt like playing the piano.

Stop rushing around – you achieve more by doing things calmly.

Give yourself short breaks – relax, stretch, go for a walk.

Adopt a relaxed posture. Deliberately relax if you notice yourself tensing up. Drop your shoulders, sit back in your chair, and unclench your fists.

When experiencing stress

  • Do not withdraw from social support
  • Keep communicating – ventilate your feelings
  • Keep areas and times for relaxation
  • Do not expect too much of yourself
  • Do not feel that you have to live up to others’ expectations
  • Think twice about how important tasks are. Try saying ‘No’
  • Break your goals into manageable proportions
  • Think positively about your abilities

Stress release exercises

Hands and arms – Clench your fists, and tense your arms; feel tightness in your hands and arms, hold for 5 seconds then slowly relax them. Release and relax each muscle group for 10 to 15 seconds. See how far they will go, but do not push. Do not hold on at all; let everything go.

Breath – Slow and steady, let yourself relax each time you breathe out.

Shoulders – Hunch your shoulders, and then gradually let them settle down.

Forehead – Pull your eyebrows together, then gradually let your forehead smooth out.

Jaw – Bite your back teeth together, then gradually ease off, and let your jaw get heavy.

Neck – Pull your chin forward on to your chest, feel tightness, then relax.

Tummy – Pull in your tummy tight, then gradually let it go, feeling it relax.

Thighs – Push your heels down hard against the floor, feeling the tightness in your thighs, and then gradually let that go.

Calves – Point your toes, then gradually let that tightness go.

When in stressful situations, the following exercise may help you to deal with confusing or upsetting conditions. Most people are not mind readers. If you are upset about how someone/a situation is acting/progressing, you need to discuss this. For example remember a time in your life when you got into a fight/argument with someone, and it was all a misunderstanding, or because you had different points of view.

Do people around the world all have to think the same? Of course not! So why do so many arguments happen? Normally because of communication breakdowns. It helps a great deal in a situation when you know what someone else is feeling, or where they are coming from.

Use the following technique to help when a strained situation arises.

Stress management

How I normally deal with 'stress' can include (circle the ones you do):

Shouting                                Fighting                     Going away from the situation

Taking time out                     Arguing                      Listening

Swearing                               Listening to music    Getting more people          involved

Try and answer the following questions:

When I am stressed it feels like...

I can tell when I am getting stressed because...

I normally handle stressful situations by...

How can I tell when a situation is becoming stressful?

How can I better deal with 'stressful' situations?

I cope by...

I get support from...

Responding to difficult situations:

Take these steps, to explain to the person what’s going on in your head, and see if it makes the situation different:

When you...

(Whatever they have just done/said)

I feel...

(Whatever you have felt about what has happened)

And I think that...

(Whatever you thought was going on/happening/going to happen)

And in the future, what I would like to happen is...

(Let them know what you would like to happen)

This technique, can be used, and applied in different situations in all areas of your life. It’s good to learn, and practice at different times.

Extension activity

There are a number of other activities relating to coping skills and strategies which can be found here.

National Benchmarks

There are no National Benchmarks for this aspect of health and wellbeing. As appropriate to individual circumstances, teachers know best how to apply the experiences and outcomes of literacy and Gàidhlig. The activity should be delivered through the medium of Gaelic in line with the Advice on Gaelic Education.

Possible approach to assessing learning

In these activities, you could ask young people to self-reflect on how they might respond differently to difficult situations in the future. In so doing, young people are extending their fluency in Gaelic.

If young people are working remotely, receiving examples of learning at home will help you to understand how they are managing the tasks you have set and enable you to provide feedback.

Some young people may want to upload photos or a record of their work to their online learning journal or online learning space. This will give you the opportunity to provide feedback and next steps.

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.