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All too often we hear the phrase, 'there is no one fits all solution' but in reality, we don't know how to make individual and personalised solutions without extensive labour costs and demands on people's time.
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There is an acknowledgement that measurement can lead to personalisation but currently many of the assessments we rely only allow us to 'measure' complex emotions, feelings and personality traits in a two dimensional fashion.
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For example, Frankie experiences anger. Current solutions allow us to know how often Frankie experiences anger and how angry Frankie gets (usually on a scale of 1 to 10)
Phoenix Frameworks allow for a four dimensional measure of feelings, emotions or personality traits and collectively allow us to develop a nuanced understanding of an individual.
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Using 'anger' as an example, again, we can see that the Phoenix Framework allows to understand how anger is displayed and what it is triggered by.
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These more complex 'four dimensional' questions, allow us to better describe and understand behaviours and feelings which in turn accelerate our ability to understand, diagnose and automate our ability to personalise information and advice.
Phoenix Frameworks can be applied to a wide variety of circumstances - from understanding and defining learning preferences to creating personalised trauma recovery programmes.
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In light of Covid19, we recently conducted a survey and found that the variety of emotions and experiences was vast. It is our job to ensure children are provided with a safe and supportive reintroduction to school and to do that we must realise that no one fits all.
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Thousands of children responded to our survey with different worries about the return to school
In our recent survey, we found that a significant number of children were worried about Covid-19 and the chances of contracting the virus as a result of their school return.
Currently, the general approach to understanding and supporting these children is based around identifying children that have preexisting health issues, those that live with vulnerable individuals and therefore practice strict shielding measures and 'the rest'. This approach assumes that it is only children that have been identified as 'at risk' will have a perceive to be at risk of the fatal and traumatic effects that Covid19 has and can cause.
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This approach at best is simplistic, overlooking the nuances that exist in individuals behaviours, thoughts and feelings but at worst is dangerous, neglectful and potentially incredibly harmful to the children we fail to hear and acknowledge.
You will see that in this instance, the Phoenix Framework allows us to explore the emotions and needs that surround the threat of Covid19 by looking at the XY axis and their interaction.
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The Phoenix Frameworks generates the follow categories and areas for consideration:
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High perceived threat, High realistic threat: We will be aware of these children. They will have been identified by government letter, prehistoric conditions etc. It is likely that they, or their parents, will indicate a refusal to be reintroduced to school at this time and be able to clarify and communicate clear reasons for this decision
High perceived threat, Low realistic threat: It is important to acknowledge that without this approach it is these children that we are likely to miss. Despite Covid19 presenting a relatively low threat to these children, their perceived threat is high. They are likely to be living in a state of heightened fear and arousal and are likely to have the biggest concerns about social distancing not working. Forcing these children to go back to school whilst they are in this position would be, at best, irresponsible and at worst could contribute to the development of significant mental and behavioural challenges in the future.
Low perceived threat, High realistic threat: It is likely that these children's parents will restrict their reintroduction to school regardless of how the child feels about getting back to learning. These children are likely to be the most frustrated about continued home learning and may be displaying challenging behaviours at home. It is likely that parents and teachers may need to collaborate to encourage effective home learning and support challenging behaviours.
Low perceived threat, Low realistic threat: It is likely that these children will be most willing to return to school but it is important that we consider other concerns these children will likely have by working through the other factors that follow in the reintroduction programme.
