Imaginarium and Positive Education

The Imaginarium recognises each gifted young lady is unique in her cognitive, social and emotional characteristics.

Over a century of widespread research indicates gifted girls can have advanced socio-emotional development matching their advanced intelligence.

However, environmental and psychosocial influences can hinder or promote their wellbeing and healthy relationships (Smith, 2017).

Courses for the Imaginarium are designed to support gifted girls’ positive social and emotional growth using a holistic approach.

The courses foster curiosity, creativity and challenge each participant’s cognitive ability.

Courses incorporate positive psychology and use collaborative and community interrelationships to engage students in constructive interactions and meaningful activities.

Positive education is a key focus area at Perth College and this stems into the Imaginarium courses. Adaptations are made based on the unique characteristics of the participants registered for each course.

While each course focuses on providing challenging learning tasks for participants, it is equally important to focus on positive social and emotional growth.

The social and emotional strategies focus on helping students extend their skills, knowledge and understanding in line with the five competences outlined in the CASEL guide (CASEL, 2015):

  • Self-awareness – to understand their emotions
  • Self-management – to self-regulate their emotions and behaviours
  • Social awareness – to empathetically understand others
  • Relationship skills – to engage in positive relationships
  • Responsible decision-making – to make constructive choices

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  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2015).  CASEL guide: Effective social and emotional learning programs: Middle and high school edition. Chicago, IL: CASEL.
  • Smith, S. R. (2017). Responding to the unique social and emotional learning needs of gifted Australian students. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds), Social Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, (pp. xxx-xxx), Springer. Author’s pre-published version of the chapter.