4.2 Validating feelings and experiences
Even if you find it hard to totally agree with what a learner is telling you, it can be valuable to still validate their feelings and experiences. Let them know that they have been ‘heard’ by using phrases such as ‘I can see how that must be tough for you’ or ‘I can see why that might make you feel upset or sad’. This can be powerful acknowledgement for a learner, conveying a level of understanding and empathy. When you want to ‘make things right’ for someone you may unintentionally minimise their experiences and feelings. Instead you can focus on validating their experience to help them know it is OK and understandable to feel the way that they do.
Once you have validated their experiences, one of the most powerful things you can do as an educator is to remain hopeful with your learner. Giving hope that even if they are not feeling OK at this time these feelings can pass, and they can feel better. This aligns with the idea of a continuum of mental health that was introduced earlier in this week’s content.
Week 5 will help you explore other elements of your language around mental health when trying to challenge stigma within the learning environment and the curriculum.