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Www.marklemessurier.com.au. Cognitive Behavioural Training Highlights the significance of; - connections between thinking, feeling and behaving.

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Presentation on theme: "Www.marklemessurier.com.au. Cognitive Behavioural Training Highlights the significance of; - connections between thinking, feeling and behaving."— Presentation transcript:

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5 Cognitive Behavioural Training Highlights the significance of; - connections between thinking, feeling and behaving - the possibilities of what we CAN DO!

6 Sources for educators and parents to build sensible CBT understandings

7 It is possible to unlearn habits that aren’t working by learning new ones that work better

8 “Your brain is like a muscle The more you use it, the more you can use it Every time you learn something new your brain makes a new connection Learning and thinking causes new brain pathways Strive to learn something new every day and you’ll get smarter” Professor Fiona Stanley, 2009 CBT tip

9 “It’s vital that we modify for their inconsistencies as students with executive functioning difficulties do not have the capacity to do this themselves. Simple visual strategies offer an effective and external way to do this.” Jenks, 2009 CBT tip

10 CBT tip

11 Self-awareness Such exercises help students build a visual profile of their functioning “Sometimes, by gaining feedback and having the chance to discuss comparisons, a new awareness is stirred, and a student’s thoughts can turn to making change” CBT tip

12 Continue to coach - looking and listening skills Model these skills yourself Discuss what they look like Play listening games Read to kids to support listening Hold an object to cue kids to listen Use a different voice – whisper! Gently touch them on the arm Chunk instructions into small bits Get them to repeat the instruction Aim to give the instruction once Praise kids for looking & listening CBT tip

13 Giorcelli’s Islands of competence “ There are areas that children feel successful about. However, these are often forgotten about in the hubbub of day-to-day schooling. Reinforce that diversity is valued and really does exist!” Loretta Giorcelli, 2006 Normalise ASD CBT tip

14 ASD movies, series and docos Temple Grandin, 2010 Adam, 2009 The Horse Boy, 2009 The Black Balloon, 2008 Mozart and The Whale, 2005 The Other Sister, 1999 I Am Sam, 1998 Rain Man, 1989 The Boy Who Could Fly, 1986 Parenthood - Max Big Bang Theory - Sheldon Doc Martin - Martin CBT Tip

15 HEROES and role models CBT Tip

16 Setting individual goals with students Positive reinforcers extra computer time Lego, etc canteen vouchers puzzles and board games a toy a snack free time in the library collector cards choosing a lucky-dip tokens; fake money, points or stickers, later exchanged Based on research of Barkley, 2010; Cameron & Pierce, 2009; Fabes, 1999; Hendley, 2007; Lepper, 1996; Maag, 2001; etc, etc Negative reinforcers loss of a privilege loss of free/ play time helping the person upset placed elsewhere in class time in another class time out or rethink time internal suspension writing an apology community service CBT Tip

17 Setting individual goals CBT Tip

18 “The emotional and pleasure seeking parts of the brain are closely connected. A cognitive approach (choice and consequence) has its place, but never, never underestimate the gains that can be made through emotion and pleasure. Work at developing emotional feedback structures for students.” Dr. Robert Barkley, 2013 Group contingency (token reinforcement ideas in class)

19 TOKEN REINFORCEMENT SYSTEMS: keep track of cooperative behaviours ‘Yes Jars’ Red-hot ticket giveaway Star charts Raffle Tickets Lucky dips Gift ‘cut ups’

20 A clever point system Technology; iRewardChart Dinner time - a bright idea! DS, computer games and DVD ‘cut ups’

21 Self-talk “Studies repeatedly reveal that self-talk training results in an increase in task persistence and helps to self- regulate learning and behaviour.” Clinical trials - Burke 2009 Tip

22 ‘Goals do several things. They narrow the attention span to the task. They provide hope. They provide anticipation of pleasure which triggers the body’s feel good chemicals, the endorphins!’ Jensen, 2010 CBT tip

23 “Clinical trials tell us, over and over, that individuals make the best gains when we set realistic goals and offer more frequent and constructive feedback.” Glasson, 2013 CBT tip

24 Teach friendship to BELONG Good ‘social skill’ programs Bounce Back, Cool Kids Program, Coolness Under Pressure, FisT: Feeling is Thinking, Friendly Kids, Friendly Classrooms, Friends For Life, Play is the Way, https://www.playistheway.com.au/ Resourceful Adolescent Program (RAP), Rock and Water Program, Stop Think Do SS Training, Thinking, Feeling, Behaving, You Can Do It Education, CBT tip

25 Use a ‘Worry scale’ to keep anxiety in perspective Quash worry by training your mind to switch to happy, creative thoughts, and stick with them. Create new habits Give yourself permission to worry just once a day – take control! Make a worry book or worry box Conquer the worry with sensible, logical and balanced thinking Always deal with worries in the daytime! BIG feelings – anxiety and disappointment CBT tip

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27 Approved and endorsed by KidsMatter

28 Madhavi Nawana Parker Behaviour Consultant Teaching relaxation

29 Strengthen BELONGING Gathering up external sources of support inspires and buoys the internal motivation of any individual CBT tip

30 Strengthening BELONGING Baumeister, R.F., Mele, A.R., & Vohs, K.D. (Eds.) (2010). Free Will and Consciousness: How Might They Work? New York: Oxford University Press. CBT tip

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