Presentation on theme: "Duane M Isava, PhD, NCSP Anne Arundel County Public Schools"— Presentation transcript:
1Duane M Isava, PhD, NCSP Anne Arundel County Public Schools STRONG KIDS Programs Promoting Children Mental Health Through Social and Emotional LearningStrong Kids Program was developed by the Oregon Resiliency Project. The Oregon Resiliency Project (ORP) is a research, training, and outreach effort aimed at promoting social and emotional learning, researching coping and resiliency skills, and preventing depression, anxiety, and related concerns among children and youth in school settings. ORP is directed by Dr. Ken Merrell, professor of school psychology at the University of Oregon. The ORP team includes Dr. Merrell, several graduate students from the UO College of Education, and our partners in public schools and mental health agencies.Develop, research, and disseminate Strong Kids prevention and intervention curriculaResearch on relational aggression, bullying in schools and society at-largeInstructor in-service training on youths with social-emotional problemsInformation clearinghouse for promoting social and emotional resilience in children and adolescentsPrimary mission of schools- Promote academic skillsBroader mission- develop character, social competence, and healthy lifestylesDuane M Isava, PhD, NCSPAnne Arundel County Public SchoolsJuly 14, 20091
2Mental Health Problems MENTAL HEALTH CONTINUMThe goal for this slide is to get at the notion that mental health and mental illness are not categorically different, but rather are at opposite ends of the same continuum.Mental HealthProductive in activities, maintains fulfilling relationships, possesses ability to adapt and copeMental Health ProblemsDistressing symptoms, but insufficient intensity or duration to meet the criteria for any mental disorderMental IllnessDiagnosable disorder; alterations in thinking, mood, or behavior associated;impaired functioning
3The Challenge Student-professional ratios are exceedingly high Percentage of students “at-risk” continues to increaseMany individually-delivered interventions have strong empirical support but…We have heard the big words but…1 counselor/psychologist, or other specialty for every students. Number 1 problem- BehaviorEmotional, social and behavioral challenges for school personnel is becoming more frequent and severe. Increased risk for high rates of school dropout and incarceration, along with unemployment and lower rates of postsecondary school attendance.Effect size for individual interventions have not increased substantially in decades. Intervention efficacy appears to have reached a plateau and must therefore switch to alternative treatment forms.We have been exposed to words like wrap around approach, problem solving model of service delivery, evidence-based interventions, proactive approach, strengths-based approach, etc. BUT where are the interventions strategies, manuals, curriculums, and system to put them in place? There is limited concrete direction for us to turn towards when working with students.3
4Most programs offered are reactive: (Nelson & Colvin, 1996). Crisis interventionCounseling to reduce the severity of the problemsIn schools, one of our primary roles which consumes us is putting out fires.“Our typical approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem-solving for academic skill development. The need to build academic competence and resilience among future generations of children through early intervention and prevention programs should become a key component of…practice”4
5What is Social Emotional Learning? Systematic efforts to enhance social and emotional competence, promote interpersonal and emotional adjustment, using effective curriculaA foundation for academic success: students with social-emotional deficits are more likely to experience school failureSEL: Systematic efforts to enhance social and emotional competence, promote interpersonal and emotional adjustment, using effective curricula.Example- talk about the identical twins who came from same dysfunctional background (deceased mother, substance abusing father, poverty, living in a decrepit trailer, no supports but yet one child did well while the other was in a “mess”.5
6SEL Promotes Success for All Students Supports pupil’s mastery of academic skillsNurtures their emotional lifeTeaches them how to get along well with others and make responsible decisionsProvides them with a strong moral compassPromotes concern for othersPromotes self-determination, self-esteem, problem-solving skills, and positive attitudes.6
7From the New York Times: Academic Benefits of SEL An average student enrolled in a social and emotional learning program ranks at least 10 percentile points higher on achievement tests, has better attendance and classroom behavior, likes school more, has better grades, and is less likely to be disciplined.Source: August, 2005 New York Times article by Weissberg and Shriver, based on research by Weissberg and Durlak (www.casel.org)
8Universal- Mental health prevention or skills training unit in classes Intervention Intensity Categories within a Three-Tiered Prevention ModelRecent model in education helps shape this refocus on roles. Adaptable across a variety of educational concerns and ties it nicely into the service delivery model for PBIS. Models helps define appropriate services for all students.Universal- Mental health prevention or skills training unit in classesSelected- Specialized behavioral interventions and management strategies within groupsIndividual- Intense social, academic, and behavioral skills training
9It is included to illustrate the idea that much of what we take for granted in terms of academic and social-emotional instruction is not natural to all people; we need to think about social and emotional skills development the same way we think about academics: explicit instruction is needed.
10About the Strong Kids Programs Semi-scripted, social-emotional learning curricula: prevention/intervention of emotional problems and promotion of resilienceDevelopmentally appropriatePractical and easy to use- wide range of appropriate settings, purposes, and leadersBrief: lessons, minutes eachEmpirically-based & built on principles of instructionBased on the premise that social-emotional skills must be specifically taught and learned, just like academic skillsThe Strong Kids programs are brief and practical social-emotional learning curricula designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of children and adolescents. Developed by researchers at the University of Oregon, these programs are developmentally appropriate and span the K-12 age range: Strong Start is for use with students in grades K-2, Strong Kids is designed for students in grades 3-8, and includes versions for both elementary and middle school students; Strong Teens is designed for use with high school age students, those in grades These evidence-based programs are designed to be used for wellness promotion, prevention, and early intervention, and have a wide range of applications. The Strong Kids programs may be used effectively with high functioning, typical, and at-risk youths, as well as students with behavioral and emotionally disorders, in a variety of settings. They may also be adapted and modified for use with specific cultural groups. Use the navigation links in the left column to learn more and locate useful resources.10
11Lesson Organization Materials needed Purpose and Objectives Review previous lessonIntroduce new lessonVocabularyPractice ApplicationClosureHomework handoutBased on an instructional approach to lesson planning. Consistent across chapters.Resiliency: is a quality that facilitates an individual to recover psychologically from exposure to environmental stressors that are considered risk factors. These risk factors may be associated with negative outcomes such as depression, anxiety, social withdrawal, physical symptoms, poor self-esteem, and so forth. Emotionally resilient individuals have better tools needed to cope with life's stressors. They also are more likely to be socially and academically successful, and have less risk of developing mental illness and behavior disorders. Resilient individuals typically have strong problem-solving skills, optimistic expectations, goal attaining skills, and a healthy level of positive activities.Example- talk about the identical twins who came from same dysfunctional background (deceased mother, substance abusing father, poverty, living in a decrepit trailer, no supports but yet one child did well while the other was in a “mess”.11
12LESSON 1: Introduction Introductory lesson Administer pre-test Explains purpose, rulesKey ConceptsMakes curriculum relevant to studentsIntroduces emotional strength training4. Such as what is anxiety, stress, self-esteem, etc.5. Why it is important to behave, have a healthy mind and attitude, etc.12
13Lesson 2: Understanding Your Feelings (Part 1) Focuses on identifying and understanding emotionsTrains how to think about emotionsDefine emotions- comfortable or uncomfortableFun-word activityScenarios
14LESSON 3: Understanding Your Feelings (Part 1) Expressing feelings appropriatelyAll feelings are validAll emotions are “normal”How context influences expressing emotionsGuided discussion
15LESSON 4: Dealing with Anger Define anger and relevance of angerAnger vs. aggressionAnger modelIdentify steps for delaying impulsive anger reactionsAppropriate ways to express anger1. Extension of emotional education15
16LESSON 5: Understanding Other People’s Feelings Based on principles of empathy trainingLearn to identify feelings and perspective of othersConsiders body language and facial expressionsRole playing scenarios
17LESSON 6: Clear Thinking (Part 2) Principles of cognitive restructuring, cognitive therapyTeaches students to become aware of their thinking and reasoningSix thinking errorsAssigning values to emotionsDetermining the level of the emotion
18Six Common Thinking Errors Supplement 6.2Six Common Thinking ErrorsBinocular vision: looking at things in a way that makes them seem bigger or smaller than they really are.Black-and-white thinking: looking at things in only extreme or opposite ways. For example, thinking of things as being good or bad, never or always, all or none.Dark glasses: thinking about only the negative parts of things.Fortune-telling: making predictions about what will happen in the future without enough evidence.Making it personal: blaming yourself for things that are not your fault.Blame game: blaming others for things you should take responsibility for.
19Situations and Thinking Errors Supplement 6.3Situations and Thinking Errors1. Dakota’s parents are getting a divorce. He thinks that this is all his fault because he has been getting into trouble lately.2. Marcella’s teacher suggested that she run for class president. She decided not to run because she knew that no one would vote for her.3. Farah got a bad grade on her spelling test. Now she thinks that she is the worst student in the class.4. Ahmad’s soccer coach gave him a lot of praise and encouragement in soccer practice. As Ahmad was leaving practice, the coach mentioned that Ahmad should practice his dribbling skills at home. Ahmad was upset about how poorly he played at practice.5. Ling was grounded for not doing her chores. She thought to herself, “I am always the bad kid. My sister Kimmy is always the good kid.”6. Latisha got in trouble from her parents for taking grape juice into the living room. Her brother bumped into her and the grape juice spilled all over the floor and stained the carpet. Her parents told her she had to clean it up because they had told her not to take the grape juice out of the kitchen. Latisha felt that her brother should be the one to clean it up.
20LESSON 7: Clear Thinking (Part 2) Demonstrates techniques to challenge and change negative, irrational, maladaptive thoughts, and beliefsReframing thinking errorsRe-labeling thinking errors
21LESSON 8:The Power of Positive Thinking Identifies negative thoughts and thinking patternsTells how to replace them with more realistic positive thoughtsOptimism definedLearned optimism training: ABCDE plan for optimismLocus of control training
22LESSON 9: Solving People Problems Steps for interpersonal problem-solvingIdentify problem/Brainstorm solutionsChoose oneAgreeConflict definedPractice “problem” scenarios
23Lesson 10: Letting Go of Stress Teaches self-awareness of stress levelsDefines and identifies physical and mental signs of stressActive and passive methods of relaxation:1. Slow breathing2. Muscle relaxationTechniques for dealing with tension:1. Talking to friends2. Facing your fears23
24Lesson 11: Achieving Your Goals How to set and attain goalsFocuses on increasing engagement in positive activitiesRecognize that defining personal values are important for goal settingShows a link between being active and having a healthy mood
25Lesson 12: Finishing Up! Review and re-teach where needed Closure activities and education on what to do if more help is needOptional post-testingThere is a 6 week follow-up/booster session.The Pre-testing and Post testing is available on-line at the ORP website.25
26Teaching Strategies Do as I say and no one gets hurt! Read …… we teach If a child does not know how to:Read …… we teachSwim …… we teachCount …… we teachBehave …… we punishDo as I say and no one gets hurt!26
27Teaching Strategies Class is mandatory Incentives Build a consensus and partnershipFamiliarity of the studentsClass expectationsTag teamingSplitting the lessonInstructor models firstGeneralizing beyond classPenalty for not attending for high risk students.Homework completion, in-class participation, demonstrating skills outside of class, etc.Get some background on each student to help shape lectures, pacing, examples, role modeling, etc.Work with students to establish 2 expectations from you and 2 from the students.Team approach- You do a piece and then switch to discipline and compliance monitor while co-facilitator switches to teaching a piece and then to compliance monitor.Break lessons into 2 30 minutes sections if time constraint or developmental ability is low.You model inappropriate behavior, never the student. They model the appropriate behaviors from your lead/direction.Inform others so that they can SR+ students and provide feedback. May use a survey form.27
28Researched in the following settings: General education classrooms (prevention) (British Columbia, Oregon, Utah, Wisconsin, and Illinois)Pull-out program for at-risk students (early intervention) (Oregon and Utah)Special education ED/BD classrooms (Illinois)Residential treatment/day treatment settings (Kansas)The evidence is encouraging:All studies have shown meaningful changes in students’ knowledge of healthy social-emotional behaviorAll studies have produced strong user satisfaction and social validitySome studies have shown significant improvements in student affect, reductions in problemsMinimal cost and time commitment, and strong user satisfactionIs it Effective?
29Information and Supports For more information:For Technical Support:Dr. Duane Isava-Dr. Kenneth Merrell-CONSIDER: A weaker intervention applied universally may help more people than a stronger intervention applied to only targeted group