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1 STRONG KIDS Programs Promoting Children Mental Health Through Social and Emotional Learning Duane M Isava, PhD, NCSP Anne Arundel County Public Schools.

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Presentation on theme: "1 STRONG KIDS Programs Promoting Children Mental Health Through Social and Emotional Learning Duane M Isava, PhD, NCSP Anne Arundel County Public Schools."— Presentation transcript:

1 1 STRONG KIDS Programs Promoting Children Mental Health Through Social and Emotional Learning Duane M Isava, PhD, NCSP Anne Arundel County Public Schools July 14, 2009

2 2 Mental Illness Diagnosable disorder; alterations in thinking, mood, or behavior associated; impaired functioning Mental Health Productive in activities, maintains fulfilling relationships, possesses ability to adapt and cope Mental Health Problems Distressing symptoms, but insufficient intensity or duration to meet the criteria for any mental disorder

3 3 / Student-professional ratios are exceedingly high / Percentage of students “at-risk” continues to increase / Many individually-delivered interventions have strong empirical support but… / We have heard the big words but… The Challenge

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5 5 / Systematic efforts to enhance social and emotional competence, promote interpersonal and emotional adjustment, using effective curricula / A foundation for academic success: students with social-emotional deficits are more likely to experience school failure What is Social Emotional Learning?

6 6 / Supports pupil’s mastery of academic skills / Nurtures their emotional life / Teaches them how to get along well with others and make responsible decisions / Provides them with a strong moral compass / Promotes concern for others SEL Promotes Success for All Students

7 7 / 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) From the New York Times: Academic Benefits of SEL

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10 10 / Semi-scripted, social-emotional learning curricula: prevention/intervention of emotional problems and promotion of resilience / Developmentally appropriate / Practical and easy to use- wide range of appropriate settings, purposes, and leaders / Brief: lessons, minutes each / Empirically-based & built on principles of instruction / Based on the premise that social-emotional skills must be specifically taught and learned, just like academic skills About the Strong Kids Programs

11 11 / Materials needed / Purpose and Objectives / Review previous lesson / Introduce new lesson / Vocabulary / Practice Application / Closure / Homework handout Lesson Organization

12 12 / Introductory lesson / Administer pre-test / Explains purpose, rules / Key Concepts / Makes curriculum relevant to students / Introduces emotional strength training LESSON 1: Introduction

13 13 / Focuses on identifying and understanding emotions / Trains how to think about emotions / Define emotions- comfortable or uncomfortable / Fun-word activity / Scenarios Lesson 2: Understanding Your Feelings (Part 1)

14 14 / Expressing feelings appropriately / All feelings are valid / All emotions are “normal” / How context influences expressing emotions / Guided discussion LESSON 3: Understanding Your Feelings (Part 1)

15 15 / Define anger and relevance of anger / Anger vs. aggression / Anger model / Identify steps for delaying impulsive anger reactions / Appropriate ways to express anger LESSON 4: Dealing with Anger

16 16 / Based on principles of empathy training / Learn to identify feelings and perspective of others / Considers body language and facial expressions / Role playing scenarios LESSON 5: Understanding Other People’s Feelings

17 17 / Principles of cognitive restructuring, cognitive therapy / Teaches students to become aware of their thinking and reasoning / Six thinking errors / Assigning values to emotions / Determining the level of the emotion LESSON 6: Clear Thinking (Part 2)

18 Binocular 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. Supplement 6.2 Six Common Thinking Errors

19 Supplement 6.3 Situations and Thinking Errors 1. 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.

20 20 / Demonstrates techniques to challenge and change negative, irrational, maladaptive thoughts, and beliefs / Reframing thinking errors / Re-labeling thinking errors LESSON 7: Clear Thinking (Part 2)

21 21 / Identifies negative thoughts and thinking patterns / Tells how to replace them with more realistic positive thoughts / Optimism defined / Learned optimism training: ABCDE plan for optimism / Locus of control training LESSON 8:The Power of Positive Thinking

22 22 / Steps for interpersonal problem-solving 1.Identify problem/ 2.Brainstorm solutions 3.Choose one 4.Agree / Conflict defined / Practice “problem” scenarios LESSON 9: Solving People Problems

23 23 / Teaches self-awareness of stress levels / Defines and identifies physical and mental signs of stress / Active and passive methods of relaxation: 1. Slow breathing 2. Muscle relaxation / Techniques for dealing with tension: 1. Talking to friends 2. Facing your fears Lesson 10: Letting Go of Stress

24 24 / How to set and attain goals / Focuses on increasing engagement in positive activities / Recognize that defining personal values are important for goal setting / Shows a link between being active and having a healthy mood Lesson 11: Achieving Your Goals

25 25 / Review and re-teach where needed / Closure activities and education on what to do if more help is need / Optional post-testing Lesson 12: Finishing Up!

26 Teaching Strategies Do as I say and no one gets hurt!

27 27 / Class is mandatory / Incentives / Build a consensus and partnership / Familiarity of the students / Class expectations / Tag teaming / Splitting the lesson / Instructor models first / Generalizing beyond class Teaching Strategies

28 / Researched 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 behavior All studies have produced strong user satisfaction and social validity Some studies have shown significant improvements in student affect, reductions in problems Minimal cost and time commitment, and strong user satisfaction / Researched 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 behavior All studies have produced strong user satisfaction and social validity Some studies have shown significant improvements in student affect, reductions in problems Minimal cost and time commitment, and strong user satisfaction

29 29 / For more information: kids.htm kids.htm / For Technical Support: Dr. Duane Isava- Dr. Kenneth Merrell- Information and Supports


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