K. HRIDAYA HALL, PH.D, NCC GARY GOODNOUGH, PH.D, NCC WEDNESDAY, JULY 14, :30-4:30PM Providing Assistance to Children and Educators Affected by Challenging Times

Overview of Today Strategies to support children and educators impacted by challenging times Leader as advocates for individuals and systems Essential Questions: What strategies can be helpful in supporting individuals impacted by challenging times? What is the role of educational leaders in advocating for individuals and systems?

Leadership and Advocacy Individual Level: Working with and on behalf of children System Level: Working with others to create change; taking leadership to create change.

Supporting expression Supporting containment Group sharing Art activities Identifying existing supports Listening well Breathing & imagery Progressive relaxation Redirecting energy through service, volunteering, and helping others Strategies to Support Children and Educators

Supporting Expression: Group Sharing Benefits of group sharing (Yalom, 1981)  Instillation of hope  Universality  Interpersonal learning Guidelines for group sharing  Assure talking time is shared equally  Highlight similarities heard across stories  Encourage individuals to use “I” statements and avoid generalizations  Provide parameters for sharing (for example- time, content)

Supporting Expression: Using Art Activities Giving Children a Voice  In a medium with which they are comfortable and which brain research suggests is easier for them  Bypassing language  An attempt to regain mastery over events and their lives Process  Ask children to draw a picture of an event (bombing, war, earthquake)  Provide opportunity to share the drawing with others

Quote from Gaza “We do drawings, mostly about the dangerous situations we faced…” “Then our teacher asks us to explain our drawings. I felt shy at first, but then I started talking about the most difficult moments during the war. I talked about the death of my classmate and the destruction of our town.” “When I draw I try to show the feelings of horror I felt. Posting drawings on the wall helped me to see what everyone else was going through.” work/west-bank-and-gaza/deal-with-trauma

Supporting Expression: Identifying Supports Recognizing and building on existing supports and resources  Community  Family  Faith  Counseling Services

Supporting Expression: Listening Well (Neukrug, 2007) Do not say very much; talk only minimally Concentrate on what is being said Don’t interrupt Avoid giving advice Accurately hear the content of what the person is saying Accurately sense the feelings of the other person Communicate that you have heard the other person “sometimes listening carefully with empathy and care is enough to produce meaningful change” Ivey, Ivey & Zalaquett, 2010, pp. 17

Non-Verbally Verbally Appropriate eye contact Have an inviting posture Use appropriate body language Matching vocal tone, speed Open questions: “Can you tell me more about that…?” “How was that for you?” Telling the person what you heard them say: “It sounds like that was very (scary, hard, challenging, exciting…) for you” Educational Leadership Skills for Listening

Supporting Expression: Demo and Practice Video Demonstration Listening Demonstration: Drs. Hall & Goodnough Listening Practice in Triads  See handout description

Supporting Containment: Breathing & Imagery The Relaxation Response: Dr. Herbert Benson, Harvard University Decreased muscle tension, lowered heart rate and blood pressure; helps bring about a calming, peaceful, and pleasant mood Demonstration and Practice

Supporting Containment: Progressive Relaxation Muscle tension is a symptom of stress Prolonged muscle tension over time increases susceptibility to disease Progressive relaxation systematically brings awareness to muscle tension and stress Progressive relaxation has been shown to be effective in reducing muscle tension and stress Effects demonstrated with insomnia, hypertension, headaches, lower-back pain etc. Handout Jacobson (1978)

Supporting Containment: Redirecting Energy Helping others Volunteering Service Discussion: In what ways have you found comfort in challenging times through any of the above?

Leadership and Advocacy Individual Level: Working with and on behalf of children System Level: Working with others to create change; taking leadership to create change. Lab Questions What strategies discussed can be helpful in supporting individuals impacted by challenging times? What successes or challenges have you experienced with supporting teachers and children in difficult times? What is the role of educational leaders in advocating for providing assistance to children and educators affected by challenging times