10:00: Brief Introduction/ Purposes 10:05: S tats and Trauma - - PowerPoint PPT Presentation
TIME LINE 10:00: Brief Introduction/ Purposes 10:05: S tats and Trauma 10:15: Emotional Intelligence 10:25: First Video 10:30: Mindfulness 10:40: S econd Video 10:45: Practice of Mindfulness 10:55: Q&A Long Island
10:00: Brief Introduction/ Purposes 10:05: S tats and Trauma 10:15: Emotional Intelligence 10:25: First Video 10:30: Mindfulness 10:40: S econd Video 10:45: Practice of Mindfulness 10:55: Q&A
The Huntington Hilton Huntington, NY
Dan Guerra, Psy.D. November 6, 2018 (10-11am)
Long Island Counselors’ Annual Conference (LICAC) Responding to A Changing World Staying Connected In An Uncertain World: Creating Emotionally Healthy School Communities
To shift focus from information-driven solutions
to awareness, emotional intelligence & listening- driven solutions.
To introduce stats on student stress, trauma, and
mental health.
To address the impact of trauma on teachers,
students, staff, & faculty.
To better understand emotional intelligence and
it’s application to healthy school communities.
To introduce the three levels of listening as a
way to address working together more effectively.
To practice one evidence-based, stress
management technique that can be applied and to school communities.
American teens report experiences with stress that follow a similar pattern as adults During the school year, teens say their stress level is higher than levels reported by adults in the past month Teens report that their stress level during the school year far exceeds what they believe to be healthy (5.8 versus 3.9 on a 10-point scale)
(from AP A S tress In America S urvey, 2010-2013)
Nearly half of all teens, 45% , said they were stressed by school pressures Teens are more likely than adults to report that their stress level has a slight or no impact on their body or physical health (54%
adults) or their mental health (52%
43%
In children 8-17, one-fifth reported they worry a great deal or a lot, but only 3 percent of parents rate their children's stress as extreme (an 8, 9 or 10
Almost 30%
financial difficulties, but j ust 18%
thought that was a source of worry for their children
Generation Z, ages 15-21 reporting worst mental health of
any generation in AP A ’s S tress in America S urvey.
S
tress is largely to blame including physical sx of anxiety, depression, and worry.
75%
shootings a significant source of stress.
There is a prevalence of stress AND a struggle to manage
it.
37%
mental health professional and only half said they felt they did enough to manage their stress.
Nearly three-quarters also said they could have used more
emotional support over the past year.
October, 2018
S
uicide was the tenth leading cause of death
tates, claiming the lives
S
uicide was the second leading cause of death among individuals between the ages of 10 and 34, and the fourth leading cause of death among individuals between the ages of 35 and 54.
There were more than twice as many suicides
(44,965) in the United S tates as there were homicides (19,362).
(Centers for Disease Control & Prevention & NIMH)
(CNN News Report)
This means one child under 13 died of suicide nearly every five days, on average, over those 17 years.
On the rise Complex Trauma, Extreme Trauma, Developmental Trauma Childhood trauma accounts for significant adult symptoms S ignificant impact on brain and brain structures responsible for language and self regulation.
The national estimate of children who received a child protective
services investigation response or alternative response increased 9.5 percent from 2012 (3,172,000) to 2016 (3,472,000)
The number and rate of victims have fluctuated during the past 5
2012 (656,000) to the national estimate of victims in 2016 (676,000) shows an increase of 3.0 percent.
Three-quarters (74.8%
) of victims were neglected, 18.2 percent were physically abused, and 8.5 percent were sexually abused.
For 2016, a nationally estimated 1,750 children died of abuse and
neglect at a rate of 2.36 per 100,000 children in the national population.
US Dept. Of Health & Human Services (2016)
Worry about safet y Difficult y focusing on schoolwork and cont ent Bombardment of informat ion from pict ures, videos,
news channels and discussion.
S
ee (and feel) t hemselves as pot ent ial vict ims
Hyper-vigilance of ot her st udent s Whose t he next
shoot er?
Diane S weet , LCS W , cont
Mindfulness: Harnessing int ent ional, non-j udgment al awareness. The power of t he breat h t o st rengt hen execut ive funct ions, reduce negat ivit y, lessen unconscious bias. Management of one’s own dysregulat ion: using few words, changing language Use of validat ion of emot ions (vs. punishment of behaviors.) Looking for opport unit ies for connect ion and at t unement . Leading wit h compassion.
The Body Keeps t he S core (2014) Neurofeedback Y
Art Therapy S andplay EMDR Tapping/ EFT S ensory Motor Integration Improvisation/ Playback Theatre
New York State Office of Mental Health (OMH), and the Mental Health Association in New York State, Inc. (MHANYS)
NYS ED Amendments to Commissioner’s Regulation (CR) Part 135 regarding Health Education. New Requirement For All Grades:
Health Education must include mental health and the relation of
physical and mental health, and
Be designed to enhance student understanding, attitudes and
behaviors that promote health, well-being and human dignity.
…
staff, students, families and communities may be more openly discussing both mental health well-being, and mental health challenges, and may also be able to address awareness, prevention, and treatment.
School Counselors like yourselves will likely be playing important roles in this transition.
“The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.”
Personality
Ability to use Both emotion and cognition.
Cognitive abilities, alone.
early age.
across life span.
Preferences for approaching the world around you.
table over lifetime.
Self Awareness Self Regulation Motivation Empathy Social Skills
Self Awareness Self Regulation Empathy
Brené Brown
anot her view
SELF OTHER UNDERSTANDING ACTION
1. Each of us is in control of, and responsible for, our actions 2. No one else can control our feelings 3. People are different, have different perceptions from one another, and experience the world differently. 4. However you are and however they are (emotionally), is OK. 5. Feelings and behaviors are separate things.
6. All feelings are self-j ustified, to be accepted, and important. 7. Change is possible (mostly change within
8. All people have a natural tendency towards growth and health.
S uspend j udgment of your emotions. Take the valence
Observe the impact of your emotions on self. Lean into your discomfort Feel the emotions physically (tag it in the body) Know your triggers Observe self Use j ournaling S eek out specific feedback often Know what stresses you out Ask, why am I doing this? (purpose)
SELF A WARENESS adapted from Bradbury & Greaves, Emotional Intelligence 2.0 (2009)
Pause Take a breath and breathe correctly Find a sounding board S leep on it Emotion vs. Reason List Remove yourself from the situation (temporarily) Make your goals public (accountability) S mile (it works) S chedule in quiet time or a mental recharge Practice positive self talk and talking oneself down Visualize S uccess
SELF MANAGEMENT adapted from Bradbury & Greaves, Emotional Intelligence 2.0 (2009)
S can t he mood of t he room Be an ant hropologist — be curious about t he ot her and t heir concerns, despit e past j udgment s Get rid of int ernal clut t er Be Present Let yourself be IMP ACTED upon (like mirroring ex) Go people wat ching Work on your t iming Walk t he halls wit h a new way of “ looking” and “ hearing” List en (on level 1, 2 & 3) Test your sense of reading ot hers’ emot ions by asking for feedback Empat hy is NOT sympat hy, and it ’s necessary for success!
SOCIAL A WARENESS/EMP A THY adapted from Bradbury & Greaves, Emotional Intelligence 2.0 (2009)
Enhance your natural communication style Avoid giving mixed signals (with body and actions and decisions) Remember little things pack a punch, and slowing down helps a lot Work on self-deprecating humor Ask for feedback and act on it immediately Build trust (ie; through acknowledging limitations) Don’ t avoid— Tackle difficult conversations Acknowledge others’ feelings Explain your decisions Avoid, Avoiding.
SOCIAL SKILLS adapted from Bradbury & Greaves, Emotional Intelligence 2.0 (2009)
(Goleman, 2007)
EMPATHY: Discussed Earlier
Helps the other understand and practice boundaries. Promotes Respect. Potential to help develop self-control in the other. The creation and implementation of rules and consequences improves discipline and accountability and actually decreases anxiety.
Avoid viewing each as mutually exclusive. Wherever possible, leading with empathy, even in the
course of difficult conversations and situations.
Adopt an attitude of genuine curiosity and exploration
Invite cooperation, problem-solving, and what Daniel
Siegel, UCLA calls “we-resonance”.
Invite or create opportunities for empathy going both
ways.
understand why these events happen.
accurate) by school principals, superintendents and counselors can help.
information to provide
Hovering, alluding, displaying behaviors… )
indicated and also personality indicated— body movement)
around school violence.
What is it? What is it not? How do you do it? Why should we do it?
(for self regulation)
https://www.pbs.org/newshour/show/faced-
deep-breath
Decreased Violent Behaviors Decreased S
chool S uspensions
Increase in t aking responsibilit y for one’s own act ions. Regulat ion of Emot ions. Improved GP
A in S
t udies and Mat h (in one st udy)
S
elf Report of last ing effect s and increased hope
Mindful Moment Rooms
Children: body scan (like YN), mindful posing, mindful j ar, safari, blowing bubbles, texture bag, starfish breathing Teens: S imple Guidelines First, Counting Breath (and
for kids and teens (practical)
S low Things Down a) Internally: Breath, Mindfulness, Pausing b) Externally: Movement, Walking, Talking, answering Don’ t take the bait a) Resist having the answer (or thinking you do) b) Find a way to enroll, give agency, notice, observe, and empower (even in disagreement) c) Practice extraordinary, game-changing leadership by focusing on the “ we” . d) Watch out for false dichotomies (i.e. empathy-authority, creativity- structure) e) Ask: what works best, for whom, under which circumstances and adj ust (ie; situational leadership) vs. “ This is the way I do things.”
Connect with Me Outside Speakers Implement and Assess Phone Apps You Tube Reading Groups/Res
Start Small and Achievable Dedicate Time
https://www.acf.hhs.gov/sites/default/files/cb/cm2016.pdf https://www.cdc.gov/violenceprevention/acestudy/about.html https://www.health.harvard.edu/staying-healthy/understanding-the- stress-response https://www.nasponline.org/resources-and- publications/resources/school-safety-and-crisis/school-violence- prevention/responding-to-school-violence-tips-for-administrators https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your _friend/transcript https://www.schoolcounselor.org/magazine/blogs/september-october- 2016/address-student-anxiety https://www.rd.com/advice/parenting/stop-bullying-strategy/
https://www.extension.harvard.edu/professional-development blog/assessing-your-emotional-intelligence-4-tools-we-love https://www.eqapplied.com https://www.theguardian.com/teacher-network/2017/jul/21/critical-thinking- ideas-help-students-learn-better https://cdn.ymaws.com/aect.site-ym.com/resource/dynamic forums/20130118_183018_26306.pdf https://hbr.org/topic/emotional-intelligence https://www.theguardian.com/teacher-network/2017/nov/03/emotional- intelligence-why-it-matters-and-how-to-teach-it
http://www.theleaderinme.org/the-7-habits-for-kids https://www.youtube.com/watch?v=MMbDu8i9DzE (female teacher and unique handshake) https://www.youtube.com/watch?v=I0jgcyfC2r8 (male teacher and unique handshake) https://www.facebook.com/jabu.j.katshwa/videos/1555197314572162/ https://casel.org www.betterbehaviorblog.com http://momastery.com/blog/2014/01/30/share-schools/ http://the-possibility-project.org
https://www.thriveglobal.com/stories/23965-meditation-reduces- stress-and-decreases-violence-in-schools https://www.vox.com/science-and- health/2017/5/22/13768406/mindfulness-meditation-good-for- kids-evidence http://www.chicagotribune.com/news/ct-classroom-meditation- disadvantaged-students-met-20161231-story.html http://www.apa.org/monitor/2012/07-08/ce-corner.aspx https://positivepsychologyprogram.com/mindfulness-for- children-kids-activities/
https://www.amazon.com/Planting-Seeds-Song-Practicing- Mindfulness/dp/1511343893 https://www.washingtonpost.com/local/education/how-mindfulness- practices-are-changing-an-inner-city-school/2016/11/13/7b4a274a-a833-11e6- ba59-a7d93165c6d4_story.html?noredirect=on&utm_term=.d234087eb469 https://www.vox.com/science-and-health/2017/5/22/13768406/mindfulness- meditation-good-for-kids-evidence https://www.nais.org/magazine/independent-school/fall-2017/the-tangible- benefits-of-mindfulness-in-the-classroom/ Suggestions for practice: Download App: “Insight Timer”, Download App: “Head Space”
(For now)
S tress? S tressor? Anxiety? Mental Illness?
Epinephrine Cortisol Adrenaline _____________ Serotonin Dopamine
A deeper yoga practice addressing rest and release of tensions Lying down on back (S avasana) Listening to guided instruction Breathing Body S can/ S
Visualization Cultivation of Opposites (stress resilience) S tating a Resolution Finishing
What is it?
Effects on Body-Mind-Brain
Scientific Evidence for benefits to: Back pain S tress Rheumatoid arthritis Insomnia Post-traumatic stress disorder Type 2 diabetes Tinnitus
See resource slides for NIH studies
Effects on Body-Mind-Brain
Other Benefits: Increases dopamine Lowers anxiety and depression Trains brain in harnessing Theta Waves Lowers BP Improvement in overall mood Increases in qualitative rest (up to 1:4 ratio) Gives the body-mind-brain a restart Learn to harness one’s awareness Emotional Regulation Increases Reports of increased creativity (may be due to improved rest)
And t he brain
Effects on Body-Mind-Brain
Whole system Awaken Deeper Influence Matter Shift Pressures
Resilience is t he abilit y t o recover f rom set backs, adapt well t o change and keep going
so we emerge, st ronger, wiser, and more able.
Resilience is t he process of adapt ing well in t he f ace of adversit y, t rauma, t ragedy, t hreat s
f amily and relat ionship problems, serious healt h problems or workplace and f inancial st ressors. It means "bouncing back" f rom dif f icult experiences.
Make connections Avoid seeing crises as insurmountable problems Accept that change is a part of living Move toward your goals Take decisive actions Keep things in perspective Maintain a hopeful outlook Take care of yourself (self-care) Expect Challenges and Difficulties (expect to rise above them
too)
Move toward an internal locus of control. Look for opportunities for self-discovery
The American Psychological Association, 2016
Resilience IQ
Managing Physiology Having Purpose Supportive Relationships Managing Emotions Positive Mindset Managing Problems
ACTIVE LIS TENING INCREAS E EMOTIONAL VOCABULAR Y PROMOTE S ELF AWARENES S EXPOS E TO A BREADTH OF THINKING PROCES S ES TEACH S ELF REGULATION S EE IT IN S ELF
The Guardian (2017)
Brené Brown
https://www.youtube.com/watch?v=pKEh8SezV08
https://www.ncbi.nlm.nih.gov/pubmed/28546678 https://www.ncbi.nlm.nih.gov/pubmed/28530462 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3800872 / https://sleep.biomedcentral.com/articles/10.1186/s41606- 017-0009-4 https://www.ncbi.nlm.nih.gov/pubmed/22398342 https://www.ncbi.nlm.nih.gov/pubmed/25858651 https://www.ncbi.nlm.nih.gov/pubmed/19810584 https://www.ncbi.nlm.nih.gov/pubmed/29379573
https://draxe.com/yoga-nidra/ https://www.irest.us/research http://www.apa.org/helpcenter/road-resilience.aspx
http://www.apa.org/helpcenter/road-resilience.aspx https://nationalresilienceinstitute.org/resilience-model/ https://www.theguardian.com/teacher- network/2015/dec/09/teenage-brain-psychologist-guide- teachers-classroom https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4185134/ https://www.thisisthrive.com https://blog.innerdrive.co.uk/5-ways-to-manage-nerves