SECUR E SOCIAL, EMOTIONAL, AND COGNITIVE UNDERSTANDING AND REGULATION Created by Success for All, University of Michigan, and Harvard University
Be Be Good! Good!
WHA WHAT IS T IS SECURE? SECURE? SECURe is a school-wide program designed to build students’ ability to: Focus thinking Understand and Manage own Learn deal with behavior feelings Build positive relationships To succeed in school and life, students must learn how to learn , independently and together.
BASIC COMPETENCIES YOUNG PEOPLE NEED… “to hold a decent job and earn a decent living.” – U. S. Department of Labor • Participate as a member of a team. • Teach others new skills. • Exercise leadership. • Work with diverse groups of people. 4
Be Be Good! Good!
SECURE SECURe aims to… By …. GOALS Improve learning Teaching skills such as focusing attention and managing emotions Foster engaged learners Providing tools for positive climate Build students’ ability to solve Using routines and activities problems and face challenges that build cognitive, social, and emotional skills Increase students’ social and Teaching strategies for behavioral outcomes building relationships, making good decisions, maintaining mental health
Introducing SECURe SECURe: Moving Beyond GAT • Extends cooperative learning to promote self regulation • Includes a focus on cognitive regulation (attention, memory, planning, etc.) • Has a stronger focus on emotional skills • Integrates self regulation with academic learning • Lessons support the structures used throughout the school building, day, and year
“Owlivia” “Betty” “Chilly” “Buster” “Dilly”
SECURE COMPONE SECURE COMPONENTS NTS Skill lessons Classroom and school structures • Teaching core SECURe concepts • Brain Games • Introducing routines • Problem-solving and conflict • Using a variety of formats resolution such as reading, role plays, • Emotion management games • Cooperative learning Ongoing assessment and progress monitoring 9
OVERVIEW OF SECURE PROGRAM • Daily routines First two • Daily introductory lessons for team- weeks building and cooperative learning • Daily routines Rest of • Weekly skill lesson the • Weekly Class Council school • Home Connections year • Extend and Connect
INITIAL SCHEDULE: TWO WEEKS Monday Tuesday Wednesday Thursday Friday Daily Daily Daily Daily Daily Practice Practice Practice Practice Practice 5-10 Min. 5-10 Min. 5-10 Min. 5-10 Min. 5-10 Min. Skill Lesson Skill Lesson Skill Lesson Skill Skill Lesson Lesson 60 Min. 60 Min. 60 Min. 60 Min. 60 Min.
REGULAR SCHEDULE: YEAR LONG Monday Tuesday Wednesday Thursday Friday Daily Daily Daily Daily Daily Practice Practice Practice Practice Practice 5-10 Min. 5-10 Min. 5-10 Min. 5-10 Min. 5-10 Min. Skill Lesson Class Council 30 Min. 30 Min.
Digging into Details Skills promoted by SECURe • Thinking and Cognitive Skills(Brain Tools) – Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think) • Emotional Management – Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking • Interpersonal/Social Skills – Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior
Digging into Details Skills promoted by SECURe • Thinking and Cognitive Skills(Brain Tools) – Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think) • Emotional Management – Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking • Interpersonal/Social Skills – Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior
Digging into Details Thinking and Cognitive Skills : Attention/Focus Sustains attention on a task using multiple strategies Ignores distractions when doing a task When appropriate, switches attention easily from one task to another, or from one part of a task to another Uses listening skills during team discussion and active instruction in classroom in order to take in, store, retain, and access information
Digging into Details Thinking and Cognitive Skills: Working Memory • Remembers and can manipulate information • Plans and carries out multi-step tasks • Engages in goal-directed behavior, both independently and when directed to do so Remembers and follows complex commands with multiple steps Paraphrases and/or summarizes content across areas
Digging into Details Cognitive Regulation: Response Inhibition/ Stop & Think Can inhibit inappropriate behavior (e.g., talking out of turn) and respond with appropriate behavior (e.g., raising hand) Stops and considers multiple options when confronted with a decision Utilizes a variety of self control techniques to meet the demands of the situation, for example learning in class setting (including self talk) Waits when necessary and uses appropriate strategies to cope with waiting
Digging into Details Thinking and Cognitive Skills in SECURe Supporting Structures Content Area • Focus: Attention • Brain Games • Active Listening • Memory : Working Signal Memory • Cognitive Regulation Signals • Stop & Think: • Think-Pair- Share Response Inhibition
Digging into Details Brain Games • Use daily as sponge activity to build cognitive regulation skills • Introduced during Daily Routines • Played multiple times a day – During breaks, down time, transition time, lunch, etc.
Digging into Details Active Listening/Cognitive Signals • Active Listening Posture • Active Listening Signal • Talking Stick • Chip In • Cognitive Regulation Signals
Digging into Details Skills promoted by SECURe • Thinking and Cognitive Skills(Brain Tools) – Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think) • Emotional Management – Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking • Interpersonal/Social Skills – Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior
Digging into Details Emotional Management • Feeling i eeling iden dentifica tification tion Recognizing and labeling feelings oneself and others • Emotion Emotion regula gulation tion Using strategies to manage emotional reactions (including intensity and duration) • Beha Behavior vior cont control ol Learning and incorporating expectations for appropriate social behavior • Empa Empathy thy/per /perspec spectiv tive e taking aking Understanding another person’s emotional state and point of view.
Digging into Details Emotional Management • Feeling i eeling iden dentifica tification tion Recognizing and labeling feelings oneself and others • Emotion Emotion regula gulation tion Using strategies to manage emotional reactions (including intensity and duration) • Beha Behavior vior cont control ol Learning and incorporating expectations for appropriate social behavior • Empa Empathy thy/per /perspec spectiv tive e taking aking Understanding another person’s emotional state and point of view.
Digging into Details Emotional Emotional Mana Manageme gement in nt in SECUR SECURe Content Area Supporting Structures • Feelings Tree • Feeling Identification • Feelings Thermometer • Emotion Regulation • I Messages • Behavior Control • Stop and Stay Cool • Think it Through Sheets
Digging into Details Feelings Tree & Thermometer
“I” MESSAGE Feeling I feel Behavior when you Request I would like 28
“I” MESSAGES: FIRST PART Feeling? 29
“I” MESSAGES: SECOND PART Specific Behavior? 30
“I” MESSAGES: THIRD PART Clear Request? 31
Think it Through Sheet 2 nd Grade Think It Through Sheet Name: 1. Draw or write about your problem: 2. How do you feel? (Please circle) Sad Angry Worried Scared Frustrated _________ 3. What do you want to do? (Please circle) ________ Stop & Stay Cool Use a Conflict Solver Use the Peace Path Ask for Help Other I will choose to _____________________________________________________________________________
Digging into Details Skills promoted by SECURe • Thinking and Cognitive Skills(Brain Tools) – Working Memory (Memory); Attention (Focus); Inhibition (Stop and Think) • Emotional Management – Feeling Identification; Emotional Regulation; Behavior Control; Empathy/Perspective Taking • Interpersonal/Social Skills – Social Problem Solving; Reading and Responding to Social Cues; Pro-social Behavior
Digging into Details Interpersonal/Social Skills • Reading and Responding to Social Cues Interpreting cues from the social environment. Includes reading, interpreting, and encoding social cues • Pro-social Behavior Interacting effectively with others and developing positive relationships • Social Problem Solving Generating and acting on effective strategies/ solutions for challenging interpersonal situations and conflicts
DECISION MAKING OUTCOMES • Lose - Lose • Win - Lose Win – Win! Goal 36
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