Addressing Emotion Dysregulation for More Effective Learning

Transcription

1 Addressing Emotion Dysregulation for More Effective Learning Natalie Smith, LCSW & Chris McCaffrey Awake & Aware, LLC Rising Up! Taking Charters to New Heights 2017 Annual Conference

2 New lenses, New ideas New ways of naming presenting symptoms can change not only how we approach our students but can change our effectiveness and outcomes.

3 Foundational Principles This presentation has been created out of core Dialectical Behavior Therapy (DBT) principles. We operate on several basic ideas: Individuals are doing the best they can AND must do better. When dysregulated, impairment in brain functioning makes behavioral change and learning virtually impossible. Emotion Dysregulation causes suffering and is not the result of a desire to manipulate or harm others. It is the result of a skills deficit in managing emotions and physiological responses that are resulting from stimulus such as threat, loss, fear of abandonment Effective Intervention for change, occurs prior to problem behavior, by decreasing reactivity through attunement and teaching new skills.

4 Why DBT? Behavioral Science Biosocial model Behavioral change strategies and protocols Neurobiologically based Mindfulness Skills Acceptance practices for students and teachers Awareness in the moment Dialectics Focus on synthesis of opposites (i.e. acceptance and change) Emphasis on flexibility and change

5 What is Emotion Dysregulation? Emotional dysregulation refers to the inability of a person to control or regulate their emotional responses to provocative stimuli. It can also be termed emotional hyperreactivity. In life, each individual is repeatedly exposed to events and interactions such as conflict in a relationship, a personal criticism or a perceived abandonment. A person with emotional dysregulation disorder reacts in an emotionally exaggerated manner to these environmental and interpersonal challenges by overreacting: bursts of anger, crying, accusing, passive-aggressive behaviors, or creation of chaos or conflict may ensue. Emotional dysregulation is usually relational, meaning it is triggered by a close personal contact such as a family member, child, loved one, ex-loved one or someone who has power or control over that person.

6 Emotion Dysregulation vs. Emotion Regulation Emotion dysregulation: A maladaptive pattern of regulating emotions that may involve a failure of regulation or interference in adaptive functioning. Emotion regulation: A set of attentional, cognitive, behavioral, social, and biological processes that act to modulate, manage, or organize emotions.

7 Emotional Dysregulation Intense, often disproportionate feelings Quick to react and/or escalate Slow return to baseline Outbursts are often followed by intense shame Seems unpredictable to observers

8 Behavioral Dysregulation Emotion driven impulsivity Is an effort to reduce or numb suffering

9 Behavioral Dysregulation In an attempt to regulate and address the pain, one may turn to: Angry outbursts Behavior outbursts such as throwing or destroying objects Aggression towards self and others Threats to kill oneself Intensity of emotional responses not appropriate to situation Substance abuse Sexual promiscuity Eating disorders

10 Self-Dysregulation May alter: Speech Dress Interests Views (likes & dislikes)

11 Cognitive Dysregulation Distortions Suspiciousness Dissociation Derealization Feeling disconnected from the world (spacing out) Depersonalization Feeling disconnected from your body (body doesn t belong to you)

12 Trauma Subjective Insidious Overwhelming Leads to intense, long-term suffering when unaddressed

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14 Bio-Social Theory Describes the interplay between an individual with a biological predisposition to sensitivity raised in an invalidating environment. Posits that individuals vary biologically in their experience of situations and life events. Individuals are sensitive in varying degrees. Individuals have different thresholds for conflict and pain. Some people experience sensitivity to textures, sounds, sights, tastes and smells in higher intensities then others.

15 Bio-Social Continued

16 Things to Consider Within the DBT Framework for Children and Mindfulness Adolescents The How to do all of the What to do s Bio-social Theory Non-pathologizing Dialectical Dilemmas for adolescents (Both kids and parents) Conceptualizing what the work is to move into Middle Path thinking. Enhancement of skills Operates on a skills deficit model.

17 Mindfulness What Skills Observe-pay attention on purpose, notice your body sensations, watch without commenting, beginner s mind Describe-put words on the experience, label the experience as just a thought, feeling etc, just the facts, (If you can t observe it, you can t describe it ) Participate-go with the flow, throw yourself completely into the activity of the moment How Skills Nonjudgmentallydiscriminate, but don t evaluate, acknowledge feelings without judging, don t judge judging One-mindfully-multitasking is ineffective, the past is over & the future doesn t yet exist Effectively-focus on what works vs. fair wrong should etc. know your goals

18 Bio-social Theory Provides a Non-pathologizing Method for Understanding Behavior Biological predisposition in emotional experiencing results in particular behaviors: Fast reactions Intense reactions Slow return to baseline

19 Dialectical Dilemmas for Teachers and Students Normalizing Pathological Behavior vs. Pathologizing Normal Behavior. Forcing Autonomy vs. Fostering Dependence (holding on vs. letting go). Excessive Leniency vs. Authoritarian Control (permissive parenting vs. authoritarian parenting).

20 Skills Effectiveness Focuses on: Emotion Regulation Skills Interpersonal Effectiveness Skills Distress Tolerance Skills Mindfulness Not Pathology or Diagnosis

21 STOP skill for Teachers Stop Take a Step back Observe Proceed mindfully

22 Bottom up regulation vs. top down regulation

23 Managing Student Escalation When a student demonstrates high arousal that appears likely to intervene with effective interpersonal exchange: Do NOT reinforce the individuals escalation by engaging reactively or engaging in exchanges that increase reactivity ( whether yours or the clients) Coach individual on other options (skills) they may have, and help them to use those skills as needed. Important not to forget to reinforce the individual for their successful de-escalation Don t jump to problem solving when the person is high jacked emotionally. Increase resourcing instead through the modeling and introduction of Distress Tolerance Skills

24 Tip Skill T: Change Temperature I : Use Intense exercise to decrease arousal P: Progressive Relaxation

25 Strategies and Assumptions for Effective Interventions Looking at variables that are influencing behavior: Fear response/threat Medication on/off Historical narratives ( victimization, abandonment, abuse, inadequate etc.) Skill deficits Drug use Expectations of environment

26 Contact Information Natalie Smith, LCSW, Owner, Executive Director Chris McCaffrey, Director of Strategic Partnerships & Community Engagement Awake & Aware, LLC (505)