The Resilient Mindful Educator & Counselor 12/2016. The Resilient Mindful Educator & Counselor. Lucy A. Vezzuto, PhD OCDE 1

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1 The Resilient Mindful Educator & The Resilient Mindful Educator & (90 minutes) Why self care? What is resilience? What is the stress & relaxation response? How does chronic stress impact the body, mind, job performance & relationships? What are some practices that reduce stress? What is mindfulness and how does it impact well being and behavior? What are some basic practices to reduce student stress? PBIS Sustainability Network December 2016 Lucy A. Vezzuto, Ph.D. Lucy A. Vezzuto, Ph.D. Orange County Dept. of Education Being Well Balanced The effective school educator & counselor develops a balance between giving of self and giving to self. Rhonda Williams, Ed.D., LPC, NCC, Lucy A. Vezzuto, PhD OCDE 1

2 The Ethics of Self Care Balance in your own life is necessary to function effectively in a professional role. Keeping this in mind can help you feel less selfish when you address your own needs. Self-care is an ethical mandate. Like Superman admitting his vulnerability to kryptonite, we as educators & counselors must admit our vulnerability to burnout and do everything in our power to adhere to this ethical standard. Emotions are contagious. Emotions leak. Emotions drive behavior. Rhonda Williams, Ed.D., LPC, NCC University of Colorado, Colorado Springs & Chair of ASCA s Ethics Committee Youth Are Watching and Learning from Adults Mirror Neurons Watch, Feel Think, Imitate When school staff are more relaxed, students are calmer and the overall climate at a school can be transformed. Simon, Harnett, & Nagler, 2009 Lucy A. Vezzuto, PhD OCDE 2

3 Start with the Adults Resilience: A Personal Journey Educators & s Resilience Emotional Regulation & Mindful Awareness Role Model Secondary Trauma Process of adapting well in the face of adversity, trauma, and significant sources of stress. It means bouncing back from difficult experiences. It s about having flexibility and balance in your life. Insight about My Resilience In the face of change and crisis, the resource we need most is our resilience. THE RESILIENT EDUCATOR & COUNSELOR Here s what happened. Here s what I did or didn t do. Here s how well that worked, or not Here s what I ve learned Here s what I would do differently now OR Here s how I m different now. (Allison 2011) Lucy A. Vezzuto, PhD OCDE 3

4 Make social connections** Avoid seeing crises as insurmountable problems Accept that change is part of living Move toward your goals Take decisive action Ways to Build Resilience Look for opportunities for self-discovery Nurture a positive view of yourself Keep things in perspective Maintain a hopeful outlook Take care of yourself Stressful or Relaxing Breath? How you breathe can affect stress levels Shallow chest breathing linked to stress Deep diaphragmatic breathing linked to relaxation better health, and pain control Focusing on breath can trigger relaxation and release body toxins Focus on Your Breath Stress has always been with us. It can keep us safe and alert to danger. Lucy A. Vezzuto, PhD OCDE 4

5 Stressors External Stressors Financial Issues Health Family Problems Deadlines Work Issues Internal Stressors Thoughts and beliefs Emotions Worry Why Zebras Don t Get Ulcers 60-90% of all doctor s visits in the U.S. are for stressrelated disorders. Dr. Robert Sapolsky Stanford University, School of Medicine Lucy A. Vezzuto, PhD OCDE 5

6 Stress is between our ears. It is something we create through our reaction to what happens. Lucy A. Vezzuto, PhD OCDE 6

7 Stress and the Brain Stress and the Brain Amygdala Alarm of the brain or watchdog of the brain Processes fear and anger Can hijack the brain and PFC or executive function doesn t function Hippocampus Most receptive to stress Critical for new learning, forming explicit memories of facts, details and important life events. Stress and memory are highly correlated. Act before we think Stress Performance Connection I m in the zone! Impacts of Chronic Stress on Performance Attention Memory Decision making Team work Relationships Social skills Learning and professional growth Lucy A. Vezzuto, PhD OCDE 7

8 Warning Signs of Burnout Physical Stress Warning Signs Decreased level of involvement with family & friends Difficulty being genuine or emotionally engaged in personal relationships Reduction of social interactions Increased absenteeism and tardiness Lack of empathy, poor social skills and social isolation Increased preoccupation with personal needs Denial of professional responsibility to students Headaches Insomnia Sleep disturbances Low back pain Fatigue Sexual problems Cold hands and feet Neck and shoulder pain Indigestion Cardiovascular Disease Irritable bowel syndrome Menstrual distress Nausea Loss of appetite or overeating Heart palpitations Hypertension Asthma attacks Frequent colds and flu Frequent low grade Infections Source: Benson Henry Institute for Mind Body Medicine, Boston, MA Cognitive and Emotional Signs of Stress Memory problems Inability to concentrate Poor judgment Seeing only the negative Anxious or racing thoughts Constant worrying Moodiness Irritability or short temper Agitation, inability to relax Feeling overwhelmed Sense of loneliness and isolation Depression or general unhappiness Source: Benson Henry Institute for Mind Body Medicine, Boston, MA How do you cope with stress? Lucy A. Vezzuto, PhD OCDE 8

9 Laugh Yawn and Stretch Listen to Calming Music Stress Busters Become Mindful & Fully Present Play sports or exercise Take a walk The Relaxation Response Sit quietly Picture yourself in a beautiful place Talk with a friend Draw Play with your pet A state of focused awareness coupled with an attitude of interest. This mental attitude bypasses the inner dialogue of ordinary thought, thereby decreasing arousal of the stress response. Lucy A. Vezzuto, PhD OCDE 9

10 The Basics of How to Relax Mental attitude is passive, non-judging, and neutral Repeat a simple mental or physical stimulus such as breathing, a word, phrase, image, or movement Optional: a comfortable position and quiet environment Source: Benson Henry Institute for Mind Body Medicine, Boston, MA The Relaxation Response is the Opposite of the Stress Response Stress CHANGES Relaxation Response All Increase Metabolism Heart Rate Blood Pressure Breathing Rate Muscle Tension All Decrease Benefits of the Relaxation Response Decreases stress and anxiety Reduces muscle tension Quiets the mind Improves sleep Increases ability to focus Gets us out of our conditioned responses Source: Benson Henry Institute for Mind Body Medicine, Boston, MA Source: Benson Henry Institute for Mind Body Medicine, Boston, MA Promotes creative problem-solving Lucy A. Vezzuto, PhD OCDE 10

11 Laugh Yawn and Stretch Listen to Calming Music Stress Busters Become Mindful & Fully Present Play sports or exercise Take a walk Mindfulness Mindfulness practice is the intent to remain present in moment-to-moment experiences in a nonjudgmental way (Kabat-Zinn, 2003). Such practice includes reflective activities or simply walking, eating, and listening with intent. Sit quietly Picture yourself in a beautiful place Talk with a friend Draw Play with your pet Mindfulness Paying attention in a particular way: On purpose In the present moment Non judgmentally Jon Kabat-Zinn, PhD Developed Mindfulness-based Stress Reduction (MBSR) at University of Massachusetts in 1979 Kabat-Zinn, 1994, p.2 Lucy A. Vezzuto, PhD OCDE 11

12 Highly Recommended Mindfulness-based Stress Reduction (MBSR) Program UCI Samueli Center for Integrative Medicine Who s Using Mindfulness? Formal Practices: Body Scan Yoga-based movement Sitting Meditation Supportive Group Setting Informal Practices Homework 8 weeks x two hrs. per week One all-day retreat How does mindfulness work? A Mindfulness Practice Mindfulness develops the prefrontal cortex the ability to pause before acting on an impulse Allows for self-regulation, empathy, improved decision making, prioritization etc. Want more on neurobiology of mindfulness? Dr. Dan Siegel, Founding Co-Director, Mindful Awareness Research Center (MARC), Clinical Professor of Psychiatry UCLA School of Medicine Lucy A. Vezzuto, PhD OCDE 12

13 Dr. Dan Siegel, UCLA & Mindsight Institute Mindfulness Research on Adults Improvement in stress regulation by a faster reduction in the stress hormone, cortisol Enhanced relationships by improving autonomy, closeness and acceptance of one another Thicker cortical regions in the brain that helps with attention and sensory processing Heightened empathetic awareness Improvement in positive affect and immune response, more specifically antibody production Enhanced social connectedness (Hutcherson et al., 2008; Lazar et al. 2005; Lutz et al., 2008; Davidson et al., 2003; Tang et al., 2007; Carson et al., 2004) Mindfulness Emerging Research on Teachers Reductions in teacher psychological symptoms and burnout; classroom organization and self-compassion (Flook et al., 2013) Teacher stress management, the creation and sustenance of supportive relationships in the classroom, and a positive classroom climate (Roeser et al., 2012; Jennings et al., 2009) Reductions in teacher stress and improvement in teacher performance (Jennings et al., 2011A; Jennings et al., 2011B; Solaway, 2011A; Sollaway, 2011B; Gold et al., 2010; Poulin, 2009) Reductions in teacher stress and anxiety and increased self-compassion and emotional balance of educators of children with special needs (Benn et al., 2012) Mindfulness Emerging Research on Student Well Being Increased attention, Inhibitory control, selfregulation & executive function (preschool & elementary) Reductions in behavioral and anxiety symptoms & increase attention (elementary) Reductions in anxiety, enhanced social skills, and improved academic performance (adolescents with a learning disability) Increased state of restful alertness and greater capacity for self-reflection, self-control, and flexibility (middle school) Increased academic engagement, performance & achievement (elementary, middle, high school) Decreased behavior problems (elementary) (Oberle et al., 2012; Zelazo & Lyons, 2012; Flook et al., 2010; Semple et al., 2010) ;Napoli, Krech, & Holley, 2005; Beauchemin, Hutchins, & Patterson (2008; Rosaen & Benn, 2006; Biegel and Brown, n.d.) Lucy A. Vezzuto, PhD OCDE 13

14 Help Students Cope with Stress Vigorous exercise Talk through problems Practice relaxation & self-calming skills Teach that mistakes OK Clear rules and consequences Teach how to handle difficult situations Tell stories of effective coping Be a role model dealing with stress Practices to Teach Relaxation and recovery in non-stressful times Identify stressors and what is controllable Social and emotional skills Problem solving Emotional self regulation Cognitive restructuring (affirming self talk, reframing thoughts) Benson Henry Institute for Mind-Body Medicine; Kaiser Greenland; Greenberg; Stixrud, etc. Teach Deep Abdominal Breathing One of the most effective ways to stay in control Teach and practice repeatedly when calm Sitting with back straight and pressed into a chair for support Inhale slowly count to 5 -pause count to 2 -exhale count to 5 then repeat Place hand on belly. Notice abdomen expand and contract. I have been using some deep breathing techniques each day in my small group (very below grade level) reading group. The first day they were not able to sit and be still for more than 30 seconds. I am amazed at how they have progressed in their ability to get to a calm place. They are so much more attentive and alert after our breathing exercises. Mrs. Atkinson, La Habra School District Diaphragmatic Breathing Practice Lucy A. Vezzuto, PhD OCDE 14

15 Belly Breathe I alerted students that they were going to take their science quiz. Many students asked if they could please breathe. Others were more specific and wanted to do the exercise, "Getting relaxed". That's their favorite. More and more students are engaging in the exercises. It's great to see! Ms. Nielsen, La Habra School District Help Students Practice Gratitude Model gratitude & explain why you are thankful. Go Noodle Thank students. Generate an attitude of giving. Walk students through intent, benefit, and cost. Data indicate grateful teens have more self control and gratitude correlates with fewer reports of antisocial and delinquent behaviors. Froh, Hofstra University Lucy A. Vezzuto, PhD OCDE 15

16 Resources Fall 2017 (Irvine USD) Spring 2018 Fall 2018 Spring 2019 Mindfulness Practice in K-12 Schools: Emerging Research Click: Resilient Mindful Learner Dr Jon Kabat-Zinn on mindfulness OhtT3ga6wEzfkuWvnSy-iMgX32HaLwE Mindfulness-Based Stress Reduction (MBSR) course at UCI Susan Samueli Center for Integrative Medicine UCLA Mindful Awareness Research Center classes & free online guided mindfulness practices Lucy A. Vezzuto, PhD OCDE 16

17 Wherever you go there you are. I can not, and should not, be cured of my stress, but merely taught to enjoy it. Hans Selye, 1950 Lucy A. Vezzuto, Ph.D. Orange County Dept. of Education lvezzuto@ocde.us Lucy A. Vezzuto, PhD OCDE 17

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