Creating the social-emotional environments that help kids thrive. Explore some new territory Challenge old assumptions Go deeper in our own learning

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Malcolm Norton
5 years ago
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1 Creating the social-emotional environments that help kids thrive Let s Explore some new territory Challenge old assumptions Go deeper in our own learning And let s make sure that what we know impacts what we do

2 Table introductions: Think about & share ² A day this week ² A picture that fits ² Why that picture

Decades of research in attachment demonstrate that particularly in

3 Relatedness/Connection: to ourselves, to each other, and to nature children have a profound need for connection. Decades of research in attachment demonstrate that particularly in times of distress, we need to be near and be soothed by the people who care for us. Dr. Dan Siegel

4 What do we know about kids? We know they need to belong We know they want to develop We know they yearn to contribute

5 and we know that early childhood educators are essential in creating the conditions that nourish those three human needs: One way or another, kids will belong, develop and contribute. We play a profound role in how. Positive Social-Emotional Health is Central to This Work

6 What are today s children dealing with to make positive connections more challenging and essential? Cyber Family Economic Pressures Social Belonging Global issues Overscheduling Current or Intergenerational Trauma Need to Please Others Media frenzy Fear of Stigma re. Failure Unhealthy Routines: Poor Nutrition & Sleep We know that at least one in five youngsters experiences mental health challenges leading to struggles at school, difficulties making social connections and functioning effectively in groups

7 Understanding why some kids are overwhelmed and considering what we can to support them

8 Handout A: Creating the Roadmap A Self-Reflection and Sharing Activity

9 Our systems have to adapt. It s time for more Maslow & less factory. We need to provide what kids require in order to thrive. Environments of Hope Safe Risks & Challenges Resilience Security of Basic Needs Nurturing Adults Healthy Routines

10 It is time to get past our Fixed Mindsets Beyond reward & punishment This is all there is. Beyond good kid / bad kid Beyond willpower / strength of character Beyond don t be silly... just get over it! But... no shame, no blame. We didn t know. Now we do.

11 And develop commitment and action that supports Growth Mindsets See Carol Dweck s TED Talk carol_dweck_the_power_of_believing_that_you _can_improve?language=en Look what s possible! This kid is brimming with potential. This kid can learn self-reg skills. All kids can grow their capacity to learn & thrive. We can enhance self-reg in kids by changing the environment and changing ourselves.

12 Rather than judging children s actions as willful or noncompliant or due to a fundamental lack of capacity, REMEMBER They play the cards available to them

13 Whatever they might be As educators, we provide kids with experiences that add cards to their deck and strategies to their repertoire

14 Educating the Heart

15 Today is not about Edutainment

16 It s not a one directional presentation or lecture

make a difference Together, we build capacity by ensuring that the

17 It s a workshop Replenishing the supplies in your backpack Identifying your challenges and opportunities Exploring research and practices that make a difference Together, we build capacity by ensuring that the backpack we leave with is more complete and current than the one we came in with

18 What every child needs to support their social-emotional health, resilience, and sense of connection Physical safety Emotional safety Clear expectations of behaviour Inclusivity: respect for diversity, personal dignity, and others perspectives Sense of belonging Sense of self-worth and confidence Open, trusting relationships Strengths- focused approach Youth decision making, autonomy & leadership as appropriate Caring and concern for others Prosocial behaviours (e.g. concern for social justices, contributions to the wider community) from: Well Aware P. Carney, 2015

19 Handout E: What every child needs

20 A self-regulation formula. How we cope: Navigating complexity depends on how one processes and deals with stressors ² Complexity, intensity and number of challenge(s)/stressor(s) + ² Energy available to address the stressor(s) + ² Other variables that drain energy + ² History of success or failure with similar stressors + ² Well-established coping patterns = Predictable outcomes

21 Brain development: It s never too early never too late Dr. Mike Evans

22 Self-Regulation & Brain Function Our neuro-physiology determines our responses

processes that consume energy Then, restorative processes kick in to recover from this energy

23 Self-Regulation & How We Respond How effectively and efficiently a person deals with a stressor and then recovers from the effort Every time we experience a stressor, the brain responds with processes that consume energy Then, restorative processes kick in to recover from this energy expenditure & restore equilibrium Our response to stressors: Social Engagement Fight-or-Flight Freeze

24 An Unfiltered Demonstration of How We Deal with Significant Stressors Social Engagement Fight Flight Freeze

including sensory Emotional anger, fear,

ability to feel and show empathy, engage

beyond self From: Shanker, Stuart (2013)

25 Dr. Stuart Shanker s Five Domain Self-Regulation Framework Biological including sensory Emotional anger, fear, frustration, anxiety, hope, security & optimism Cognitive memory, attention, processing, problem solving Calm Focused Alert Social capacity to process social cues and engage appropriately Pro-Social ability to feel and show empathy, engage interpersonally and make a contribution beyond self From: Shanker, Stuart (2013) Calm, Alert and Learning: Classroom Strategies for Self-Regulation

26 Handout C: The 5 Domain Self-Reg Framework

27 For the kids who need it most, we build capacity through engagement vs. enforcement - Decrease reward/punishment norms - Give children choice - Increase activity time - Healthy alternatives to screen time - De-clutter work and play space - Be a learning detective: Recognize dysregulating variables - Try out self-reg tools - Talk about self-regulation - Up-regulate/down-regulate as needed - Highlight healthy nutrition

28 What gets in the way of self-regulation?

29 Jason Can t sit still Is easily distracted Has meltdowns when he s frustrated Is a loner on the playground The outside view Has a reputation as a bully

30 Jason I have that sinking feeling ; Everyone else knows what s going on... but I don t I ll never catch up and I just get so mad The other kids hate me, but I don t care. They re just dumb!

31 Jason I have that sinking feeling ; Everyone else knows what s going on... but I don t I ll never catch up and I just get so mad The other kids hate me, but I don t care. They re just dumb!

32 Where does Jason need to be? Old School We run a tight ship here; bad behaviour is punished. Some kids are born smart; others will never catch up. Feeling worried?... don t be so sensitive; Feeling sad?... soldier on. Life s a struggle, you have to be a winner to do well. Don t worry about Freddy... you re responsible for yourself. New School Challenging behaviour is linked to lagging skills. It s never too late all kids can learn; we can promote a growth mindset. Emotional competencies are just as important as math competencies. Learning can happen when you re having fun with others. Capacity for empathy is an important developmental milestone.

33 Where does Jason need to be? Old School Sit quietly in your seat. Nothing on your desk but your pencil & notebook Lose marks for bad behaviour Solo projects; winner-takes- all games Mind your own business; your hands to yourself keep New School Classroom designed for movement & engagement Kids can opt to use sensory tools to help them focus Mindfulness, emotional & resilience capacities taught Team learning; cooperative and competitive games Acts of kindness and contribution are acknowledged

34 In his new school, Jason... Feels calm more often than not... Knows that there are many things he already knows, and that he will continue to learn. Is proud that his teacher noticed how he was feeling a big emotion, but didn t act on the impulse to kick his chair. Is aware that he feels happier when he s played hard at recess. Can see that other people have thoughts, feelings, & preferences that are different than his, and wants them to feel good too.

And he feels like there is hope. He knows he can take a stretch break when needed, or climb on a spin bike. is working on a project that draws on his passionate interest in astronomy.

35 And he feels like there is hope. He knows he can take a stretch break when needed, or climb on a spin bike. is working on a project that draws on his passionate interest in astronomy. is learning about emotions, and uses the Hoberman ball in the classroom to practice mindful breathing. asks if he can join the game at recess & helps others sort out the rules. comforted a classmate who was feeling sad and left out; invited her to join him in a game.

36 Getting It Right: From Old School To New School Atlantaspeechschool.org

37 Handout B: Table group exploration of key themes

38 In our self-reg spaces, we pay attention to: the physical environment and sensory profiles safe spaces for a child who feels anxious or stressed physical symptoms and provide calming activities strategies kids can use to relax positive self talk transitions role play to practice successful behaviours growth in anxious children and youth structuring small group dynamics heart-mind teachable moments SELF-ASSESSMENT RATING SCALE NOT YET APPROACHING MEETING FULLY MEETING

39 Handout D: Self-Assessment Scale

40 Let s end this session with a simple & profound message from our kids

41 What do we know? What are we doing about it? What difference will it make to her life trajectory?

42 Thank you Individually and collectively, you re-shape system cultures to meet children s needs. Every Child, Every Chance, Every Day

What You Need to Know. Self-Regulation: 5 Domains of Self-Reg

What You Need to Know. Self-Regulation: 5 Domains of Self-Reg The Shanker Self-Reg Framework Self-regulation refers to the manner in which an individual deals with stress, in all its many forms, and then