School-Based Mental Health Mindfulness Growth Mindset Response to Resiliency

Transcription

1 School-Based Mental Health Mindfulness Growth Mindset Response to Resiliency #1: How mindfulness supports well-being from kids who practice. #2: How the three systems in the brain effect emotional self-regulation. #3: How to Change the Brain and Free the Mind for growth, resiliency, emotional balance, and happiness.

2 What is mindfulness? From the kids Perspective in their Voices

3 Neuroscience & Physiology Explained by Children

4 Your Brain s 3 Emotion Regulation Systems

5 Distress Caused by Imbalance

6 Mental Health: System #1 Threat Detection- Protection System The oldest system Brain: Activated by Amygdala (the size of an almond an is deep in the brainstem of the limbic system (hippocampus memory & hypothalamus =secretes hormones that regulate bodily functions) Physiology: Stress hormones of Adrenaline and Cortisol Purpose: Picks up perceived threats, creates feelings of anxiety, fear or aversion, motivates us to action (Flight-Fight Response) Function: To survive at all costs Better Safe than Sorry

7 System #1 Energy Use: This system takes up mental and physical energy BECAUSE of the brain s ability to imagine so the system keeps running even without an external threat. Effect: Increased time living unnecessarily in a state of threat so the world you experience is stressful, anxiety-producing, exhausting, and overwhelming. IMPACT: Self-Criticism The Inner-critic, Shame, Self-attacks, self-loathing.

8 YOUR MIND TRIGGERS THE THREAT SYSTEM The mind s ability to be in the past and in the future is what keeps us from being PRESENT INFORMATION FROM THE SENSES IS REAL: WE SEE AND HEAR AN ONCOMING BUS MENTAL EXPERIENCES ARE NOT REAL, THEY ARE CONSTRUCTIONS OF REALITY: WE CREATE THEM THROUGH OUR. Thoughts, Beliefs, Images, Daydreaming, Judgements, Predictions, Rules, Evaluations that can trigger our threat system

9 MENTAL TRIGGERS Thinking about a problem that is unsolvable = AGITATION & STRESS Imagining a future where something bad will happen, or imagining situations where you will not be able to cope = FEAR, ANXIETY Imagining failure, or a confrontation, or being abandoned = FEAR, LONELINESS

10 MORE MENTAL TRIGGERS Memories about the past = SADNESS, SHAME, REGRET Ruminating over something that makes you angry = ANGER, PREOCCUPATION Engaging in self-criticism (not good enough) = SHAME, SELF-LOATHING, HOPELESSNESS

11 Distress Caused by Imbalance

12 #2 The Brain s Drive System: Striving and Resource Acquisition In order to reduce stress and feel good about one s self, individuals may utilize the Drive system secretes DOPAMINE. Leading to being out of balance: For Example: Individuals who over utilize the Drive System by engaging in the relentless pursuit of achievement in order to feel better about one s self AND, consequently Can experience stress because the threat of failing can trigger feelings of disappointment and one s inner-critic which triggers the Threat System.

13 We get STUCK in habitual patterns of thinking about ourselves, others, and the world in a specific way. This is the cause of suffering because we are stuck in our thoughts about.

14 DISTRESS IS CAUSED BY IMBALANCE BETWEEN THE SYSTEMS, OFTEN CAUSED BY UNDER-DEVELOPMENT OF THE SOOTHING SYSTEM

15 BEING IN BALANCE: Activate the Brain s Self-Soothing System

16 Activating the Self-Soothing System REASON FOR SELF-SOOTHING ACTIVITIES: Children who are anxious about their learning, their abilities, their homework almost anything will have elevated levels of cortisol, the hormone associated with stress. Though cortisol has its benefits, a perpetual state of elevated cortisol levels, or even regular spikes in levels are damaging to the body in numerous ways, including impaired cognitive abilities. As educators we need to discover how our behavior and expectations affects students. We need to counteract the effects of outside stresses which may hinder success in the classroom. HOW DO WE DO THIS?

17 SUPPORTING STUDENT SELF-REGULATION THROUGH SELF-SOOTHING ACTIVITIES Know and Use a range of Self-Soothing Activities: - Allow for Movement & Fidgeting by building in time during transitions MINDFULNESS is the act of consciously focusing the mind on the present moment without judgment. A great way to start each morning for children and adults: Let s try it: 1. Sit in a relaxed position with our feet on the ground. 2. Take in deep breaths through the nose, feeling your diaphragm expand as the air comes in. 3. As you exhale, through the mouth, let go of all your thoughts or stress. 4. After four deep breaths, begin to breath normally and as on each exhale begin to count. 5. When a thought comes up just notice it and then go back to your breath and counting until you reach 10.

18 Mindfulness IS being in the PRESENT!

19 Daily Mindfulness practices support selfregulation because we are not in our HEAD about things: Stuck in our own mental experiences or ideas about ourselves and others who are not like us.

20 LISTENING WITHOUT JUDGMENT TO DEVELOP PERSPECTIVE-TAKING

21 When our self-soothing system is activated we manage stress and increase our capacity for connection (releases Oxytocin)

22 Oxytocin is a powerful hormone that acts as a neurotransmitter in the brain. It regulates social interaction and is the hormone that underlies trust and is an antidote to depressive feelings. It supports pro-social behaviors & combined with mindfulness supports a growth mindset because we feel safe to

23 Take on Challenges, Learn from Mistakes, Accept Feedback and Criticism, Persevere by focusing on a task, Ask Questions, Take Risks

24 HOW DO WE DEVELOP RESLILENCY? UNDERSTANDING THE EMOTIONAL LIFE OF THE BRAIN

25 20 YEAR LONGITUDINAL STUDY FROM PENNSYLVANIA STATE AND DUKE UNIVERSITIES: Kindergarten children with strong social skills more likely to thrive as adults! Twice as likely to attain a college degree in early adulthood; 54% more likely to earn a high school diploma; and 46% more likely to have a full-time job at the age of 25.

26 HOW CAN WE CULTIVATE COMPASSION FOR SELF AND OTHERS? PRACTICES TO REDUCE SOCIAL ANXIETY & ANTICIPATORY ANXIETY

27 STANFORD S DEVELOPMENTAL STEPS STEP 1: Focused attention through mindfulness practices STEP 2: Loving-kindness & compassion for a loved one: - May you be happy and free from suffering. STEP 3: Loving-Kindness for oneself - May I be happy.

28 STEP 4: Compassion for One Self - May I be free from Suffering STEP 5: Compassion for Others Developing and awareness of common humanity. - Just like me you want to be happy & free from suffering.

29 What is our task and responsibility as those who support our Utah children and youth and their families?

30 1. WORK TOGETHER TO MAKE EACH SCHOOL CULTURE INCLUSIVE 2. DEVELOP OUR OWN PRACTICES OF MINDFULNESS AND SELF-COMPASSION (Kristin Neff)

31 QUESTIONS AND COMMENTS