The Winnipeg Conference on Behavioural, Developmental & Emotional Challenges

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Child & Youth focused Topics WHO SHOULD ATTEND Education & Clinical Professionals: All education and mental health or healthcare professionals who work with children or youth including, but not limited to K–12 Classroom Teachers, School Counsellors, Learning Assistance/Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers.

All other professionals who support behavioural challenges and complex learning needs including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers and Community Police Officers.

Live In-Person • Complimentary tea, coffee

The WINNIPEG Conference on

Behavioural, Developmental & Emotional Challenges with Children & Adolescents November 18–20, 2024

Winnipeg, MB

Monday to Wednesday 8:30am to 4:00pm

Best Western Plus Winnipeg 1715 Wellington Avenue

Gordon Neufeld

Kathy Morris

Caroline Buzanko

Ph.D.

M.Ed.

Ph.D., R.Psych

and assorted pastries

• On-site exhibitors

Please note, in-person registration does not include access to the live stream or recorded footage.

Live Stream from Home This conference will be live streaming from Winnipeg, MB to online participants on November 18–20, 2024 from 8:30am – 4:00pm CT Recorded footage and all course content will be available until December 20, 2024. Please allow 3–5 business days after the conference has ended for recorded footage to become available.

Live stream registration: www.webinars.jackhirose.com

üü Addressing the Root Causes of Anxiety in Children and Adolescence

üü After the Meltdown: 20 Practical Prevention & Intervention Strategies to Improve Self-Regulation, Executive Function & Explosive Behaviour

üü Supporting Students: Understanding and Addressing Mental Health in the Classroom

üü Positive Paths: Transforming Behaviour In Children & Adolescents with Essential Behaviour Modification Techniques

JACKHI ROSE.COM | 1.800.456.5424

THE WINNIPEG CONFERENCE ON BEHAVIOURAL, DEVELOPMENTAL & EMOTIONAL CHALLENGES WITH CHILDREN & ADOLESCENTS Presented by Jack Hirose & Associates. Sponsored by Sunshine Coast Health Centre and Georgia Strait Women’s Clinic If you have any questions, please contact your on-site coordinator.

PLEASE REMEMBER: • Wear your name badge every day.

• Turn off your cell phone.

• If you have pre-purchased lunch your tickets are in your name badge, please treat your tickets like cash.

EVALUATION FORM: •

Complete your evaluation form each day using the QR code below.

SCHEDULE: This schedule may vary depending on the flow of the presentation and participant questions 7:30am – 8:30am 8:30am – 10:00am 10:00am – 10:15am 10:15am – 11:45pm 11:45pm – 12:45pm 12:45pm – 2:15pm 2:15pm – 2:30pm 2:45pm – 4:00pm 4:00pm

Sign-In Morning Workshops Begin Mid-Morning Break (Refreshments Provided) Workshop in Session Lunch Break Sign-In (CPA Members Only) Afternoon Sessions Begin Mid-Afternoon Break (Refreshments Provided) Workshop in Session Complete Evaluation Forms (Use QR Code Above) & Sign-Out (CPA Members Only)

CERTIFICATES: • Digital certificates are available for download on the final day for multi-day attendees at: http://registration.jackhirose.com/certificates CPA MEMBERS • A new policy requires you to request a form from your on-site coordinator, which must be submitted directly to the association.

• Please sign in after lunch and sign out at the end of the day. Early departures result in the loss of CPA credits.

• Certificates will be updated with CPA credits after form verification (allow 2-4 weeks).

TABLE OF CONTENTS 1

DAY ONE Addressing the Root Causes of Anxiety in Children and Adolescence

2

DAY TWO After the Meltdown: 20 Practical Prevention & Intervention Strategies to Improve Self-Regulation, Executive Function & Explosive Behaviour

23

pg. 4

pg. 32

DAY THREE Supporting Students: Understanding and Addressing Mental Health in the Classroom

pg. 127

Positive Paths: Transforming Behaviour In Children & Adolescents with Essential Behaviour Modification Techniques

pg. 175

The Winnipeg Conference on Behavioural, Developmental & Emotional Challenges with Children & Adolescents

addressing the root causes of

ANXIETY in children and adolescents

- an a%achment-based developmental approach -

Gordon Neufeld, Ph.D.

Clinical & Developmental Psychologist Vancouver, Canada

A JACK HIROSE SEMINAR Winnipeg, Manitoba November 18, 2024

Copyright 2024 Gordon Neufeld, Ph.D. All rights reserved.

The handout is intended for registered par?cipants of this seminar only.

Please do notduplicate this document without permission.For more informa?on regarding the Neufeld Ins?tute or Dr. Neufeld and his work, please consult the website.

www. neufeldins,tute.org

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

addressing the root causes of

ANXIETY in children and adolescents

- an a%achment-based developmental approach -

Gordon Neufeld, Ph.D.

Developmental & Clinical Psychologist Vancouver, Canada

ANXIETY

What is anxiety? … a vague sense of unsafety and unease, characterized by apprehension and restlessness … one’s subjective experience of an activated ALARM system

Copyright 2024 Gordon Neufeld PhD

1

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

• triggered by where aTached • headquartered in the emoKonal or LIMBIC SYSTEM of the brain • mediated by the SYMPATHETIC branch of the autonomic nervous system

• acKvates the ENDOCRINE and IMMUNE systems and affects most every system

• mediated through special NEUROTRANSMITTERS in the nervous system

alarm system

• has high priority in funcKoning, affecKng AROUSAL and hijacking ATTENTION

• begins operaKng in the FETUS at about six months aRer concepKon

ATTACHMENT is our preeminent need so SEPARATION is our greatest threat • aTachment is about the drive towards TOGETHERNESS in all its various forms • the primary purpose of aTachment is move us to take CARE of each other – a"achment replaces survival in mammals

• it follows that facing separaKon is our greatest threat and the essence of STRESS • alarm is one of three primal emoKons evoked to aTempt an instant FIX to the separaKon problem (the other two being frustra2on and separa2on-triggered pursuit)

facing separation

• aTachment is powerful, primal, primordial and PREEMINENT – the first of three basic drives (play and achievement)

• the NATURE of the separaKon faced is directly derived from the nature of one’s aTachments

of .. lacknging losing face with . can’t be wNEGLECTED ith ... belo ct ... y cKon ne reje

c n’t ca

on

fe eli not ma ng Terin dif g to . fe .. re nt

isola tion

not important to ...

feel

ing

unlo ved by

facing ing separation g n belo n ot

...

t no

d oo st

b

r de un

d by ... not recognize

ced repla

by ...

ed th nt disc reats to identity being alone a . ou n o .. tw ecial t ted no n o t sp by . n .. old o BETRAY ED can’t hn apart Y ...

B O e wh ON T HELD NOT LIKED BY ...

NOT

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

• alarm is a PRIMAL emoKon that can exist without any awareness or cogniKve input or involvement • is meant to take care of us by moving us to CAUTION

• when felt, has a significant TEMPERING effect on behaviour

• once acKvated, alarm seeks RESOLUTION in one way or another. Failure to resolve alarm results in RESIDUAL alarm.

alarm as an emotion

• alarm can DISPLACE other emoKons as drivers of behaviour when more intense • is oRen PROVOKED by adults as a way of managing behaviour

• alarm and its effect may or may not be FELT, or be felt in different ways

• alarm is a very VULNERABLE emoKon to feel as it brings us face to face with what threatens us

• triggered by where aTached • headquartered in the emoKonal or LIMBIC SYSTEM of the brain • mediated by the SYMPATHETIC branch of the autonomic nervous system

• acKvates the ENDOCRINE and IMMUNE systems and affects most every system

alarm system

• has high priority in funcKoning, affecKng AROUSAL and hijacking ATTENTION

• mediated through special NEUROTRANSMITTERS in the nervous system • begins operaKng in the FETUS at about six months aRer concepKon

• both the separaKon and alarm must be for the alarm system to funcKon properly

ABOUT FEELINGS AND ALARM 1. One can BE alarmed without FEELING alarmed.

- just as one can BE sick, hurt, hungry, 2red, frustrated, angry, a"ached, in love, pregnant – without feeling it at any given moment or even at all for that ma"er 2. We only FEEL alarmed if the cogniKve brain receives the feedback coming back into the brain from the body, and interprets it as alarm.

- this feedback does NOT have high priority for processing, is LESS likely when the brain is under stress or has other work to do, must be TIMELY for the links to be made, and can be defensively INHIBITED 3. The more directly one FEELS the alarm as separaFon alarm, the more likely the links will be made, seang the stage for alarm to be resolved.

4. Alarm can ALSO be felt vaguely as anxiety (unsafe, uneasy, apprehensive), indirectly as agitaFon or restlessness (the arousal system) or energeKcally as an adrenalin rush.

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

alarming separa2on must be correctly FELT for cau2on to be effec2ve

the fu2lity of avoiding alarming separa2on must be FELT for adapta2on to occur

ALARMING SEPARATION WHERE AVOIDANCE IS FUTILE • bedKme, loss and mortality • separaKon resulKng from going to school, moving, divorce of parents, parents working, hospitalizaKon, etc, etc • the dawning realizaKon of the inevitability of loss and losing • always being wanted, chosen and preferred by those whom we want, choose or prefer

facing separation

• being liked by everyone or avoiding rejecKon • the lack of invitaKon to exist in another’s presence • the loss of affecKon or significance to another • securing the contact and closeness in an aTachment

To a"ach is to face separa2on, but we must a"ach and so facing separa2on cannot ever be truly avoided.

Adapting to Alarming Separation that Cannot be Avoided

• RESOLVES alarm, providing some REST and RELIEF from the primal emoKon

Copyright 2024 Gordon Neufeld PhD

• develops the RESILIENCE to handle a world full of separaKon alarm • enables RECOVERY from alarming events and alarming aTachments

4

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

inner conflict must be FELT for alarm to be tempered

alarming separa2on must be correctly FELT for cau2on to be effec2ve

the fu2lity of avoiding alarming separa2on must be FELT for adapta2on to occur

DESIRE

ALARM

to engage in an activity

to be away from home

to take part in some fun

to be laughed at

to ask one’s question

ALARM & DESIRE

to appear stupid

to stand up for a friend

to lose popularity

to wear what one prefers

to be seen as different

to share one’s story

to not be interesting

to express one’s opinion

to meet disapproval

to get attached & involved

to have to let go

to pursue a passion

to not measure up

to be oneself

to be alone

The capacity for COURAGE is developed through feeling conflicted • the capacity for registering more than one feeling at a Kme begins to develop between 5 to 7 YEARS of age.

The more intense the feelings, the longer it takes.

• the prefrontal cortex takes years to become fully funcKonal.

The capacity for consideraKon has a LENGTHY gestaKon period.

• the development of the prefrontal cortex is SPONTANEOUS but not inevitable – child must first be full of feelings and then court the inner conflict

• the primary reason for the failure to develop a working prefrontal cortex (and thus the capacity to consider) is a LACK of tender feelings

• feelings of CARING & ALARM are the primary source or cause of inner conflict, dissonance or fricKon

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

TRAITS DERIVED FROM A WELL-FUNCTIONING ALARM SYSTEM

• REFLECTIVE

• CAREFUL

• characterized by a conflicted RELATIONSHIP with alarm

• CAUTIOUS • CONCERNED • CONSCIENTIOUS

• RESOLUTE – not controlled by alarm

• RESTFUL (from finding RELIEF & RESOLUTION re alarm) • RESILIENT (from having RECOVERED from alarming events and having adapted to an alarm-filled life)

A funcKoning alarm system should move us … … to CAUTION if that is possible … to ‘CRY’ if that is fuKle … to take COURAGE if what alarms is in the way

addressing the root causes of

ANXIETY in children and adolescents

PART II ANXIETY as part of a conQnuum of

ALARM-BASED PROBLEMS

caused by the failure to feel sufficiently

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

m i s p l a c e d

Hirose Seminars - Winnipeg - Nov 18, 2024

inner conflict is NOT felt and so avoidance impulses are not tempered

cau2on that does exist is misplaced & thus ineffec2ve, OR not moved to cau2on at all WHEN FEELINGS ARE LACKING the fu2lity of avoiding the alarming separa2on is NOT felt

LEVEL 1 – ANXIETY PROBLEMS - FLIGHT from alarming things and situaFons – involves obsessions and compulsions, which can include phobias and paranoia, as well as a preoccupaKon with staying out of trouble

LEVEL 2 – AGITATION & ATTENTION PROBLEMS - FLIGHT from apprehension and a%ending to what alarms results in significant aTenKon deficits, not being able to stay out of trouble, not being moved to cauKon, recklessness and carelessness

LEVEL 3 – ADRENALIN SEEKING PROBLEMS - FLIGHT from any sense of vulnerability whatsoever – the adrenalin rush involved in doing alarming things when devoid of a sense of vulnerability results in being aTracted to what alarms and a predisposiKon for being a trouble-maker

The Continuum of ALARM Problems alarm is displaced ANXIETY problems (obsessions & compulsions)

felt vaguely as unsafe, uneasy or apprehensive

••• • •

alarm is dysfunc2onal

alarm is perverted

AGITATION, ATTENTION, & DISCIPLINE problems

ADRENALIN SEEKING problems

felt indirectly felt only as adrenalin as agitaFon or and lacking other restlessness but vulnerable feelings lacking apprehension

• • HIGHLY ALARMED

Copyright 2024 Gordon Neufeld PhD

•• •• •

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

The Continuum of ALARM Problems alarm is displaced

alarm is dysfunc2onal

it t s is nalarm iperverted

ga A ed ADRENALIN SEEKING d problems n e ef D indirectly felt vaguely as felt only as adrenalin uasfelttagitaFon or b unsafe, uneasy and lacking other restlessness but d or apprehensive vulnerable feelings e lacking apprehension rm a A•l• • • HIGHLY ALARMED • • • • • ANXIETY problems (obsessions & compulsions)

AGITATION, ATTENTION, & DISCIPLINE problems

•••

A Continuum of Defendedeness ANXIETY - based

The defensive inhibiKon of feelings is sufficient enough to interfere with linking the feelings of alarm to the separaKon faced, but NOT enough to keep from feeling nervous. The result is anxiety.

The defensive inhibiKon of feelings is significant AGITATION enough to keep from feeling nervous but NOT enough to keep from feeling agitated or restless. In addiKon, - based defensiveness in aTenKon results in a blindness to that which truly alarms. The result is agitaFon without apprehension plus significant deficits in a%enFon. ADRENALIN The defensive inhibiKon of feelings is severe enough to keep from feeling nervous, agitated or vulnerable, -based resulKng in feeling ONLY the chemistry of alarm. The result is being a%racted to what alarms.

What is anxiety? … a vague sense of unsafety and unease, characterized by apprehension and restlessness … one’s subjective experience of an activated ALARM system … a response to facing separation where the FEELINGS that link the alarm with the separation faced are missing … a state of alarm-driven AVOIDANCE characterized by a FLIGHT from what our thinking brain has mistakenly assumed is the reason for alarm

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

CAUTION is SKEWED or MISPLACED

Hirose Seminars - Winnipeg - Nov 18, 2024

UNTEMPERED – inner conflict is NOT felt ALARM IS VAGUELY FELT AND FALSELY ATTRIBUTED

... the MISTAKEN SOURCES OF ALARM

TRAITS DERIVED FROM AN ANXIETY-BASED ALARM PROBLEM • obsessive • compulsive • can be impulsive & reacKve

• overly cauKous & conscienKous

• lacking a relaKonship with alarm • beliefs do not calm alarm

• not given to sadness or grieving (especially around the alarming separaKons that were or are unavoidable )

SYMPTOMS

OF PRIMAL EMOTION

COGNITION-

BASED DERIVATIVES OF PRIMAL EMOTION

PRIMAL EMOTION

s COMPULSIONS R AGITATION hobiarestless se wo A lf-do p rry FEy n ubt io tens t Q ANXIETY n u e n NERV on e d OUS ia ase ci onfusi panic parano

OBSESSIONS

mistaken assumpKons regarding what’s wrong

ALARM triggered by facing separation

TRIGGERING EXPERIENCE

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

IRRATIONAL OBSESSIONS

RESULTING COMPULSIONS

• someone or something is out to hurt me or to get me

work at avoiding the monsters and scary creatures, avoid getting conned, uncover people’s plots

• something is wrong with my health or my functioning or is going to make me sick

work at keeping things clean, at not getting sick, at avoiding germs, at avoiding contamination

• something is out of order or out of place

work at putting things in order and their place

• something is wrong with my body or with how I look

work at improving one’s appearance or at changing one’s shape

• some places or situations are dangerous or unsafe

work at avoiding that which makes one feel unsafe (ie, phobias)

• something has been left undone

work at remembering to complete one’s tasks

• one is ‘too much’ or ‘not enough’

work at editing or enhancing, diminishing or improving oneself

(mistakes regarding ‘what’s wrong’)

(to avoid or reduce alarm)

ACTIONS & ACTIVITIES THAT PROVIDE MOMENTARY RELIEF - can develop into compulsions or addicFons -

• triggering parasympatheQc acQon (eg, sucking, eaKng, chewing, nail-biKng, masturbaKon [boys], physical exerKon, controlled breathing)

• drug-taking – depressants (eg - alcohol for alarm, marijuana for agitaKon, myriad of anK-anxiety drugs & medicaKons) • drug-taking – sQmulants to evoke a return swing of the pendulum – caffeine, nicoKne, Ritalin, etc

• proximity fixes (stroking, hugging, transiKonal objects, contact comfort) • rhythmic acQvity and pa]erning (rocking, pacing, rhythmic beat, drumming, swinging, worry beads, flickering fire, watching waves, hand wringing, etc )

• emoQonal playgrounds where alarm is de-acKvated – eg, music, drama, art, dance, movement, stories, silliness, humour, games, cultural rituals

UNTEMPERED – inner conflict is NOT felt

CARELESS and RECKLESS – NOT moved to cauFon ALARM

NOT FELT DIRECTLY

... ATTENDING TO WHAT TRULY ALARMS

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

TRAITS DERIVED FROM AN AGITATION-BASED ALARM PROBLEM • restless, tense or hyperacKve • predisposed to agitaKon reducKon &/or expression (eg, drugs, physical exerKon, freneKc acKviKes or sKmulaKon) • impulsive & reacKve • lacking • aTenKon apprehension deficits where • can’t stay alarmed out of • lack of trouble or memory for harm’s way alarming events • overly • scaTered gregarious aTenKon & talkaKve where alarmed • doesn’t learn from mistakes and failure • predisposed to learning disabiliKes

stuck in the iniKal either-or mode of aTenKon instead of progressing to the advanced this-and mode

immaturity -based

a%achment - based not properly aTached to, or engaged by, those aTempKng to command aTenKon

COMMON ATTENTION PROBLEMS

hypersensiFvity -based signal overload due to dysfuncKonal aTenKonal filters

ALARM-based A]enQon is hijacked by alarm, creaQng significant deficits and concentraQon problems. A]enQon is sca]ered because of compeQng biases – to a]end to what alarms and avoid looking at what alarms.

about alarm-based a"en2on problems • key signs are ‘highly agitated’ as IF highly alarmed but ‘without apprehension’ as if not at all alarmed • aTenKon system receives mixed messages from the brain: pay a"en2on to what alarms and don’t look at what alarms • the two primary symptoms are sca%ered a%enFon and significant a%enFonal deficits around alarming situaKons (eg, can’t see trouble coming, can’t stay out of harm’s way, more gregarious than would be appropriate, somewhat reckless and careless, poor memory for alarming situaKons) • typically will qualify for an a%enFon deficit diagnosis as the syndrome meets the three criteria: difficulty concentraKng, restlessness or agitaKon, and impulsiveness (only two of the three are required for the diagnosis)

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

a%racted to, & engaged by, WHAT ALARMS

Hirose Seminars - Winnipeg - Nov 18, 2024

UNTEMPERED – inner conflict is NOT felt ALARM, AGITATION & VULNERABILITY NOT FELT

... ALL VULNERABLE FEELINGS

TRAITS DERIVED FROM AN ADRENALIN-BASED ALARM PROBLEM • does alarming things (eg, risk-taking, cuang, burning) • seems relaKvely unaffected by what should alarm • FEARLESS • risk-taking

• unreflecKve

• can become a troublemaker

• unconflicted • inconsiderate

• can lack a conscience

• unfeeling

• more able to engage in ‘cold’ cauKon

• TEARLESS – lacking in sadness and devoid of grief • adversity hardens rather than soRens

Some aTracKons of the highly defended …

• scary rides and horror movies • breaking taboos and out-of-bound behaviour • dangerous acQviQes • daredevil stunts • delinquent acQvity and being ‘bad’ • extreme sports • cucng and burning

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

n e rv o u

y out A NX can’t sta ble IET of trou Y

NS SSIO OBSE panic comp ulsio ns

reckless & careless

s does alarming things

overconscienQous AGIT

worry

N ATIO Qcs

g lackin

ity curios

se FEAR facing CTED TMOS LESS unea ATTRA separation LAR A T A H W ut tay o tension le to s’s way b a n u rm ADRE SCAT of ha ATTENTERED SEEKNALINn o ING TION ntraF conceoblems cucng & burning pr stu% RESTL ering ESSNE hair-pulling phobias SS

addressing the root causes of

ANXIETY in children and adolescents

PART III A closer examinaQon of the ROOT CAUSES of ESCALATING ALARM in our children and youth

WHY TODAY’S CHILDREN ARE MORE ALARMED

TIO RA

ES EP A

OR CIN GM

FA

HA LP

EA

• peer orientaKon

R MO NG MI

• failure to develop the capacity for relaKonship

CO BE

• premature separaKon

N

and less able to deal with it

LOSING THEIR FEELINGS

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

premature separaQon = physical separa2on before a child has developed more mature rela2onship-based ways of holding on when apart • the sense of connecKon or togetherness needs to be relaKvely conKnuous for development to unfold

• today’s children typically experience being apart from the adults they are aTached to, both earlier and longer than in previous generaKons

TODAY’S CHILDREN FACE MORE SEPARATION 1) more likely to be APART from their parents for reasons of divorce, schooling, parental employment, out-of-home care, aRer-school acKviKes, and digital preoccupaKons 2) when apart from their parents, NOT as likely to be ATTACHED to the ADULTS responsible for them (contribu2ng factors include smaller nuclear families, loss of extended families, loss of the village of a"achment, gradual driGing of school outside the a"achment village, loss of culture that would foster the needed child-adult a"achments, lack of focus on student-teacher rela2onships) 3) more likely to become PEER ORIENTED as a result of falling through the aTachment cracks of today’s society

PEER ORIENTATION

Children taking their cues from each other as to how to act, what to do, how to talk, what to wear, how to express oneself, what is valued, what is expected, what is right and what is wrong

The compeQng nature of most peer a]achments today (ie, can’t be close to both peers and adults simultaneously) pulls children out of orbit from around the adults responsible for them

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

PEER ORIENTATION FUELS ALARM • peer aTachments are inherently INSECURE – the more one’s peers maTer, the more separaKon is being faced by default

• the peer-oriented can be cruel and uncaring to those outside their ‘tribe’, fueling alarm

• robs adults of the power they need to keep social interacKon safe

• peer orientaKon robs children of the shielding and protecKon they need to live in an alarming world

• powerless adults, in turn, resort to alarmbased methods of behaviour management, fueling alarm further

• drives alarm underground as fearlessness is venerated by the peer-oriented and any show of alarm can be shamed or exploited

• the peer oriented are drawn to social media where alarming interacKon is the norm

• peer orientaKon breeds ALPHA children, fueling alarm even further

WHY TODAY’S CHILDREN ARE MORE ALARMED and less able to deal with it IO N RA T ES EP A

FA

HA LP

CIN GM

EA

OR

• not safe to depend

OR

• peer orientaKon

M NG MI

• failure to develop the capacity for relaKonship

• failure of adults to inspire dependence

CO BE

• premature separaKon

• peer orientaKon

LOSING THEIR FEELINGS

Common ManifestaQons of ALPHA Children • predisposed to take charge, to take over, to take the lead

• tend to demand deference, to give orders, to take command

• inclined to command aTenKon, to take centre stage

• insist on being the one to give direcKons and define the meanings

• moved to talk louder, to talk over, to talk for another

• compelled to trump interacKon, to have the last word

• compelled to be first, to be the best, to be on the top

• oRen need to be in the know, to be the most knowledgeable

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

EscalaQng Cycle of ALPHA and ALARM ALARMED CHILDREN BECOME MORE ALPHA

ALPHA CHILDREN BECOME MORE ALARMED - a lack of dependent trusKng relaKonship robs them of a place of refuge, safety and shielding in an alarming world

- alarming events can trigger alpha as defense as the adults they depended upon could not keep them safe.

The resulKng alpha locks them into alarm.

- alpha children are difficult to ‘hold’ in an experience of fuKlity, blocking adaptaKon to an alarming world

ALPHA CHILDREN ALARM OTHERS - general alarm is increased as alpha children who are defended against alarm take pleasure in asserKng their dominance by triggering alarm in others through threats and inKmidaKon

Why Today’s Children are Becoming More ALPHA • is a natural response to stress (ie, facing more separaKon)

• dependence is not as likely to be invited by today’s parents and teachers

• today’s parents and teachers are more childled, puang the child in the alpha role by default

• increasing peer orientaKon renders it unsafe to depend as well as unclear as to who is to take care of whom

• today’s parents and teachers seem to have more difficulty assuming an alpha posture, resulKng in children filling that void

• dependence is more likely to be an aversive experience, including using alarm and what children care about, against them

‘you won’t be able to stay with us if you don’t behave’ responses

‘go to your room’ or ‘get out of my sight’ responses

any form of separation or isolation or love withdrawal or the anticipation of such

Ways we push children’s faces into SEPARATION

‘I need a break from you’ or ‘you’re too much to handle’ responses

ignoring and the silent treatment responses

includes contracts and ultimatums that involve separation as a possible outcome includes using what children care about against them

Copyright 2024 Gordon Neufeld PhD

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ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

WHY TODAY’S CHILDREN ARE MORE ALARMED

TIO RA

FA

HA LP

EA

CIN GM OR

ES EP A

• not safe to depend

OR

• peer orientaKon

M NG MI

• failure to develop the capacity for relaKonship

• failure of adults to inspire dependence

CO BE

• premature separaKon

N

and less able to deal with it

• peer orientaKon

LOSING THEIR FEELINGS

inner conflict must be FELT for alarm to be tempered

alarm must be FELT to be moved to cau2on

the fu2lity of avoiding alarming separa2on must be FELT for adapta2on to occur

Stress Response

Resilience Response Feelings that have been inhibited bounce back to enable opKmal funcKoning and the realizaKon of full potenKal

Feelings that would interfere with performing or funcKoning in stressful circumstances are inhibited

SAFETY is key

TIME (in hours ideally)

Copyright 2024 Gordon Neufeld PhD

17

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

Sanctuaries for the Recovery of Feelings

shielding a%achments to caring adults

l rea

PLAY

for

NO T

emoFonal playgrounds

T NO

wo rk

feelings

expressive

WHERE emotions like to PLAY

Copyright 2024 Gordon Neufeld PhD

18

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

EmoQons are easier to feel when one step removed from real life

EmoQons are not at work, so the inhibiQon of feelings is reversed Play is safe so feelings won’t get hurt

Words or their lack, do not get in the way

EmoQons are freer to move and so more likely to be felt and idenQfied

Feelings of fuQlity are much easier to access

Feelings are recovered when emotions are at play

ENCOUNTERS WITH FUTILITY

Sanctuaries for the Recovery of Feelings

shielding a%achments to caring adults

feelings

Copyright 2024 Gordon Neufeld PhD

emoFonal playgrounds

19

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

WHY TODAY’S CHILDREN ARE MORE ALARMED TIO RA ES EP A

• not safe to depend

FA

HA LP

EA

CIN GM OR

OR

• peer orientaKon

M NG MI

• failure to develop the capacity for relaKonship

• failure of adults to inspire dependence

CO BE

• premature separaKon

N

and less able to deal with it

• peer orientaKon

LOSING THEIR FEELINGS • loss of the safe spaces for feelings to recover • increased peer orientaKon and digital preoccupaKon • increased drugs and medicaKons

addressing the root causes of

ANXIETY in children and adolescents

PART IV ADDRESSING the ROOT CAUSES

TIO RA ES EP A OR

FA

HA LP

CIN GM

embed in cascading care

EA

R MO NG MI

reduce the separation they are facing

CO BE

N

of all ALARM-BASED PROBLEMS including anxiety

LOSING THEIR FEELINGS make it safe to feel

Copyright 2024 Gordon Neufeld PhD

20

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

ACTIONS & ACTIVITIES THAT PROVIDE MOMENTARY RELIEF S

OT ge RO ura he or co t s • triggering parasympatheQc ore ess • drug-taking gn a–dndepressants acQon (eg, sucking, eaKng, s (egt i-t ialcohol for alarm, , chewing, nail-biKng, thauQon for agitaKon, smarijuana i a masturbaKon [boys], F c LIE hmyriad of anK-anxiety physical exerKon, RE ug drugs & medicaKons) ry thro controlled breathing) a r po ION em T • drug-taking – sQmulants • proximity fixes g t SOLU n i to evoke a return swing of k E (stroking, hugging, ee ral R s the pendulum – caffeine, transiKonal objects, usly atu nicoKne, Ritalin, etc n o contact comfort) nu its Q h on wit c th es • rhythmic acQvity • emoQonal playgrounds wi rferand pa]erning (rocking,blpacing, where alarm is de-acKvated – em inte rhythmic beat, d o drumming, eg, music, drama, art, dance, pr an swinging, worry m beads, fire, watching movement, stories, silliness, the larflickering a hand wringing, etc ) f waves, humour, games, cultural rituals o

- can develop into compulsions or addic2ons -

Approaches that treat the child DIRECTLY and are NOT informed regarding ALARM or its purpose BEHAVIOUR FOCUS

address behaviour problems stemming from being alarmed or defended against it – avoidance, agita2on, geIng into trouble, adrenalin-seeking

MEDICAL APPROACH

diagnose for mental illness and use medica2ons to counter the effects of alarm on the mind and body

REMEDIAL LEARNING

address learning problems stemming from the effect of alarm on a"en2on, mo2va2on curiosity, and performance

SKILL-BASED APPROACH

teach skills to calm the alarm – eg, self-regula2on, breathing, medita2ng, self-affirma2ons

COGNITIVE APPROACH

confront the irra2onality of alarm-fueled obsessions

BEHAVIOUR FOCUS MEDICAL APPROACH COGNITIVE APPROACH

PLAY-BASED

intervenQons aimed at development and remediaQon, including restoring tender feelings

SKILL-BASED APPROACH REMEDIAL LEARNING

alarm system dysfuncQon resulQng from lack of feelings

highly alarmed from facing separaQon

RELATIONSHIPBASED intervenQons

aimed at altering a]achments, reducing the separaQon faced, and restoring tender feelings

Copyright 2024 Gordon Neufeld PhD

21

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

EVIDENCE-BASED, POWERFUL and SAFE UNIVERSAL in APPLICATION

INDIRECT and NON-INTRUSIVE

RELATIONAL & PLAY-BASED intervenQons

ADULT-FOCUSED – adults are the ones RESPONSIBLE

do NOT require PROGRAMS for execuKon do NOT require EXPERTS or specialized training

NATURAL and INTUITIVE (given supporKng insight)

are NOT dependent upon medical DIAGNOSES or the construct of mental illness

The ulKmate challenge in addressing alarm problems is to REDUCE the SEPARATION being faced and RESTORE the FEELINGS of separaKon and alarm, to the point where the alarm system can more easily move the child …

… to CAUTION if that is possible … to ‘CRY’ if that is fuKle … to take COURAGE if what alarms is in the way

SYMPTOMS

OF PRIMAL EMOTION

COGNITION-

BASED DERIVATIVES OF PRIMAL EMOTION

PRIMAL EMOTION

s COMPULSIONS R AGITATION hobiarestless se wo A lf-do p rry FEy n ubt io tens t Q ANXIETY n u e n NERV on e d OUS ia ase ci onfusi panic parano

OBSESSIONS

mistaken assumpKons regarding what’s wrong feeling the ALARM triggered by facing separation feeling the

TRIGGERING EXPERIENCE

Copyright 2024 Gordon Neufeld PhD

22

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

GENERAL GUIDELINES FOR ADDRESSING ALL ALARM-BASED PROBLEMS COME ALONGSIDE – using the insight of ALARM to find one’s way to their side

Treat all as HIGHLY ALARMED, especially those not manifesting feelings of apprehension

NORMALIZE alarm, no matter how exotic or extreme the symptoms or pathologized by clinical diagnoses

s in ct ns t ac hm en ti

c at th

to

e id

v di

en ga ge

ld ou

at t

ng hi

th e

- to take the alarm out of a"achment, making it safe to a"ach

yt an

- to develop, ac2vate and maintain a rela2onship as well as take the lead

- to caring adults and emoFonal playgrounds in order to provide safe refuge from alarm and safe sanctuary for their feelings

When facing separation, preserve the connection by drawing attention to the next point of contact or to what stays the same.

Copyright 2024 Gordon Neufeld PhD

23

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

Embed in Cascading Care • to give adults more CONTROL over the wounding and alarming social interacKon between children

• to ADDRESS peer orientaKon and alpha stuckness in order to reverse their impact on alarm • to create a REFUGE as well as a safe place for feelings to BOUNCE BACK

• to SHIELD a child against the impact of alarming interacKon

• to EMPOWER adults to help culKvate a child’s relaKonship with alarm and resolve it via cauKon or sadness or courage

• taking care of younger children provides a suitable & non-alarming OUTLET for children’s own ALPHA insKncts

AR

NV EY C

- provide SPACES for feelings to recover

E NC DE EN EP

assume a CARING ALPHA role and posture

CO

- by having them on your radar

- make it SAFE to depend

ED

- by coming alongside

VIT IN

- by taking care of them in some way or another

IN G

- hierarchical rela2onships with caring adults as well as younger children in need of their care and protec2on -

- inspire TRUST

ANSWER ATTACHMENT NEEDS - for sameness, belonging and significance - for an invita2on to exist in one’s presence - for a sense of togetherness that is not threatened

• SCRIPT cauKous behaviour when needed • teach the LANGUAGE of alarm indirectly through reflecKve mirroring

• prime SADNESS if possible, indirectly and one step removed, if needed

• foster a RELATIONSHIP with ALARM, starKng with accepKng its inevitability

from a place of trusting dependence

• MODEL a healthy relaKonship with alarm including the opKons of cauKon, ‘crying’ and courage

• lead into MIXED FEELINGS if inner conflict exists

• serve as TRAFFIC DIRECTOR if you can, helping to a resoluKon that is most suitable to the situaKon

Copyright 2024 Gordon Neufeld PhD

24

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

Addressing ALARM through PLAY • playfully alarming DEVELOPS the alarm system and BUILDS tolerance of alarm

• SADNESS is much easier accessed in the play mode

• play provides temporary REST and RELIEF from alarm

• play is the perfect scenario for the ‘DRAGON & TREASURE’ experience

• RE-PLAY of alarming scenarios can lead to eventual resoluQon

• obsessions and compulsions can be DEFUSED in play

• alarm can be MASTERED in play • play can provide SAFE DISCHARGE for alarm-fueled compulsions, agitaQon and adrenalin-seeking

• ATTENTION problems are best addressed through play

PLAYING with ALARM • peek-a-boo play

• rescue play

• startle play

• safe hide-away play

• ambush games

• dare games

• ‘falling’ play

• monsters & scary creature play

• safe-at-home play

• scary stories, games and acQviQes

Playing with facing separation • GAMES • TRAGIC STORIES

• POETRY & ART

facing separation

• MUSIC

Copyright 2024 Gordon Neufeld PhD

• HUMOUR

• CULTURAL FESTIVALS

25

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

Bringing obsessions and compulsions into play When my son was younger, around 4 or 5, he developed rituals upon walking from room to room, from inside the car to outside and so on. He would walk one step forward and then back and then forward and then back again a certain number of 2mes. At some point I began taking his hand and “dancing” back and forth with him - which made him smile. AGer some 2me, I would lead him - get there first and eventually began to add new mo2ons to his “dance”. That turned it into a game and at some point, I’m not even sure when, this habit disappeared.

Play Holds the Most Promise • CURIOSITY is the best ANTIDOTE to any aTenKon problem, as it can pull the child through in their area of interest immaturity -based ATTENTION PROBLEMS ALARM -based

• defensive filters are SUSPENDED in the play mode, stopping the mixed messages in alarm-based aTenKon problems

hypersensitivity based

• aTachment and alarm are at REST, allowing aTenKon some free Kme to play

attachment -based

• PLAY is the best CONTEXT for the aTenKon system to develop, repair, or find ‘work-arounds’

• aTenKon is DRAWN rather than driven in play, allowing for opKmal funcKoning

• play facilitates prefrontal cortex development, resolving impulsiveness and MATURING the aTenKon system

Copyright 2024 Gordon Neufeld PhD

26

ANXIETY - Gordon Neufeld

Hirose Seminars - Winnipeg - Nov 18, 2024

ADDRESSING THE ROOT CAUSES OF ALARM

ES EP A

RA

TIO

OR

FA

HA LP

EA

CIN GM OR

embed in cascading care

M NG MI

reduce the separation they are facing

CO BE

N

USING RELATIONAL & PLAY-BASED INTERVENTIONS

LOSING THEIR FEELINGS make it safe for children to feel

addressing the root causes of

ANXIETY in children and adolescents

- an a%achment-based developmental approach -

Gordon Neufeld, Ph.D.

Developmental & Clinical Psychologist Vancouver, Canada

Copyright 2024 Gordon Neufeld PhD

27

2024-11-06

Executive Functioning Disorders Knowledge Scale • I already know . . .

1 – 3 - 5 3

AND… UN F E B L IT WIL AS L L E W AS G! N I T A L STIMU 4

2

2024-11-06

Laughter oxygenates the brain 5

High Interest Area Ya think?

6

3

2024-11-06

AGENDA 8:00ISH WELCOME/OVERVIEW SCHEDULES TRANSITION MARKERS SURPRISE CARDS EXECUTIVE FUNCTIONS 10:00ISH BREAK NEUROANATOMY PSYCHOLOGICAL/DEVELOPMENTAL DISORDERS VIDEO OF MELTDOWN LEVELS OF TALKING POWER CARDS KEYCHAIN RULES 12:00- 1:00 LUNCH METACOGNITIVE STRATEGIES 2:00ISH BREAK SELF REGULATION STRATEGIES 4:00 ADIOS 7

7

Research on autism: Studies have documented that schedules and routines influence children's emotional, cognitive, and social development.

Predictable and consistent schedules in classrooms help students feel secure and comfortable.

Schedules and routines help children understand the expectations of the environment and reduce the frequency of behavior problems, such as tantrums and acts of aggression.

-Ostrosky, Jung, Hemmeter, Thomas 8

4

2024-11-06

What does research say?

Using an agenda of the day’s lesson makes learning more relevant to students and takes the mystery out of what is going to happen that day.

NOTE: This research applies to neuro-typical individuals.

What Successful Mentors Do on 81 Research-Based Strategies for New Te acher Inducti Training and Support

9

Schedule & Transi0on Marker

10

5

2024-11-06

Surprise `

SURPRISES ARE OK

I can handle it.

I’ll remember that it may be a surprise to others as well.

11

''John Cena says surpri•ses are O.K.!''

12

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13

13

Surprise Cards

`

14

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SURPRISE!

15

Sometimes…

• There are changes or surprises in my day.

• THAT IS

OK 16

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When someone gives me this card:

17

This means… there is a change or and that is OK! surprise.

18

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19

19

20

20

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Anticipating change...

Helps to respond to change!

-Lisa Rogers

21

Ready for a break??

22

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The brain learns best… oReflection oDiscussion oMovement 23

Clock Partners

12 9

3 6

24

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2024-11-06

WHAT ARE EXECUTIVE FUNCTIONS? NO FORMALLY AGREED UPON DEFINITION.

The Conductor or CEO of the Brain This theory states that EFs are a single, unitary cognitive control process that directs all thought and behavior (McCloskey, Perkins, & Van Divner, 2009)

25

25

EF’S AS CO-CONDUCTORS OF THE BRAIN’S ORCHESTRA • Set of multiple

cognitive capacities that act in a coordinated manner

(McCloskey, Perkins, & Van Divner, 2009)

26

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2024-11-06

Multi-dimensional Construct (McCloskey, Perkins, & Van Divner, 2009)

Overarching developmental cognitive neuropsychological construct that is used to represent a set of neural mechanisms that are responsible for cueing, directing, and coordinating multiple aspects of perception, emotion, cognition and action

27

xec t ve C 0

c o · ·a e, s

Metaco .•. t ve

S ad

E o ona Reg o a

l

S ad 1

28

14

2024-11-06

Tr� ":1ana,,;1erne1

l;.-sk.

ir.t1 .3 j

E:...eD.1ti-,,•1.) a1 ri1i1.:a'1 i:>e

"Task rsia enr.-f!

Wort.;iri,=' 1T:-qtni:.1ry

I

29

METACOGNITION

P 13

Awareness and understanding of one's own thought processes.

IncludesGoal setting Planning and strategizing Sequencing Organization Time management Task initiation Executive attention 30

15

2024-11-06

Er-notional Control

·T

aptability

31

FOLLOWING JO S H …

A Day in the Life of a Students with Executive Functioning Issues

M e e t Josh: 6th grade

32

32

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2024-11-06

7A.M. •

Forgets his cleats

•

Runs back inside to get them

•

Ends up leaving his backpack at home as he races toward the bus

•

Sprints past the checklist his mom left for him

•

Oops, missed the bus!

Executive Function Breakdowns: Organizing Working Memory 33

Time M a n a g e m e n t

33

11A.M. •

Teacher asks, “Who has a good answer to the first question I gave you yesterday about last night’s assignment?”

•

Josh squirms. Hopes she doesn’t call on him.

•

He didn’t write the questions in his planner and hasn’t a clue how to answer them.

Executive Function Breakdowns: Organizing 34

Focusing

34

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2024-11-06

1 P.M. LUNCH TIME Josh’s favorite time •

Hogs the conversation, talking way too loud

•

Talks only about his video games and does not allow anyone else to partake in conversation

•

Executive Function Breakdowns: Self-Monitoring Impulse C o n t r o l

Friends are getting annoyed but he does not notice 35

35

3 P.M. SOCCER •

Josh is so focused on getting the ball that he doesn’t keep in mind which direction he’s supposed to run.

•

Heads for the nearest goal

•

Oops! Kicks the ball right into his own home net.

Executive Function Breakdowns: Shifting F o c u s 36

M e n t a l Flexibility

36

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2024-11-06

6 P.M. DINNER TIME •

Josh is not too happy when his Mom tells him to turn off the TV and set the table.

•

When he thinks he is done, his sister tattles that he’s forgotten to give each person a cup.

•

Frustrated with his sister and missing his TV show, he loses his cool and yells at her.

Executive Function Breakdowns: Emotional C o n t r o l S e l f - regulation 37

37

8 P.M.

HOMEWORK TIME After much prodding by his mother, he sits down to do his homework.

He doesn’t know where to start. Too overwhelmed by the many assignments.

Instead of doing his book report or math problems due tomorrow, he surfs the web looking for a topic for science report due next week.

Executive Function Breakdowns: P r i o r i t i z i n g and Planning

Takes a break to play a video game

T a s k initiation 38

38

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2024-11-06

10 P.M. •

When Josh finally begins the book report, his mind keeps jumping from one thought to another.

•

He only gets one sentence down on paper before he gives up for the night.

•

He thinks he can do more on the way to school tomorrow (though he’s never completed anything while riding the bus with his friends!)

Executive Function Breakdowns: Executive Attention Task Persistance 39

Organizing

39

12 A.M.

WAY PAST JOSH’S BEDTIME •

He’s exhausted and can’t go to sleep.

•

He tries but can’t shut off his brain.

•

He keeps worrying about disappointing the teacher with his incomplete book report.

•

He also worries about getting teased by his teammates for kicking the ball into the wrong goal.

Executive Function B r e a k d o w n S e l f regulation Anxiety Management Emotional C o n t r o l

Modified by the work of Thomas E. Brown, Ph.D. understood.org 40

40

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Executive Function Weaknesses • Conceptual reasoning abilities may be stronger than their output and productivity • Consequently, these students are inefficient with their work and have difficulty showing what they know in the classroom • Study skills and test performance are compromised • Academic grades may not reflect actual intellectual ability 41

41

NEUROANATOMY •

frontal lobes

•

prefrontal lobes (associated with behavioral and personality

changes)

The brain develops back to front so the prefrontal cortex is not f u l l y mature t i l l age 25.

Yes, Your Teen is Crazy!

Michael J. Bradley, 2002 42

42

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PSYCHOLOGICAL AND DEVELOPMENTAL DISORDERS ASSOCIATED WITH EF DEFICITS ADHD Learning Disabilities Autism Spectrum Disorders Mood Disorders Obsessive Compulsive Disorders Tourette’s Syndrome Schizophrenia Antisocial Personality Disorders Borderline Personality Disorders

Suchy, 2009

43

43

Laughter oxygenates the brain 44

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2024-11-06

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Levels of Talking Power Cards Keychain Rules Reminder Cards Social Stories T-charts

Structuring the Environment: Physical Structure Visual Cueing

45

45

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Levels of Talking Power Cards Keychain Rules Reminder Cards Social Stories T-charts

Structuring the Environment: Physical Structure Labeling

46

46

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2024-11-06

Expected

Levels o f

L o o k s lik e

Behavior

Talking

4 Outside voice

So others can hear where it is noisy you above the noise!

3 Only people at Table Talk your table can hear you 2

Hello!

Only your partner can hear you

1

Library voice

Whisper….

0

Quiet voice

Shhhh..

47

47

On stage voice only On stage so

others can hear

4 Outside voice where it is noisy 3 Only people at

So others can hear you above the noise!

Table Talk

your table can hear you 2

Only your

Hello!

partner can hear you 1

Library voice

Whisper….

0

Quiet voice

Shhhh..

48

48

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2024-11-06

Power Cards 1. A brief scenario or character sketch describing how the hero solves the problem.

2. The POWER CARD which recaps how the child can use the same strategy to solve a similar interest.

49

50 50

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2024-11-06

The following 4 slides are from Ron Haggerton, principal from Highland MiddleSchool, Hobbs, NM

Luke Skywalker changed You can change too.

Change is coming today.

The force is strong in you and it is OK.

51

When Luke gets frustrated, he sees Obi-Wan.

When I get frustrated, I go see Mr. Haggerton.

52

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2024-11-06

Jar Jar got surprised today.

Today you are getting surprised too.

We are changing the schedule for today.

53

Sometimes Chewbacca needs a time out to pull himself together

Its OK to take a few minutes to get calmed down.

54

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2024-11-06

Brendan's Jedi Power Card I am Luke Skywalker and I have some great ideas to share with others. I like to raise my hand and answer the question.

The teacher needs to call on other students so that they can share their ideas, too. I want my friends to have a chance to answer.

To become a Jedi requires the deepest commitment and most serious mind. It is not a venture to be undertaken lightly. As such, Jedi instruction is rigidly structured and codified to enforce discipline and hinder transgressions.

55

Brendan's Jedi Power Card When the teacher calls on someone else in class, Luke Skywalker wants you to remember that you can do one of the following things: oWait and listen oTake one or two deep breaths oWrite your answer down on paper oOther: May the force be with you, Brendan!

56

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2024-11-06

Hey friends, my name is George. It’s time for lunch!

I’m going to share with you how I eat lunch at school.

57

First, I wash my hands to get all the germs off.

58

58

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Next, I go find my seat. The one the teacher puts me in.

59

59

I wait for my teacher to bring me my food.

60

60

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I raise my hand and wait if I need something opened or if I have a question.

61

61

I am willing to try something new that I haven’t eaten before.

62

62

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I eat and enjoy my food.

63

63

I save my dessert for last.

64

64

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I sit and wait for my teacher to tell me when to get up.

65

65

LUNCH WITH CURIOUS GEORGE George says, “It’s time for lunch! There are a few simple rules we have to follow at lunch time, Sawyer.”

Rule 1: We have to wash our hands

Rule 2: We have to try some of our food

Rule 3 : We h ave to sta y in ou teach r seat er say until t s to g he et up

66

66

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NAPS WITH CURIOUS GEORE George says, “Sawyer, it’s time for a nap.” I’ll show you how I take a nap at school.

First I lay down on my nap mat.

Next I get myself comfortable with my blanket and pillow.

Last I close my eyes and go to sleep.

George says taking a nap will make your body feel better! Let’s take a nap

together!

67

67

PowerCards=Interest =Success

68

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2024-11-06

Typeto entertext 69

Sometimes Miley wants to do something else instead of working But.. her agent booked her.

UH-OH....

70

70

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She must go to work and be HANNAH MONTANA 71

71

When Hannah is having a bad day..

She might say, “I didn’t sign up for this!”

But..Hannah is a professional.

She does her job without complaining...

72

72

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Just like me.

I may not have “signed up” to be a student But, I will be like Miley and be a professional.

73

73

I will: Take a deep breath Relax Say, “I can do this.”

I am a professional.

Just like Miley 74

74

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Miley says..

You go, Drew!

Be your natural, smiling self!

75

75

The End

76

76

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Drew's Fabulous Interview

77

Miley Cyrus is a TV & movie star.

She had to go to many interviews to get these jobs and become famous.

Sometimes, she used to get a little nervous about meeting new people and talking to them at the interview.

78

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2024-11-06

Miley would try to remember that an interview is just a chance to meet new people and tell them about herself.

When you get all dressed up and smile, the interview can be lots of fun!!!!

79

Miley wants to tell you a secret.

So, shhhhh . . . . here it is.

Just take a deep breath, smile & be your great self, Drew!

That’s how she became Hannah Montana!

80

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You can do it, Drew!

You can have fun at your interview if you just do these things: 1. Take a deep breath 2. Smile 3. Be your great self 81

Dean and Sam Dean and Sam Winchester traveled all over the US hunting for ghosts.

They must now stay home. Just like me.

They want to stay safe.

Just like me.

82

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Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Labeling

83

83

Keychain Rules

Read when calm

Read multiple times

Refer to them when he demonstrates rules as reinforcement

Refer to early in the escalation phase

84

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Keychain Rules Rule #7: Teachers can call on other students even i f you know the answer. I n fact, i t is her job to call on a variety of students.

85

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Labeling

86

86

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My T- Chart to help me learn Appropriate

Inappropriate

87

87

Appropriate

Inappropriate

88

88

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Jamie-32 years old Honest

Diplomatic

“She never brings casseroles to the party.”

SAY NOTHING

89

89

S-situation O-options C-consequences C-choices S-strategies S-simulation

90

90

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Kid is looking at me from across room Matt

Making fun of me

During science class

He doesn’t like me; he thinks I’m

Ignore him Tell him hello Whassup?

Call him a (name) and tell him to stop looking at me

stupid.

He may stop Might make a friend Might make a friend Might start a fight

x

Whassup?

Role play Video tape

91

91

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Labeling

92

92

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Importance of Physical Structure Physical structure helps students understand work expectations by indicating that being in a particular area or location means:

• Time to work with others • Time to work alone • Time for a break • Time for transition 93

93

Beware of the traditional “all desks in a row” syndrome!

(Sprick, 1997)

94

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Researchre:StudentEngagement

•

Circles produced the greatest number of ontask comments, oral responses, and on-task behaviors

•

Clusters produced a greater number of on-task behaviors and more handraising than rows

•

Students seated in rows produced a greater number of withdrawal responses than circles or clusters

Source: Rosenfield, P., et al. (1985). Desk arrangement effects on pupil classroom behavior. Journal of educational psychology. Vol 77, No 1, pp 101-108.

95

IndependentWork/Tests/Lecture

Source: http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/07/ICS-001.pdf

96

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GroupWork/Stations

Source: http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/07/ICS-001.pdf

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Demonstration/Discussion

Source: http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/07/ICS-001.pdf

98

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Stephanie Goodson and Tracey Potance

99

99

100

100

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PHYSICAL PLACEMENT PROMOTES… on-task behavior

work organization work completion

101

101

102

102

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BREAK CALMING AREA CHILL ZONE LEISURE 103

103

BALL SEATS

104

104

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Physical Structure Ability to predict what will happen in each area is comforting and allows better learning Minimizes distractions and highlights what is important 105

105

BEFORE

AFTER

106

106

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107

107

Note two desks…

108

108

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Leisure Area/Break time After

Before

109

109

Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Visual Cues

110

110

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Supporting frontal lobe or executive skills Directives, Rules, Limits: Surprise cards/Change of schedule Power Cards Keychain Rules Reminder Cards Social Stories T-charts SOCCSS

Structuring the Environment: Physical Structure Visual Cues

111

111

Classroom rules

he at t k h f w loo to o uld Pho k sho des . like Ear plugs Pencil box

112

112

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Er-notional Control

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116

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117

Goal-setting The ability to set clearly defined goals and appropriate goals and then follow through to achieve the goals Dawson and Guare, 2012

Exhibited behaviors: Difficulty in identifying long range goals Fails to complete assignments due to difficulties with prioritizing aspects of the assignment Kaufman, 2010

118

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LONG TIME PROJECTS, GOAL SETTING AND TIME MANAGEMENT

119

119

My Checklist

Check when done

1st

2nd 3rd

Next: “Good job Hunter!”

120

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Exhibited behaviors: Written work lacks flow and organization Difficulties breaking down larger assignments into small units Classroom work reflects a lack of consistent planning and appears student is “winging it”.

Kaufman, 2010

Planning and Strategizing

The ability to create a blueprint to achieve goals or in completing a task Dawson and Guare, 2012

122

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BACKWARD PLANNING

123

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Sequencing Exhibited behaviors: Difficulties with details and sequence of assignments

The ability to put information in a logical and familiar order.

Dawson and Guare, 2012

Overwhelmed by task demands that require sequencing Difficulties with reading comprehension Difficulties solving math problems that require sequencing

Kaufman, 2010

125

Work System [Mini-schedule]

126

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My Checklist

Check when done

1st 2nd 3rd 4th 5th 6th 7th 127

Organization The ability to maintain and create systems to keep track of information or materials.

Dawson and Guare, 2012

Exhibited behaviors: Difficulties with developing outlines or completing graphic organizers Folders, backpacks and lockers are messy Written work lacks organization Kaufman, 2010

128

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ORGANIZING BINDERS

129

129

Using graphic organizers

130

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Analogy Organizer New Concept

Familiar Concept

Similarities

Differences

Categories of Comparison

Copyright © 2006 Pearson Achievement Solutions. “Analogy Organizer.” Co-nect Professional Development. <http://exchange.co-nect.net>

131

Name

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132

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Language Arts

Decision Making Graphic Organizer Use this graphic organizer to study the process of decision making. Follow the steps below.

• Step 1:

W rite a topic in the center rectangle.

• Step 2:

In the extending ovals, write the immediate effects caused by the original action. You may wish to draw additional extending ovals if they are needed.

• Step 3:

In the extending triangles, write the immediate effects caused by the effects written in the ovals. You may wish to draw additional extending triangles if they are needed.

• Step 4:

Use the information in the future wheel to write a short paragraph that will persuade a friend to make the best choice.

Example Civil Disobedience break a rule or law

might get arrested will have a criminal record

rule might be changed

Now make a few of your own future wheels. Here are some suggested topics: prejudice against minorities, slavery, racism, affirmative action, civil disobedience, and reverse discrimination.

133 © Teacher Created Resources, Inc.

#590 Thematic Unit—African Americans

133

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Date:

Period:

Cornell Note Taker Topic: M ain Points

Evidence and Detail

134

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135

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Time Management The ability to estimate how much time one has, how to allocate it, and how to stay within time limits. Sense of time is also imperative with time management.

Exhibited behaviors: Requires more time to complete tasks than peers Is unable to gauge the amount of time to complete tasks Is often surprised by due dates Kaufman, 2010

138

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139

Task Initiation

The ability to begin tasks without procrastination in a timely manner.

Exhibited behaviors: Difficulties starting task Student may be sitting there while other students are working If provided assistance with starting tasks, the tasks can be completed successfully.

Kaufman, 2010

140

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Executive Attention A self directed control and maintenance of attention Dawson and Guare, 2012

Exhibited behaviors: Easily distracted by external or internal stimuli Requires reminders to stay on task Difficulties sustaining attention Tendency to make careless errors Kaufman, 2010

143

TEACHING EXECUTIVE ATTENTION

144

144

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Credit to SocialThinking.com Kristen Wilson and Elizabeth Slutter

WHOLE BODY LISTENER 145

TEACHER PAY TEACHER Loren Crisp

146

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When there are difficulties sustaining attention use…

Positive Behavior Support Booklet Template is on my website: www.igivuwings.com/ resources 147

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Task Persistence The ability to keep at a task or goal till it is completed.

Dawson and Guare, 2012

Exhibited behaviors: Starts task but is unable to keep working at it Needs frequent teacher cues to keep working May stop working if individualized help is not immediately available Appears to fatigue quickly during academic activities Kaufman, 2010

149

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150

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Working Memory

The ability to hold information in memory while performing complex tasks.

Dawson and Guare, 2012

Exhibited behaviors: Unable to perform multiple step directions Forgets what he is about to say after talking Forgets details of what is read, during or shortly after being read Can answer factual/ explicit questions but has difficulty with details, making predictions, or drawing inferences Kaufman, 2010

151

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The ability to move between tasks Dawson and Guare, 2012

Exhibited behaviors: Becomes frustrated over changes in routines or schedules Tends to get stuck on steps of assignments Has difficulty stopping one task to start another task Kaufman, 2010

153

The miracle of

Transition Markers 154

154

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Time to check your schedule

155

155

Er-notional Control

·T

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156

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EMOTIONAL REGULATION “Ability to respond to the ongoing demands of experiences with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reaction as well as the ability to delay spontaneous reactions as needed.”

(Cole, Michael, and Teti, 1994) Working Memory Inhibitory control Mental Flexibility 157

157

WHY SELF REGULATION IS SO IMPORTANT The Secret of School Success: …”one of several findings in the growing body of research on self-regulation..people’s ability to stop, think, make a plan and control their impulses..it turns out that “these are really the same skills you need to do well in school and potentially in life.”

Professor Megan McClelland Oregan State University 158

158

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SELF REGULATION •

The ability to detect how you are feeling

•

Match emotions to events

•

Change level of behavior and emotion to match environment and cultural expectations

159

159

IT MIGHT BE A SELF REGULATION PROBLEM IF… •

You think “she is just being stubborn…”

•

You really feel you need to watch your every word.

•

You think, ‘Here we go again..”

•

You have to stop yourself from raising your voice.

•

You are tempted to say, “Calm down, calm down” when you don’t know what else to do..

160

160

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P.S.

N e v e r in t h e h i s t o r y o f calm ing d o w n has a n y o n e e v e r c a l m e d d o w n b y telling t h e m t o c a l m down..

161

161

MeMoves-first patented system for self-regulation Stephen Porges’ polyvagal theory, one of the most celebrated new developments in neurobiology.

MeMoves’ faces with eye contact and expressive features of emotion, music supporting the same frequency as the female voice, and simple gestures perfectly align with the positive social engagement elements identified by Porges.

When to do MeMoves:

Before a test Before stressful event First period in the morning Prior to quiet, indoor activity 162

162

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Sensory Regulation Strategies

Working Memory Inhibitory control Mental Flexibility 163

163

Emotional Exhibited behaviors: Becomes frustrated Control in situations where

The ability to manage emotions to achieve goals, complete tasks, to control and direct behavior.

peers would not Has a low frustration tolerance Easily angered by behaviors of others May be overwhelmed by positive or negative emotions

Dawson and Guare, 2012

Kaufman, 2010

164

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Dominic

165

Emotions Chart Scale

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What I can do

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Created by Kathy Kaluza Morris, igivuWings

166

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167

168

168

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169

169

170

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Safety First!

Buckle your Seatbelt!

Keep it Buckled

Listen for Mom or Dad to say,

“Time to unbuckle!”

171

Center Board

172

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173

Large Group Structure

174

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Posi%ve Behavior Flip Book

175

Jacob at Home

176

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Structure at Home: Schedule

177

Posi0ve Behavior Flip Book: “Wait” at restaurants!

178

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Now/Next

179

Friendships

180

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Response Inhibition The ability to think before acting; to resist the urge to say or do something that may not be a good choice.

Exhibited behaviors: Blurts out answers Often says or does things that he or she regrets Often acts as if he is unencumbered by the thought process Often has difficulty explaining why he or she does things Kaufman, 2010

181

Cartooning Helpful for the visually oriented student to facilitate understanding of social situations and anticipated behaviors, as well as the thoughts of other people in a given situation.

Thought and speech bubbles, enable the individual with autism to get a sense of social interactions and the hidden rules that govern behaviors (Kerr & Durkin, 2004).

Comic Strip ConversationsTM, developed by Gray (1994).

By illustrating conversation through simple drawings, the strategy helps the student to identify “what other people say and do” and emphasizes “what other people may be thinking.”

182

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Lighthall & Schetter Laminated marker boards, paper, or chalkboards Comic Strip ConversationsTM, developed by Gray (1994).

By illustrating conversation through simple drawings, the strategy helps the student to identify “what other people say and do” and emphasizes “what other people may be thinking.”

183

184

184

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Comic Life (Plas-Q.com)

185

185

Emotional Exhibited behaviors: Becomes frustrated Control in situations where

The ability to manage emotions to achieve goals, complete tasks, to control and direct behavior.

peers would not Has a low frustration tolerance Easily angered by behaviors of others May be overwhelmed by positive or negative emotions

Dawson and Guare, 2012

Kaufman, 2010

186

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I process information at a slower pace than average.

My brain is like a dial-up modem vs. a cable modem.

I f I don’t remove myself from the situation, I go into sensory overload.

To someone watching, I appear to cop an attitude or fly into a rage.

187

187

When I’m in overload, I’m in fight or flight response.

Acting angry is a defense mechanism. It’s like my mind thinks it can “scare off” the source of my 188

188

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Once I’m in full overload, there is nothing I can do but ride the meltdown until I’ve expelled all of my emotional energy.

I just kinda lose my head and explode and then I’m fine.

189

189

LET’S HAVE A SNOWBALL FIGHT!

190

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Keymakers

Some people see a closed door, and turn away.

Others see a closed door, try the knob if it doesn’t open . . . they turn away.

Still others see a closed door, try the knob, If it doesn’t open, they find a key, if the key doesn’t fit . . . they turn away.

A rare few see a closed door, try the knob, if it doesn’t open, they find a key, if the key doesn’t fit . . . they make one.

191

Please keep in touch!

Kathy Kaluza Morris kkmorris@aol.com www.igivuwings.com 409-338-5040

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Supporting Students Understanding and Addressing Mental Health in the Classroom Dr. Caroline Buzanko, R. Psychologist www.drcarolinebuzanko.com info@korupsychology.ca

Developing a personal action plan What traps do I need to get out of?

How can I improve my approach for effective communication?

What can I do proactively ?

What can I start collaboratively problem-solving?

What I can do to strengthen our relationship?

Emotional & Behavioural Disorders are on the Rise…

3

drcarolinebuzanko.com

1

Common Challenges Anxiety PDA

Depression

ODD

ADHD Autism

In the classroom, emotional & behavioural disorders are exceptionalities that affects how students learn in your classroom.

5

Stressed Brain…

Becomes a stop sign to information • Impairs concentration and memory – unable to learn • Underperform academically • No learning is happening • All resources are sent to protect themselves

drcarolinebuzanko.com

2

Limits Executive Functioning • Attention • Impulsivity • Organization • Planning • Prioritizing • Initiation • Working memory • Decision making • Self-monitoring **Inconsistent performance

7

Contributes to Behaviours

Some are internalizers, others are externalizers

Underlying them All? Anxiety

drcarolinebuzanko.com

Therefore, focusing on emotions (More behaviour info this afternoon)

3

ODD vs. Anxiety

Mood disorders

Emotional Dysregulation

Environment

ODD Defiance, argumentativeness, and refusal to comply: Protective response to avoid discomfort

ODD vs. Anxiety Anxiety provoking situation Stress

Feel out of control

Overwhelm

Defensive Reaction to Stress to give sense of agency

Defiance, argumentativeness, and refusal to comply: Protective response to avoid discomfort

PDA vs. Anxiety Anxiety provoking demands Stress

Fear of losing autonomy

Defensive Reaction to Stress to give sense of agency

Overwhelm

Extreme avoidance through withdrawal or aggression to manage anxiety of everyday demands

drcarolinebuzanko.com

4

ADHD: Anxiety worsens symptoms

Anxiety Self-Regulation

Depression

Chronic Anxiety

Avoidance

Sense of hopelessness or helplessness

Depression

You fight.

Me flight!

15

drcarolinebuzanko.com

5

16

Why Behavioural Approaches Fail Too much focus on changing the behaviour without understanding why It’s happening in the first place

Everyone is predisposed to anxiety.

drcarolinebuzanko.com

6

Social disconnection and loneliness Local and world news

Identity and body Issues

Current State of the world

Multiple pressures and high expectations

Social media

Worthlessness

Far more: • Depression • Self-harm • Suicide

Helplessness

Two Major Contributing Factors

Technostress

• Hard to detach = chronic stress • Don’t receive an immediate reply to a text = anxiety and isolation • Technology-related anxiety (e.g., pressure to respond immediately) • Shame & stigma if not connected • Validation through social media

21

drcarolinebuzanko.com

7

No longer turning to parents to debrief day and hurts

Most important relationship for bonding and overall development

Screens are replacing parents and disrupting family development

• Discovering: • Self • Values • Personality • World

Family Connection

No exceptions:

ALL screen time is linked to less happiness.

• More screen time = • School struggles • Loneliness • Depression • Suicidal thinking

drcarolinebuzanko.com

8

Adult Traps This alone can make all the difference in the world

Unsolicited Support • Swooping in can: • Undermine the equity in the relationship • Create a sense of obligation • Independence and self-esteem threatened • Feel invalidating • Seem unsympathetic • Shut down communication

Minimizing Saying “Don’t worry” doesn’t work

Get stuck in constant need for reassurance No skills developed 27

drcarolinebuzanko.com

9

Brain in high stress state = amygdala kicks in and becomes a stop sign for information and any rational thinking

28

Kids learn anxious behaviours from important adults In their lives

Anxiety…

• Wants certainty • Wants predictability • Wants comfort

drcarolinebuzanko.com

10

Enabling Accommodations

Accommodations worsens emotional dysregulation long-term Accommodation Accommodation

Accommodation

More impairing and severe with poorer treatment outcomes

32

Accommodation Behaviours Participation

• Assist in checking behaviours • Assist in avoidance • Reassure

Modification

• Prevent distressing situations 33

drcarolinebuzanko.com

11

Consider IPP’s Does it accommodate anxiety? Or prevent it from showing up?

Are skills being taught?

• How do breaks/office visits help?

Is there a transition plan?

Does the plan address physical symptoms?

Does it document how to maintain contact between home and school?

34

Ensure skills-based goals (vs. avoidance based) Skills IN the class

• If leaves, plans for quick return • No pick-up plan • Alternatives to phone calls home

• Name of worry

Consistent language • Same responses • Parent coaching (e.g., how to respond to texts/calls) with home • Stipulations about home-school communication Detailed and specific

• Everyone’s role and response • Minimal reactions – anxiety is so annoying • Weaning off plans 35

Your Big But

drcarolinebuzanko.com

12

Second Major Contributor: Deprived Kids Freedom Unsupervised play Responsibility

Critical for developing:

• Resilience • Competence • Confidence • Maturity • Mental health

Opportunities for risk-taking

Stunted Resilience Kids develop patterns of behaviour/ways to respond to stress and other emotions depending on whether they believe they can manage.

And when they don’t think they can manage….

Resilient kids  Effectively respond to and cope with everyday challenges+

drcarolinebuzanko.com

13

Interest in Effective Asks for help school problem when needed solver Independent

Positive outlook

Assertive

High resilience Take initiative

Realistic ResponsibleEmpathetic and trustworthy

To cope

To get things done

To persist on a hard task

To find solutions to a problem

To work through a friendship fire

To master a new skill (even if hard)

To work through any challenge

To take risks (helps them to learn)

For success

THEY SEE THEMSELVES AS CAPABLE!

Withdraw Give up

Vindictive

Tantrum/ emotional meltdown

Low resilience

Defiance

DON’T see themselves as capable and do avoid, give up, or lash out

drcarolinebuzanko.com

Anger outburst

Aggression

Anxiety

Resentment

14

What are you doing for kids that they can do for themselves?

What are you doing for your kids they can do themselves?

Harming kids when we do • Changes brain development & ingrains emotional challenges • Makes kids vulnerable: Confidence and resilience stunted • No opportunities to experience manageable amounts of stress • No opportunities to learn that they can handle it

drcarolinebuzanko.com

15

Solution: Break the cycle that cripples resilience

Show confidence = FEEL confidence

Emotion Coach Connect & communicate effectively

drcarolinebuzanko.com

16

Big emotions disrupts their ability to stay present and connected • We must create the space to do this

49

Effective Communication

OR, even better… ADJECTIVE! Let me see if I got that. You said…

Did I get it?

Is there more?

drcarolinebuzanko.com

17

Supportive

Confident

Effective Response

The power of I Don’t Know

53

The # 1 thing they need to learn?

54

drcarolinebuzanko.com

18

How to manage the experience of big emotions when they show up Not the actual trigger

55

Core Skill: Emotion Awareness

Anger • Alerts us to threats or injustices • Protect our well-being Fear • Alerts us to danger • Protects us from harm

Emotions Are Adaptive!

Tell us something about reality

Joy • Positive reinforcement for doing things that promote our well-being and survival Shame • Prompts self-reflection, processing, and change • Maintains social harmony Sadness • Alerts us to loss, separation, or unmet needs and allows us to process the event • Promotes personal growth and deeper social connections Excitement • Propels resilience and growth • Fosters curiosity, creativity, learning, and adaptability 57

drcarolinebuzanko.com

19

Understand Functions of Emotions and all that comes with it

Disappointment

MUST have physical reactions to alert us to what is happening • Cannot change reactions without this understanding

Hurt

Fear 58

Curiosity is a key response to emotional experiences

59

Expressing Feelings Adaptively Kids need to know: • All feelings are ok and important • How to label feelings effectively & rationale • To make sense of them • How they can guide us • Foresight

• How to talk about feelings • Their feelings matter • What to do next

drcarolinebuzanko.com

20

Labelling Emotions & All that comes with it • With no words comes behaviours • Name it to tame it • Calms nervous system • Builds confidence

61

Labelling Emotions • Model • Build emotion vocabulary – the more specific, the better • Foresight

62

How do emotions show up?

63

drcarolinebuzanko.com

21

Anxiety likes to Overwhelm & Keep us Stuck:

Externalize You are not your worry (Or other big emotions)

64

•You are not your worry Externalize

(Sneaky trickster trying to make you think there is something wrong with you…)

Saying it out loud gives us more power  To expose it  To take control and use helpful coping strategies

66

drcarolinebuzanko.com

22

Physical Symptoms are a Problem

They start to worry about the physical feelings, which are distressing, which they will do anything to stop Become reactive Misinterpret and leads to more sensations…

Core skill Mindful Awareness of Emotion: What it feels like in the body!

How Emotions Manifest: Affect

69

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And we can respond in helpful ways!

That makes sense!

No wonder - your adrenal glands have sent out all that yucky stuff.

Emotions show up in the body

They need to know that we MUST have physical reactions to alert us to what is happening • Cannot change reactions without this understanding

71

Even when their amygdala gets frustrated and wants to take over with the stress response.

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Dizzy

Shivers

Racing

Increased heart rate

Tension

Weak legs Ringing ears

Achy

Identify& describe where anxiety shows up.

Stronger on left or right?

Sore Hot Cold Tingly Numb

Blurred vision Muscle tension Shaking Trembling Chest pain

Sharp

Headaches

Breathless

Burning skin/sweating

Shivering

Blushing

Sweating

Changes in breathing

Trouble swallowing

Stomach-ache/ Nausea

Tired

Relaxed

73

Name it

Where is it in the body?

Teach process to keep cortex working

How does it feel?

Left or right?

What’s next?

When we label the different parts of emotions and our experiences, we: • Change our interpretation of them • Change how our body responds • Dampen amygdala’s false alarm • Turn on prefrontal cortex • Make adaptive decisions • Learn that we have control over our responses • I know what you are & I know how to handle you

• Avoid getting sucked in – it’s just a piece of information 75

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Can’t just talk about it.

Practicing Emotional Awareness Key! 76

Excitation and Settling Activities

Physical games to release excess energy followed by settling and body scan to raise awareness

Nonjudgmental Awareness of the NOW is Foundational • Without mindful awareness and acceptance of emotions, can’t move on with any of the other work to strengthen more adaptive responses • Therefore, need LOTS of practice and experiences with UNCOMFORTABLE feelings

78

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Mindfulness Not about relaxing or getting rid of physical symptoms

Not about changing thoughts

79

Mindfulness IT’S ABOUT NOT FIGHTING THEM

80

Mindfulness • Active process • Paying attention to the present moment in a non-judgmental way • Being detectives

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Emotions Likes to Keep us Stuck!

Negatively influences affect, thoughts, behaviours

Thoughts of Past or Future

Keeping thinking of past or future

Negatively influences affect, thoughts, behaviours

At the expense of valuable information now

82

• Need to stay here and attend to the current context • To keep prefrontal cortex online • To attend to corrective information • To learn!

Mindfulness

Versus getting sucked into worries, which intensifies the emotional experience and keeps us stuck

Build Acceptance & Tolerance • NOT resist, control, or eliminate emotions • Focus on ending fear of discomfort • I am uncomfortable but I am going to do this anyway

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GOAL Acceptance & Tolerance • Normal part of being human • Temporary, not fact • Sit with them until they subside

Emotion Dial

0

Acceptance Dial

100

0

100

Core skills Identifying and modifying unhelpful emotion-driven behaviours

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Important!

Emotional Discomfort

MUST understand how their behaviours are maintaining, or even worsening, their emotional discomfort  The behaviour is reinforced in the moment, increasing the likelihood of using this strategy again in the future

Brain is rewarded

Behaviour

Feel better in the moment 88

Remember! Short- and long-term outcomes of maladaptive vs. adaptive coping strategies Maladaptive Coping

Feel better in the moment

Worsens emotional discomfort in the long run

Ingrains emotional pathways

Adaptive Coping

Feel distressing in the moment

Tolerate & manage emotions in the long run

Create new healthy pathways

89

Resilient kids Effectively respond to and cope with everyday challenges - This is where we are going!

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Resilience Ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress.

Key Ingredients RECOVER

Bounce back from stressors, trauma and adversity.

Positive adaptation or competence

Risk or adversity

ADAPT

Accommodate stressors by surviving or thriving.

Opportunity

TRANSFORM

Grow stronger from the experience.

Resilience

90% of what kids learn is from what they experience

93

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Core skills Integration of all the skills through emotion exposure to

MASTER ADAPTIVE RESPONSES

Outcomes directly relates to their willingness to feel big emotions

95

Emotion Dial

0

Willingness Dial

100

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0

100

32

Integrate Skills through Emotion Exposure Integrate skills to master adaptive responses • Talking not enough to change the brain!

• Doing makes stronger memories • Doing gives us experience • Quicker progress • Provoke STRONG EMOTIONS - MUST show up for learning to happen

Otherwise, you get resistance

98

Real bravery is not fearlessness.

Bravery is acknowledging when something is hard and not pretending it isn’t • With an honest appraisal, we can respond productively

99

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Hypothesis Testing Lots of experiments and experiences needed!

• What do you think will happen?

• How sure? (1-10)?

• Was the hypothesis right?

• What did you learn?

100

Goal:

Willingness Action Plan

Big why:

The steps I need to take are:

The discomfort I am willing to have to achieve this goal:

I will take the first step on (date) at (time)

Thoughts Feelings Sensations Urges I can remind myself that:

Resilience is About Creating the Right World:

Stress Inoculation

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Work on it everyday •

•

Focus on what skills the student needs to develop specifically • Problem solving •

Making mistakes

• •

Asking for help Frustration tolerance

•

Persistence

Change it up • Length of time • Distance • •

Time of day Places

•

People

103

Exposure to LEARN: Emotions are safe, tolerable, & temporary When I don’t do anything to try to make myself feel better, the amygdala learns: This is not dangerous! (And stops sending the false alarm.)

Exposure to LEARN Despite feeling anxious, I still did it And… I can still live life and do anything, even while feeling anxious!

105

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Exposure TO LEARN No matter what happens, I can handle it!

On my own • Without others • Without safety behaviours

Our job is not to convince:

Learning happens through experience They need to: • Test the accuracy of their predictions • Make their own conclusions • Create new expectations

Let them Be Independent • Give kids the chance to do, think, be, and make their own decisions and mistakes     

Check their own homework Solve their own conflicts (even during soccer at recess) Make their own friends Make important decisions in the class Hold important jobs

• Encourage kids to try new things, even when scared • They need to know you support and trust them!

• Teach kids to be comfortable in the world

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Risk-takers advantage

Exposing kids to opportunities for some risk is helpful • Limits on screen time • Learn the skills they need to survive early • Help with important events and occasions • Let them bake and decorate the cake (without you fixing it) • Eskimo club • Using tools

LET THEM PLAY!!!

110

LET THEM HELP!!!

With IMPORTANT things Sooner vs. later

111

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Worry is strong & makes us forget

112

113

Hard

Working on It

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Success!

38

Bonus Material

The brain cannot tell the difference between what it actually sees and what it imagines

& will react as truth

116

Mindful Awareness & Acceptance of Thoughts • Infinite amount of thoughts • (4.617 x 10^61 potential thoughts= four hundred sixty-one duodecillion and seven hundred decillion)

117

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We can't control our thoughts – only our response to them Be aware and accept it for what it is: A random thought

118

Core Skill: Cognitive Flexibility

Did you know?

Fear and excitement feel the same in the body?

But how we think about it makes all the difference in the world….

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Threat vs. Challenge Response Not good or bad, different purposes Threat response: Goal is survival in situations we aren’t equipped to handle • More cortisol to defend and protect Challenge response: Opportunity for growth where we tackle hard but manageable situations • More testosterone and adrenaline to help us achieve our goal

121

Stretch Make a list of things you or others have believed that you do not believe anymore

122

Surprise!

• Information from our eyes and ears only loosely connected to what we experience • Fragmented • Ambiguous • Lots of effort to change them into 3-D

123

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Knowledge Influences Sensory Information

(e.g., all faces are always convex)

• Our knowledge/ experience misleads us into seeing the mask as convex Bottom-up sensory information is overridden by top-down knowledge

124

Get Unstuck: Detach Distancing • “___ is noticing ____ is having the thought that….”

• Use third person language Train, balloons, bubbles clouds, or leaves on the river Thank them Objectify • What colour? How big? What shape? What texture?

How would it move if it could?

Name that Story

Possibility 1

Possibility 4

Situation

Possibility 2

Possibility 3

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Build Awareness!

Externalize & Get Meta • When does Stuck Stan show up?

• What is easy to get stuck on? What is easy about it?

• What is easy to avoid getting stuck? What is easy about it?

• What helps you get unstuck? What worked before?

What do you say to yourself to get unstuck?

• Identify obstacles to getting unstuck • Collaboratively develop strategies to overcome them

(We can’t know, so avoid reassurance.)

What could you do?

Let’s figure that out.

128

What I know • • • •

What I don’t know

We are • going to the zoo We are • going by bus We are • leaving at 9:10 • We will get • back at 2:55 • • • •

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If I have to go to the bathroom Where the bathrooms are Who will be in my group If I will get lost Where to go if I get lost What parent will be in our group if we will see the gorillas If I will fall down and get hurt If I have an allergic reaction

43

Model!

• I feel frustrated. I need to take a minute to think what to do next.

• Can you help me brainstorm ideas?

• That’s a tight timeline. I am going to plan this out.

• I am a little nervous; I have no idea what will happen. Let’s figure this out.

130

Create opportunities

Unexpected event/mistake of the day & how you handled it 132

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Mixing up the day

Find three ways to learn about a topic

Be Creative!

Find three ways to show what you know about a topic

Stop and Switch (e.g., dribble, switch to math, back to ball activity)

Perfectionist Paula Gets in the Way of Life

Perfectionism is the most serious thinking trap & root of depression Focus on core concepts • Unrealistic expectations • Rumination • Need for approval • Concern about mistakes • Doubts about actions • Additional traps like circumstantial thinking , quality/quantity 135

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Break into Parts Ex: Perfectionism

Helpful parts of perfectionism

Unhelpful parts of perfectionism

Helps us prepare

Become paralyzed

Helps us strive for excellence

Procrastinate & create more stress Stifles learning and growth Narrows our world Makes us perform worse

Perfectionism likes to work with Pals

Break into parts

• You never do anything right • No one likes you • Everything you do sucks • You always fail and will continue to fail

• Good and not so good • This part is hard • I will focus on one step at a time

Henchmen Guesses

137

All or nothing: I can’t do anything I can’t write I can brainstorm

I can follow a template

Math is easy

I can edit

Reading: Easy

Gym: easy 138

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Mistake of the day/ Honourary Mistake Wall

Important!

It is not what they did wrong that counts, but what they do next.

Forging ahead • Avoid getting stuck • No need to ask why, lecture, or explain the problem • Have THEM think of the hows • How will they fix this mistake?

• How will they move on?

• How will they handle ______________?

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Build Procedural Thinking!

• Strive for excellence, but address unrealistic standards • Emotions related to expectations • Focus on what’s next (vs. circumstances, rumination, should’s)

What’s next?

What’s next?

https://parentsoftheyear.buzzsprout.com/

drcarolinebuzanko.com

What’s next?

https://bit.ly/overpoweringemotionspodcast

48

Positive Paths: Transforming Behaviour In Children & Adolescents with Essential Behaviour Modification Techniques Dr. Caroline Buzanko drcarolinebuzanko.com caroline@korupsychology.ca

https://parentsoftheyear.buzzsprout.com/

https://bit.ly/overpoweringemotionspodcast

Developmentally Appropriate Behaviours

Preschoolers

Grade school

Early Adolescence

Teens

• Argue • Demanding • Independence • Say “No!” • Test limits • Act babyish • Some tantrum • Minor aggression • Jealousy, worries • Know-it-all

• Want more freedom but need help • Struggle with failure • Support to manage big emotions • Poor verbal impulse control • Test limits • Tantrums • Dramatic • Complaining

• Attitude • Mild opposition • Social skills trouble • Don’t think of consequences of actions • Argumentative • Push against/argue about rules • Disrespectful • Blame others

• Experimenting • Minor rebellion • Control for autonomy • Resistance to authority • Moody • Noncompliant, Defiant • Emotionally distant • Impulsive and risk taking • Dismissive • Misread social cues

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Warning!

100% obedience comes at a great cost

Problem with compliance • Stifles development • Creates followers • Don’t think for themselves • Leads to anxiety, vulnerability, and lack of self-identity • Limits individuality • Easily manipulated • Erodes sense of self

“People with great passions, people who accomplish great deeds, people who possess strong feelings, people with great minds and a strong personality rarely come out of good little boys and girls.”

Vygotsky

Non-Compliant People Change the World!

Antecedent • Conditions in which the behaviour will occur

Result of both

Behaviour Consequence • What happens as a result of the behaviour

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Basic Functions

Gain

Behaviours

Avoid

Communicate

Psychological Functions

Attention seeking

Power

Behaviours adaptive for them They learned to be tough

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Revenge

Inadequate

 To get love, a need met, or support … because they don’t know how to get it any other way  To protect themselves from perceived lack of safety

3

Mood Predicts Behaviour Physical

• Environmental enrichment • Noise

• Interaction history

Social

Physiological

• Ill/pain • Hungry • Tired

Emotions Lead to Behavioural Responses Anger

Assert, defend

Fear

Fight, Flee, freeze

Shame

Avoid

Sadness

Support, withdrawal

Joy

Excitement

Anxiety

Avoidance

Fear of abandonment

Fear of rejection

• Cling, control, complain • Aggression • Sensitive to criticism, failure, or perceived injustice.

• Suppress needs • Withdraw • Aggression

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Connect, engage

Attend, explore

4

Brain in high stress state = amygdala kicks in and becomes a stop sign for Information

 Intense emotions  Behavioural and emotional outbursts  Impulsivity  Rigidity  No self-reflection  Unable to take perspectives  Disengagement 13

What are behaviours?

Manifestations of what Is happening in their nervous system

14

Why Behavioural Approaches Fail Too much focus on changing the behaviour without understanding why It’s happening in the first place

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Unfortunately, When we take behaviours at face value, we miss the source.

We often escalate the behaviour if we’re only giving the student attention when there is a problem behaviour

Misbehaviour vs.

Stress behaviour

• Aware of behaviour and rules • Within their capacity to act differently

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• None of these capacities

Strong emotions limit flexibility and perspective taking

Social disconnection and loneliness Local and world news

Social media

Identity and body Issues

Current State of the world

Worthlessness

Helplessness

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Multiple pressures and high expectations

Far more: • Depression • Self-harm • Suicide Than any other generation

7

Major Psychological Risk Factor

Loneliness Poor School performance

Screen time

Self-esteem

• Impairs resilience • Contributes to everything we worry about as parents

Depression

Disordered eating

Withdrawal

Anxiety

Suicidal planning Suicidal ideation

Self-esteem • False messages to avoid rejection • So happy!

• So beautiful!

• “Likes” worsens self-esteem • Others won’t like the “real” them.

Bullying doesn’t happen privately anymore  

        





  

Sending unsolicited and/or threatening e-mail.

Encouraging others to send e-mail or to overwhelm the victim Posting/spreading rumours.

Making defamatory comments online Sending negative messages Sexual remarks Posting the victim’s personal information Hate speech Impersonating the victim online Harassing the victim Leaving abusive messages online, including social media sites Sending the victim pornography or other graphic material that is knowingly offensive Creating online content that depicts the victim in negative ways Trolling Cyberstalking Hate raids

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8

• Weaken kids’ ability to manage emotions

Exposure

• Contributes to anxiety

Frontal Lobes

Poor self-regulation because resources used up • Poor emotion regulation • Increased emotional reactivity • Proactive aggression • Anti-social behaviours

Maturity

Capacity to focus & self-regulate diminishes Emotion Regulation and Impulse Control

Stunted growth of cognitive skills

Exert control over the amygdala and emotional responses

Immature brain & delay in maturity

Critical for focus, regulating behaviour, and decision-making:

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No exceptions:

ALL screen time is linked to less happiness.

• More screen time = • School struggles • Loneliness • Depression • Suicidal thinking

Get Out of the Traps This alone can make all the difference in the world

Over-Nagging and Unrealistic Demands • We place more demands on children than adults • Constant correction and nagging can erode relationships and discourage autonomy • Would we treat our coworkers or friends the same way?

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Unhelpful Interactions can Create Loneliness • Adding stress • Failing to meet their needs • Unwittingly responding in punishing ways, even when trying to be supportive

Fixing

Persuading and pushing motivation

Being punishing

Directing

Unsolicited Support vs.

Perceived Support • Swooping in can: • Undermine the equity in the relationship • Create a sense of obligation • Independence and self-esteem threatened • Feel invalidating • Seem unsympathetic • Shut down communication

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Talking too much or asking lots of questions

Safe environment

Criticizing

Supports

Minimizing

Validates

Punishing

Perspective taking

Own emotion dysregulation

Own emotion regulation

Child

Not always only the child’s problem or behaviour that needs to be solved

• Coping & Self-regulation • Self-confidence • Social Skills

Family

Numerous factors influence the ability to cope

• Parenting • Relationships • Connections

Public policies

Community

Neighbourhood School Mass media

Child emotion dysregulation

Adaptive child emotion outcomes

Adult emotion-related behaviours

Communication Peers

Social values

Services

Tech

Models Child

Infra-structures

Society

Sibling

Attachment

• Connections with peers • Educational settings • Healthy risk-taking opportunities

SES Factors

• Policies • Values • Legislation

Community Cohesion

Cultural norms & values

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The best interventions are the ones that you implement before behaviours happen – at the level of relationship and environment. You’re already there!

Self-regulation Pyramid

Relationship

Environment

Individual factors Opportunities Social connection Supportive environment

Great changes when ADULTS learned new skills made to their behaviours

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Identify own values in your role

Goals in your role

It Takes Work…

Values Discovery

Hopes for students’ futures

Professional/Personal Mission Statement

What did you value as a student?

• What are things your teachers did that you valued and appreciated?

• What do you wish teachers did differently?

• What did your teachers do/not do that influence how you interact with students today?

• What things did your teachers do/not do that influence what kind of person you want to be with students today?

Reflect on your incentives What are your goals?

What kind of teacher do you want to be?

How do you want students to remember you?

What kind of class do you want to have?

What motivates you?

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Clarifying Values

• What kind of relationship do I want this student?

• Who do I want to be within this relationship?

• What qualities do I want this student to see in me?

• How could our relationship be improved?

• What can I do more of? Less of?

Align with Values: From Ideas to Reality • List concrete, observable behaviours you can do that align with your top three values?

• Reducing corrective feedback • Identifying child’s strengths and positive behaviours more frequently • Listening actively more often • Engaging in collaborative problem solving whenever a conflict arises • Showing more love • Engaging in more acts of kindness

Adult Emotion Regulation

•Avoid passing own stress on to students!!!

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Stress is Contagious

•What is going on for me?

• Am I being patient? Warm?

Responsive?

• Must manage own burnout, anxiety, stress, and trauma so you don’t pass it on

Greatest predictor of ODD: Adult stress + negative perceptions of the child

It’s hard believing the positives when entrenched In the deficits.

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Behaviours Related to Identity • Identity and self-concept are cocreated!

• Self-evaluation is based on their experiences and others’ appraisals • What are the consistent, repeated cues they receive over time?

Expectations

Self-fulfilling prophecy

Interpersonal Expectancy Effects

Positive teacher expectations can significantly enhance student performance and intellectual growth

Positive expectations beyond the classroom

Rosenthal & Jacobson, 1966

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Effectively expressing thoughts, feelings, and needs

Helpful to remember!

Verbal anger not directed to anyone Verbal aggression towards others Physical aggression towards objects Physical aggression towards others

Practice Shifting Your Emotional Experience Practice Regularly in Your Daily Life Anger to Awe

Connection Essential for Regulation

To tolerate and regulate emotional responses & cope with stress

Having just ONE dependable and caring adult offset negative outcomes (i.e., behaviours)

10/17/2024

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Board Members Name

School issues Friend issues

Mr. Frank

X

Parent issues

Sibling issues

Getting in trouble

Dr. Simms Susan

X

X

Brendan Marie

Health

X

X

X

Mom Jeff

Emotional

X

X

X

X

X

X

X

X

X

X

X

X

X X X

Relationship: How do you show up?

One small change in your interactions can be a gamechanger.

A positive start to class greatly improves engagement and behaviours • Stand just in/outside the door or go around the room • Greet each student positively • Say their name • Have a short positive interaction • Follow student’s lead • Handshake, fist bump, high five, pinkie shake • Direct them to the first activity • Specific acknowledgement to reinforce desired behaviours

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You have less than 6 minutes

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What I need from you

Skill deficit

Attention Seeking

Relationship! Maintain connection with lots of positive attention.

Don’t feel connected

Acknowledge the wanted behaviours & ignore the unwanted ones Insecurity

Proactively establish expectations Wrong attention

Positive Attention & Planned Ignoring For behaviours that are maintained by adult attention

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Relationship!

Anxious

Power

Feel they belong, are safe, and are heard

Avoid power struggles

Not capable

Mutually respectful

Everyone loses

Collaborate

Rationales for rules

No control

Routines and clear expectations

Revenge Relationship!

Defeated

Privileges and responsibilities

Feel they belong and are safe

Feel HEARD!

Stop the hurt Bad

Consider the purpose of your responses Unloved

Clear expectations and consequences Routines and clear expectations

Hurt

Learned Helplessness

Collaborate

Inadequate

Privileges and responsibilities with support

Relationship!

Encouragement

Let them try

Unsuccessful

Scaffold for success Teach vs. tell Discouraged

Opportunities

For success & build islands of competence To be appreciated

Worthless

Responsibilities

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Emotion Coach

Effective Communication

Adults don’t tend to understand children’s experiences and needs

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Understanding Perspectives • We use different parts of our brain and will perceive situations • Must understand their viewpoint to provide effective support

Give space for regulation

Effective Communication:

Become a Master Listener

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• Talk less listen more

23

They need to feel heard without judgment or

Validation criticism!

• Acknowledge the truth of their experience Helps Disarm• Recognize and accept their thoughts and feelings (even if they don’t make sense or seem absurd!)

OR, even better… ADJECTIVE! Let me see if I got that. You said…

Did I get it?

Is there more?

Effective Communication

Unhelpful Communication You ignore perspective

You listen more than talk

Your attitude is not respectful and caring

You remain calm

You try to lecture, teach, nag, or fix the situation, share your agenda

You acknowledge their perspective

Talk too much

Your attitude is respectful and caring

Emotional escalation or power struggle

You respect their autonomy

Negativity

You ensure that they feel heard

Judgment

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Taking things personally

24

Replace negativity with curiosity

How we Talk Particularly Important for PDA

PDA • Pervasive Developmental Disorder Pervasive Drive for Autonomy

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Absolute control of environment • To avoid everyday demands and expectations • Harder the more routine things become

PDA

Social communication and interaction

Behavioural vs.

Emotional?

Rigid thinking

Pervasive

How PDA Shows Up • Avoidant behaviours of everyday demands and expectations • NOT about the activity itself that makes it aversive. The demand is aversive.

• Fight-flight

Extreme overreactions, • Sudden emotional Avoidance, escapeor behavioural outbursts • Can look like a panic attack Noncompliance, negotiation, excuses Aggression Distraction, procrastination Clinginess Controlling, rigidity

• MUST respond effectively • Relationship is key! (vs. compliance) • Positive interactions • Unconditional positive regard and acceptance • No negativity • Create safety!

Adults!

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What’s Helpful?

• Novelty, spontaneity, and unpredictability

• Positive reinforcement • Direct demands

• Indirect • Declarative language • Address Anxiety

Address Anxiety: Exposure Build tolerance to uncomfortable feelings: Collaborate!

• Ensure learning is happening – there must be some discomfort/challenge • They can handle it!

Even if they challenge, we still have to work hard

RESPECTFUL

POSITIVE

NONAGGRESSIVE

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ASSERTIVE

CARING

27

No matter what, they MUST believe: We are on your side!

A child's greatest need is to feel accepted and valued just as they are

Remember!

Kids want to be and do good!

So, let’s expect them to.

Be proactive, set them up for success, and support them when they can’t.

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Consider feedback loops

Fail & Avoid Fail & Avoid

If they aren’t experiencing success or getting their needs met, they become even more vulnerable

Fail & Avoid

Fail & Avoid

Fail & Avoid

Behaviour!

Reprimanded

and strengthens worries

Assigned task

Freeze, distracted, non-compliant, explosive

Challenged (perceived or real)

Anxiety, self-doubt & criticism

86

Get on Offense!

Spend time putting support strategies in place vs. waiting for problem behaviours to happen. Do anything you can to promote positive behaviour • Greeting students as soon as you see them • Help them transition to/from various activities throughout their school day • Clear and simple expectations that are both reasonable and enforceable; • Provide the ability to problem-solve what needs to happen for them to be successful in challenging situations • Adults and kids take “practice breaks” before they really need them • Model appropriate tone, volume and cadence with students who are frustrated

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Establishing Behaviour Expectations & Strategies

Involve child Start small! Few rules and build on successes State rules positively Make rules visible Teach & practice to success Use role play to keep kids actively engaged Train every day Automatize (requires less brain energy!)

Tie new behaviours to existing ones Use positive motivators vs. Punishment Make rewards appealing and immediate Acknowledge adaptive behaviours Review expectations and support at point of performance Provide ongoing structure and support for success Choices 88 Structured breaks

Provide: • 3-5 expectations • Rationales • Immediate successes • Explicitly Teach • Examples and nonexamples of expected behaviours • Models

MUST have Clear & Consistent Expectations & Limits

• Establishing predictable consequences for behaviour • Clear expectations and consequences for both desired and undesired behaviours.

• Ideally, same expectations across settings

• Consistency helps them understand what is expected of them and reinforces positive behaviours.

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Boosting Motivation

 Choices & anything to foster independence and responsibility  Incorporating child preferences  Positive before anything corrective  Positive attitude  Statements of self-efficacy and encouragement  Reward for practicing  Positive before negative  Mix low appealing tasks with high appealing  Breaks between tasks  Relaxation  Exercise/movement  Music  Humour  Interacting with peers

Start the day off right

Backwards Behaviour Modification: Catch ‘em being good

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Find the Antidotes!

Defies authority

• Follows directions; obeys rules

Destroys property

• Uses objects appropriately

Fights with others

• Plays, shares with, assists others

Hits others

• Solves problems verbally

Disrespectful

• Collaborates, accepts decisions • Express how they feel • Good natured & easy going

Irritable

• Is honest

Lies

I caught you!

Calling out

•Put up their hand

Name calling •Helping, complimenting Hitting

•Using words to express upset

Focus on ACKNOWLEDGEMENT (of contribution) vs. Praise

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Conduct an Acknowledgement Assessment!

• How do you like being acknowledged? How do you hate being acknowledged?

• Create a developmentally appropriate assessment form with a menu of lots of feasible options • Acknowledge students based on their preferences • Reflect and adjust!

Reward ideas Homework pass

Pass from a class or task

Store (e.g., pencils or erasers)

Lunch with the teacher

Bring a friend from another class

Free time in class or extra recess

Choose a seat for the day

Positive call home

Keep class mascot

Front of line pass

Clasroom coupons for privileges

Dance party

Treasure box

Movie

Bonus point

Talent show

Music choice

Late pass

Science experiment

Extra computer

Class leader

Teacher chair

Podcast

Scavenger hunt

Teacher dress up

Reinforcement Exhaustion

Replace praise with gratitude

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Tootling Slip Who:

Suzie

Did What:

Helped figure out a problem in science.

From:

Chana

When giving out discincentives, BE BORING, but when giving out rewards, BE PASSIONATE.

Remember context: Save Face Watch what you say when and where you say it

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Interdependent Group- Oriented Contingencies • Creates a supportive classroom environment & adaptive behaviours through peer monitoring and influence.

• Initially, ensure that they are successful as quick as possible • Activity rewards • Feasible and easy to deliver • Not something they have access to otherwise • Can be rewarded immediately more than delayed • Unknown, randomly selected • Reward the whole class for when the subgroup meets criteria (otherwise don’t say anything)

Classwide Good Behaviour Game

Individualized Needs

• 2+ teams (I prefer adults vs. kids) • Review & post rules • Earn special privileges for having less than X rule violations • Each successful team accesses reward • Contingency: rule following connected with GROUP consequence • Leverages major classroom motivator for following rules: peers

• Have students with similar needs meet • At the start of the week, discuss • Successes • How to set them up for success • At the end of the week, • Review their successes • What they have to do over the weekend.

• Attached meaning + value + support and care to boost confidence and engagement

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Check-In CheckOut (CICO)

• Enhanced student-adult relationships • Immediate feedback • Increased self-monitoring • Data-driven decision making

Build Skills & Promote Success

Focus on the student not the behaviour Externalize Behaviours & Work as a Team

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The # 1 thing they need to learn?

Behaviours are Driven by Emotion

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For ALL Students: How to manage the experience of big emotions when they show up Not the actual trigger

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True for PDA too!

• Related to anxiety • Feel threatened and will do what they can to avoid the threat • Rigid thinking • Intolerance of uncertainty

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Address What is Underlying Anxiety • Address underlying deficits to ensure success • Executive functioning • Problem solving • Social skills

• Optimal zone of tolerance!

• Sensory processing

For all students: Curiosity is a key response to emotional experiences

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Externalize

They are not their behaviour

Things to watch for: • Mind robbers • Brain drainers • Freaking out Fran • Mean Jean • Explosive Bob • Worry Wanda • Distracting Dan • Yelling McGee

Get on offense and make a plan together – you’re on the same team!

• When does it show up?

• How does it show up?

• What can you do?

• What support do you need?

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Expose it Remind how emotions works  Yep, there’s Bob, that’s what it does.  Wow, it’s really working hard to make me yell today!  Yeah, I knew it’d show up now. It doesn’t want me to write the test.  It wants me to avoid new things.  It really knows how to try to stress people out.

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Emotions Likes to Keep us Stuck!

Negatively influences affect, thoughts, behaviours

Thoughts of Past or Future

Keeping thinking of past or future

Negatively influences affect, thoughts, behaviours

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Planned Ignoring!

• You are NOT going to respond to any of these henchmen: • Time wasters • Mind robbers • Brain drainers • Mean Jean • Explosive Bob • Worry Wanda • Distracting Dan • Yelling McGee

But you will be ready for the student when they have gotten off the escalator/taken back control of their PFC • When they _________

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Core skills

Mindfulawareness emotion Mindful awareness

Cognitive flexibility

Increasing awareness and tolerance of physical sensations

Identifying and modifying problematic emotional behaviours

Integration of above skills through emotion exposure to master adaptive responses

Practice  Not being first in line  Losing a game  Meeting a cute puppy  iPad unavailable  Someone cheats at soccer  Making a mistake

Practice!

Structured teaching trials where we set up the stressor and teach students the skills they need to tolerate and cope with the stress

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Teaching (teach skills through small steps and supported interactions) vs. social stories Understand: Function of the behaviour Identify: Desired/expected behaviour Rationale: Ensure their buy-In Teach: Model, Role-play Practice: Structured & Success-oriented Evaluate: Constant feedback invisible

• Which child was most like you?

• Why? • Who was successful?

• What did they do to be successful?

• Who wasn’t successful?

• What could they have done to be successful?

• When is it better to get the small reward right away vs. the big reward later?

• When is it better to wait?

• When have you chosen the bigger reward later over the smaller one right away?

• What are your marshmallows? Your phones? iPad? Videogames?

• When is it important to think before you act?

• When do you NOT need to think before they act?

Goal: Waiting for things we want

Teaching Resistance training: Structured teaching trials to learn to resist the temptation  Do vs. not do  Proactive  Clear expectations and consequences  Ongoing support for success  Short redirection vs. lectures

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Create Many Opportunities to Focus on Emotions & Work on it Every day!

Speak in front of a small group

Make small talk with someone new

Practice losing a game to someone who cheats

Use pictures, videos, or live encounters with feared bugs

Simulate test-taking conditions with practice exams or timed quizzes.

Role-play scenarios where express their concerns or assert themselves in a safe setting.

Create situations where they can safely express anger and practice coping strategies.

Tolerating not knowing what’s happening today.

Engage in activities they've been avoiding due to emotional discomfort.

Experience and tolerate physical sensations like increased heart rate through exercises.

Watch sad video

Kindie running away with the soccer ball in the middle of a game

LET THEM PLAY!!!

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LET THEM HELP!!!

With IMPORTANT things Sooner vs. later

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Capitalize on current challenges!

• Challenges are part of life & dealing with them is part of learning.

• Optimize teachable moments Let them figure out the fight on the playground themselves!

Let them try.

Let them fail (but don’t set them up for failure) Work through next steps and how to fix things

Create challenges!  Challenge of the day, week, or month Work through things on their own Might get frustrated in the moment but the intrinsic reward once solved is far greater than if helped

Get Meta!

Cue (vs. prompt)  How will you get started?  How will know when you are done?  How will you keep going if it gets hard? If you are tired?  What will this look like?  How long will it take? (How long did it take before?)  How do you know what you need?  How do you know where to start?  How did you know how to do that?  What would you do the same way? Differently?  Did this meet your prediction of difficulty?  What have you done to be successful in the past?

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Mistake of the day/ Honourary Mistake Wall

Embracing mistakes What was this experience like?

What did you learn today?

What mistake did you make that taught you something?

What did you try hard at today?

What can you learn from this?

What will you do the next time you are in this situation?

What advice can you tell others based on this?

10/17/2024

Important!

It is not what they did wrong that counts, but what they do next.

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Hard

Working on It

Success!

Conflict Resolution Teach!

• Normal part of relationships!

• Not a bad thing – can be positive • Examples of helpful vs. unhelpful responses

Practice Flexibility: Getting Unstuck • Looks like _____ is trying to make your amygdala stuck • What little change can help?

• How can you try something different?

• Have them think of hows • How will you respond?

• How will you make your next move?

• How will you handle (the situation)?

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Conflict Resolution Effective Communication Use teaching interactions  Reciprocity in relationships

Drawbacks to Angry Interactions When is _________ helpful? When is it not helpful?

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Promote self-reflection • What does prosocial behaviour mean?

• How do you know when someone is being prosocial?

• What types things have you done to help others?

• How did it feel?

• What are the benefits of helping others?

• Who is someone you know who is kind or helps others?

• How do they interact with others?

• How come some people are prosocial and some aren’t?

• How come some kids choose to bully others and some don’t?

• Are some people prosocial sometimes and not others?

• What gets in the way of them being prosocial sometimes?

• What motivates you to be kind to others?

• How do you think being prosocial affects your relationships with others?

Model!

• Polite & respectful behaviours • Verbal • nonverbal • Listening • Validating others • Collaboratively problem-solving

BONUS (IF TIME): Reactive Strategies

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Avoid Reinforcing Problem Behaviours

Avoid Counterproductive Approaches!

Lecturing

• Proactively establish expectations & calmly remind them

• Pre-established expectations, active listening, choices

Power struggles • Privacy!

Arguing Confrontation

• Stay calm and assertive

• Wait until calm & offer invitation • Establish regular meeting times

Avoid Counterproductive Approaches!

Threatening

• Clear, concise, consistent logical/natural consequences proactively established

Unhelpful communication

• Validate their feelings • Active listening & collaboration

Inconsistency & Snap decisions

• Consistently enforce rules and apply consequences

Labelling

• Focus most on adaptive behaviours • Focus on behaviour not the child

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Avoid Punishment Limited effectiveness in behaviour change • Increased aggression, avoidance, delinquent behaviours, and school dropout • Higher re-offense rates • Negative impact on academic achievement & social success • Does not teach skills • Damage to adult-child relationships • Contributes to long-term negative consequences

Get Them Thinking About Their Own Behaviours • Your choice. No skin off my back!

• Ask questions • What is this, a preschool?

Put them to work With an IMPORTANT JOB

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Act vs. Talk

Behavioural momentum • Give quick instructions of high probability requests in succession • Add lower probability Instruction

When crisis hits

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Get Curious Not Furious

Separate Consequence Discussions from Emotional Validation

Verbal aggression Master listener & compassion • Acknowledge the upset & validate their experience • You understand their pain • Show safety • Praise! They are communicating with words!

• Be natural and neutral

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Verbal aggression & Threats • Doable & targeted to someone • Dangerous (especially if they are holding scissors etc.!)

• Doable but not targeted at anyone specific • Credible but less predictable

Always: • Validate & listen • Disarm • Stay calm • Don’t take it personally!

• Lots of love & positive attention when calm

• Use environment to create safety

Verbal aggression & Threats • Yell or swear at someone specific without threats • Yell or swear without threats to no one in particular

• Screaming – likely sensory overload

Always: • Validate & listen • Disarm • Stay calm • Don’t take it personally!

• Lots of love & positive attention

• Teach boundaries proactively • In crisis though: Meh • Just words • Normal reaction • Helps release tension (better than aggression!)

• Stay calm • Otherwise, we teach this is an effective hurtful strategy

Ideas on how to respond?

Master listener & compassion • Acknowledge the upset & validate their experience • You understand their pain • Show safety • Be natural and neutrak

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“Ugh, you really don’t like this math. I can see how upset you are and hate the thought of doing this right now.”

• Always validate their experience and • Ensure they feel that we understand.

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• Teach skills • Break cards • Modify environment • Proactive breaks • Intermittent reinforcement In the class (and missing out when not)

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Escape behaviours

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Physical aggression Adults & Kids Master De-Escalation & Crisis Management

Physical aggression towards you Dignity & respect Create safety Collaborative Framework De-escalation strategies • Create space • Call for help

Physical aggression: Escorting or Evacuation?

Avoid physical restraint, but: • When, How, Who & Where • Return plan afterwards Evacuation system: • Subtle! Don’t make a big deal about the behaviour • Code word & practice drills

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• Likely not helpful (they already know what they did wrong) • Collaborate

Managing Behaviours When you feel the need to respond

It is critical that students can save face and have the chance to self-correct or solve the problem on their own

Least-to-most intrusive response

Choice

Proactive conversations

Understand what the behaviour tells us

Overall framework for behaviour change

Address motivation of behaviour and behaviour change

How is the child motivated

Teach skills

Safety, mutual respect

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Important Considerations for Success

Exercise!!!

• Strengthens the brain • Chemicals calm brain during stress • Stress chemicals released to help stressed out system recover efficiently • Promotes attention and other key skills

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Sleep!!!

• Critical for learning: glue for remembering • Need good night sleep before exam • Need good sleep after studying for exam!

• Helps manage stress • Helps eat better

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More sleep = • Better grades & standardized scores • Less depression • Increased attendance • Less car crashes • Less impulsivity • More control over emotions • Less aggression • Fewer symptoms and illnesses 10/17/2024

Hydration!

Important Considerations

Healthy diet

Collections

Appropriate Physical recreation pursuits leisure activities Creative Nature

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Bonus Resources

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Developing a personal action plan What traps do I need to get out of?

How can I improve my approach for effective communication?

What can I do proactively ?

What can I start collaboratively problem-solving?

What I can do to strengthen our relationship?

Self-Regulation Battery Example Signs for Billy’s energy level Optimal participation  Communicates needs  Easily transitions  Engaging  Smiles  Follows requests easily  Follows rules

Self-regulation Plan/supports for Billy Self-regulation support • Adults monitoring his energy levels & providing support as needed • First-then for less preferred activities • Regular breaks to do energy restoring activities

Still need support!!

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

OK Participation Self-regulation support  Seeks  First-then attention/connection  Visual schedule  Can choose and engage in  Choices tasks with frequent check-  Hands-on activities out ins and available to use  Responds to strategies  Social acknowledgment offered when requested  OK with following rules  Frequent breaks with  Transitions with support energy restoring activities  Negotiates-can come to  Regularly monitoring signs agreement of stress

Signs for Billy’s energy level

Still need support!!

Struggling to participate  Echolalia  Grabs  Less agreeable Little patience/hard to wait  Impulsive  Says he is “bored”  Stomps feet  Moves away from group  May not eat when needed/hungry  Self-Initiating breaks  1:1 support to do activities  1:1 support to transition  Rigid negotiations  Anxiety

Self-regulation Plan/supports for Billy Co-regulation support

 First-then  Modify expectations  Following his lead about calming activities  Physical activities  1:1 quiet time  Self-regulation supports Into routines  Connect before direct  Reduce stressors draining energy  Energy boosting activity

Signs for Billy’s energy level

Still need support!!

Self-regulation Plan/supports for Billy

Struggling to participate Calming co-regulation support:  Unresponsive  Calm tone of voice  Does not following prompts  Listen vs. talk connected to routines  Focus on connection  Pinching self  Reduce stressors draining  Runs away from group energy  Hyper, giggly, silly, high-pitched  Acknowledge emotions squeal  Say there for support  Arguing  Provide low energy options for  Noncompliant expectations  Rigid  Cuddles  Trying to get control of the situation  Throwing things  Anxious

Signs for Billy’s energy level

Self-regulation Plan/supports for Billy

Very Challenging Behaviours  Physical aggression  Verbal aggression  Running away  Screaming  Hitting  Face turning red  Crying

Emphasizing cues of safety  Position body lower than his  Minimal talking  Let him know you are there with him/there to help him If needed  Give time and follow his lead for space or connection  Keep him safe

Optimize the Environment: Self-Assessment

• Is the classroom arranged to accommodate the needs of all students? Is the home environment organized in a way that supports structured activities and routines for your child?

• Are routines been established, explicitly taught, and made predictable to ensure a smooth flow of activities throughout the day?

• Are there three to five positive expectations outlined and prominently displayed? Have these been clearly defined and taught to children?

• Are prompts and active supervision used proactively to guide behaviour positively in anticipation of potential challenges?

• Is there a variety of opportunities for children to actively participate and engage at a high frequency, encouraging positive interactions and learning?

• Is specific praise and other positive reinforcement strategies regularly used to acknowledge and encourage the behaviors you wish to see more frequently?

• Are reminders consistently provided before a potential behavioural issue arises, to preemptively address and guide expected behaviour?

• Are responses to misbehaviours appropriate, consistent, and systematic, ensuring a clear understanding of consequences?

• Is there a system in place for collecting and analyzing behaviour-related data to inform strategies and interventions?

Does the environment support student needs?

Sstrategically Optimize Classroom Environment • Versatile and activity-centric learning environment • Diverse instructional activities (e.g., small groups, whole-class lessons, and individual learning stations) • Create a dynamic learning space that is activity-centric • Enhance visibility and accessibility: Clear sightlines and easy access for both teacher-led and student-centered activities.

• Strategic Seating Arrangements to foster interaction and ease of movement.

• Facilitate smooth transitions between activities.

• Ready-to-Use Materials • Keep instructional resources organized and within reach.

Optimize Classroom Environment • Visual aids • Manage personal and instructional materials • Provide clear options for storing personal items • Regularly assess the classroom setup to ensure that all students are visible and engaged, adjusting seating as necessary to promote inclusivity.

Consider

• Avoid blind spots where students or sections of the room are out of the teacher's sightline.

• Mitigate congestion and design clear pathways • Ensure furniture is appropriately sized and arranged to support the physical comfort and engagement of all students.

Optimal Home Environment • Create defined spaces and ensure to personalize them!

• Designate specific areas for various activities, such as homework, play, and relaxation.

• Tailor the study and play spaces to their preferences and needs, incorporating their input to increase their comfort and sense of ownership over their space.

• Provide a quiet, comfortable spot for downtime or when feeling overwhelmed.

• Foster independence with organized choices • Arrange belongings and toys in a way that allows the child to make choices independently, within set boundaries to foster autonomy while maintaining a structured environment.

Optimal Home Environment • Visual schedules and rules • Visuals for daily routines and expectations.

• Display clear, simple rules in a visible area to reinforce expectations and boundaries consistently.

• Ensure accessibility and organization • Organize essential materials in accessible, designated places to foster independence and responsibility.

• Use labeled bins or shelves for toys and supplies to promote responsibility and ease in finding and returning items. Clear labeling and consistency in where items are stored can help reduce frustration and conflict.

Optimal Home Environment • Minimize high-stress areas • Identify and modify areas in the home where conflicts frequently occur, aiming to reduce triggers. This may involve rearranging spaces to avoid cramped conditions or creating clearer divisions between activity areas.

• Keep the living space orderly and minimize clutter to reduce sensory overload and distractions, supporting calmness.

• Safety and adaptability • Regularly assess the home for safety, ensuring that furniture and home setups do not pose risks and are adaptable to the child’s changing needs.

Are routines established, explicitly taught, and made predictable to ensure a smooth flow of activities throughout the day? In the Classroom: Elementary Examples

High School Examples

• Ensure activities follow a predictable sequence.

• Explicitly teach and practice routines for daily activities.

• Acknowledge and reward students who follow these routines and procedures – encourage collaboration!

• Encourage students to manage their schedules and follow established routines with more autonomy.

• Implement structured routines for each class period, including a warm-up activity, review of previous lessons, introduction of new material, and a summary or wrapup activity.

Routines At Home

• Consistent and structured daily routine for wakeup times, meals, homework, play, and bedtime.

• Teach and practice home routines with your child. Clearly outline the steps involved in each task and practice them together.

• Acknowledge and reward your child when they follow these routines.

• Consider what is developmentally appropriate!

• Younger children: Focus on simple, visual schedules.

• Older children and adolescents: Have them create their schedules and manage their responsibilities. Discuss and collaborate routines together, such as homework times and household chores, ensuring they are realistic and mutually agreed upon.

Avoid • Minimizing the need for structure • Assuming kids will instinctively know the expectations and naturally adapt to meet those expectations without clear guidance.

• Failing to use visual cues • Neglecting to provide feedback on their adherence to routines • Failing to recognize and celebrate successes • Inconsistent enforcement of rules and routines

Connections to Positive Activities & Organizations

Sports & Physical Exercise

Music

Volunteering

Clubs or after school jobs

Consistent routines & lesson structure

Talk less

Clear expectations

Posted timetables, rules, and expectations

Revisit and reinforce expectations

Things to look forward to through the day!

Structured tasks & teaching

Shorter tasks, explicit, closed ended

Structure nonroutine or chaotic situations with a specific plan, job, or rules

One predictable detail at a time

Visual schedules and time organizers

Minimize distractions

Individualized checklists for task completion

Helpful • Engaging (interests)

• Clear expectations

• Immediate consequences

• Posted timetables, rules, and expectations

• Frequent feedback

• Things to look forward to through the day!

• Personally important or relevant

• Shorter tasks, explicit, closed ended

• Early

• One predictable detail at a time

• Supervised

• Minimize distractions

• 1:1 • Structured • Clear expectations and jobs • Close to needed materials • Quiet/low arousal • Choices • Consistent routines & lesson structure

• Talk less • Revisit and reinforce expectations • Structured tasks & teaching • Structure nonroutine or chaotic situations with a specific plan, job, or rules • Visual schedules and time organizers • Individualized checklists for task completion

Not so helpful

Boring tasks Delayed consequences Infrequent feedback Low importance tasks Late in the day Unsupervised settings Group situations Unstructured activities Uncertainty Need to search for materials Loud/high arousal environments Excessive multitasking requirements Overloaded sensory stimuli without a relevant educational focus Sudden changes in schedule or expectations without preparation Overemphasis on competition rather than cooperation Poor relationships with peers Poor relationships with teachers

• Have students with similar needs meet

Individualized Needs

• At the start of the week, discuss • Successes • How to set them up for success • At the end of the week, • Review their successes • What they have to do over the weekend.

• Attached meaning + value + support and care to boost confidence and engagement

Types of Reinforcement Verbal praise Social or activity

• Be specific with what they did!

• Thank you for cleaning up right away. That really helps the class and now we have time to go to recess early!

• Choice of people, activities (can be to escape too!)

• Logical & pair with verbal

Tangible

• Object or food • Temporary or permanent • Logical & pair with verbal

Token

• Sticker, coupon, marble & back-up • Logical & pair with verbal • Manageable

Reward ideas Homework pass

Pass from a class or task

Store (e.g., pencils or erasers)

Lunch with the teacher

Bring a friend from another class

Free time in class or extra recess

Choose a seat for the day

Positive call home

Keep class mascot

Front of line pass

Clasroom coupons for privileges

Dance party

Treasure box

Movie

Bonus point

Talent show

Music choice

Late pass

Science experiment

Extra computer

Class leader

Teacher chair

Podcast

Scavenger hunt

Teacher dress up

8 Forces of Motivation Gregariousness

Inquisitiveness

Power

Affiliation

• Need to belong

• Need to know

• Need for control

• Need to associate and belong

Autonomy

Aggression

Recognition

• Need for independence

• Need to assert

• Need for acknowledgement

Conduct a Praise Assessment!

• How do you like receiving praise? How do you hate receiving praise?

• Create a developmentally appropriate assessment form with a menu of lots of feasible options • Praise students based on their preferences • Reflect and adjust!

Boosting Motivation  Choices & anything to foster independence and responsibility  Incorporating child preferences  Positive before anything corrective  Positive attitude  Statements of self-efficacy and encouragement  Reward for practicing  Positive before negative  Mix low appealing tasks with high appealing  Breaks between tasks  Relaxation  Exercise/movement  Music  Humour  Interacting with peers