The Alberta Conference Handouts by jackhirose

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December 4–6, 2023 Monday-Wednesday 8:30am to 4:00pm PST

Live In-Person & Live Stream Conference

CALGARY, AB Best Western Premier Calgary Plaza Hotel 1316 33rd Street NE

FEATURED SPEAKERS

Gordon Neufeld Ph.D.

Cynthia WesleyEsquimaux Ph.D.

Steven G. Feifer D.Ed.

Ph.D.

Fostering Emotional Well-Being & Bolstering Resilience in Children & Youth

MaryAnn Brittingham MS

Daniel J. Fox

The Alberta Conference on

A Conference Tailored for Mental Health and Education Professionals at All Levels and Any Professional that Applies Developmental and Behavioural Science to Practice

Lynne Kenney Psy.D.

Choose From 17 Workshop SEssions TOPICS FOR: All Professionals, Counselling Focused & School-Focused

Caroline Buzanko Meghan Barlow Ph.D.

Ph.D.

•• Resilience & The Stress Response

•• Navigating Addictions

•• Fostering Social Emotional Learning Skills in Children & Adolescents

•• Qigong Meditation Exercise Session

•• Living the Medicine Wheel Teachings

•• Implementing Interventions for School-Aged Children & Adolescents with Autism Spectrum Disorder

•• Creating Trauma Resilient Classrooms •• I’m Exhausted – Stress, Burnout & Solutions that Work! Carissa Muth Psy.D.

SPONSors

•• Strengthen Executive Function, Attention, Memory, Response Inhibition & SelfRegulation in Children & Adolescents •• 20 Empirically-Based Art, Music, Movement & Thinking Skill Activities to Improve Behaviour & Learning in Children & Adolescents

•• Optimizing & Supporting the ADHD Brain

•• Addressing the Emotional Roots of Anxiety & Agitation •• Optimizing Self-Regulation & Managing Big Emotions •• Supporting the Social & Emotional Needs of Gifted Children & Adolescents •• Why Our Children’s Mental Health Is Deteriorating & What Can Be Done About It

JACKHIROSE.COM | 1.800.456.5424 Group rates and student discounts are available. Visit our website for more information. Eligible for certification with the Hirose institute and qualifying CEU Boards.

208-197 Forester St, North Vancouver, BC, Canada V7H 0A6

t 604 924 0296 | tf 1 800 456 5424 | f 604 924 0239

WE ARE PLEASED TO WELCOME YOU TO A JACK HIROSE & ASSOCIATES CONFERENCE. If you have any questions or concerns throughout the day, please notify your on-site coordinator. PLEASE REMEMBER: • Wear your name badge every day • Turn off your cell phone • Hand in your evaluation forms at the end of each day • If you have pre-purchased lunch your tickets are in your name badge, please treat your tickets like cash. •

If you have not pre-purchased lunch there is a limited amount available on a first come, first serve basis.

SCHEDULE: This schedule may vary depending on the flow of the presentation and participant questions 7:30am – 8:30am 8:30am – 10:30am 10:30am – 10:45am 10:45am – 11:45pm 11:45pm – 12:45pm 12:45pm – 2:15pm 2:15pm – 2:30pm 2:30pm – 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 Hand-In Evaluation Forms Sign-Out – CPA Members Only

CERTIFICATES: • Certificates are available digitally. To download a copy of your receipt or certificate, please visit: http://registration. jackhirose.com/certificates • Certificates are available for download on the final day of attendance for multi-day participants. Are you a member of the Canadian Psychological Association (CPA)? Please read the important CEU information below. • There is a new Policy as mandated by the Canadian Psychological Association • Please request a form from the on-site coordinator. Forms need to be filled out and submitted directly to the association by the participant. • CPA Members must take their name badge in the morning, sign in after lunch and sign out at the end of the day. • Early departure means CPA Members are no longer eligible to receive CPA credits • Certificates will be updated with CPA credits when the forms are returned to our head office for verification (please allow 2 – 4 weeks).

TABLE OF CONTENTS 1

DAY ONE Keynote: Resilience & The Stress Response | Gordon Neufeld, Ph.D.

pg. 4

Keynote: Fostering Social Emotional Learning | Steven G. Feifer, D.Ed., ABSNP

pg. 24

Keynote: Living the Medicine Wheel | Cynthia Wesley-Esquimaux, Ph.D.

pg. 36

#1: Resilience & The Stress Response | Gordon Neufeld, Ph.D.

pg. 4

#2: Fostering Social Emotional Learning Skills | Steven G. Feifer, D.Ed., ABSNP

pg. 82

#3: Living the Medicine Wheel Teachings | Cynthia Wesley-Esquimaux, Ph.D.

pg. 36

DAY TWO #4: Creating Trauma Resilient Classrooms | MaryAnn Brittingham, MS

pg. 120

#6: Strengthen Executive Function | Lynne Kenney, Psy.D.

pg. 135

#7: Navigating Addictions | Carissa Muth, Psy.D.

pg. 163

#8: Creating Trauma Resilient Classrooms | MaryAnn Brittingham, MS

pg. 120

#10: 20 Empirically-Based Art, Music, Movement | Lynne Kenney, Psy.D.

pg. 186

#11: Navigating Addictions | Carissa Muth, Psy.D.

pg. 163

DAY THREE #12: Optimizing the ADHD Brain | Caroline Buzanko, Ph.D., R. Psych

pg. 209

#14: Addressing the Emotional Roots of Anxiety | Gordon Neufeld, Ph.D.

pg. 311

#15: Optimizing Self-Regulation | Caroline Buzanko, Ph.D., R. Psych

pg. 326

#17: Why Our Children's Mental Health | Gordon Neufeld, Ph.D.

pg. 439

ALBERTA CONFERENCE - FALL 2023

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

R AU S S E MA R T S and resilience Gordon Neufeld, Ph.D.

Developmental & Clinical Psychologist Vancouver, Canada

sense of safety

optimal functioning

role of relationship The Story of Resilience

sense of strength

Theemotional WISDOM ! tears of grieving defense futility stress of the ! vulnerable & sadness Response feelings Chapter One Stress Response impact1 Chapter of

TRAUMA

experience &

play & Theexposure hidden and playfulness nature

surprising WISDOM! of emotion of the Stress Response

fight or flight

rest and restfulness

recovery and healing

role of adaptation

neural plasticity antecedents to bouncing back vasovagal

response

The Story of Resilience Chapter One

Chapter 1

The WISDOM ! of the ! Stress Response

The hidden and surprising WISDOM! of the Stress Response

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

STRESS

NEGLECT losing face both me n paren tio ts wo bedti a rking liz ta personal injury pi s failure ho e

ol dis scho ab loneliness ilit y isola tion ATH g DE facin

mov ing

STRESs

threats to iden tity

sec rets

CHANGE

adopI

yc da

e loss of loved on

er anoth

DIVORCE

E NT US RETIREME AB

g siblin

ST LO ng i e b resi d sch enIal ool

Adversive Childhood Experiences pHysical abuse emotional neglect Mental illness of household member

Emotional abuse

physical neglect

STRESs divorce incarcerated relative

sexual abuse

substance abuse in household

mother treated violently

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

STRESs FACING SEPARATION

= experience of separa9on

SEPARATION

is thus the greatest threat

ATTACHMENT = SURVIVAL and is thus our preeminent drive

of .. lacknging losing face with . can’t NEGLECTED . be w o .. bel ith ... ct by cIon ne reje

n not important to ... tood co n’t feel s a ing c er fe unlo eli not ma nd ved ng Verin u b y ... t dif g to . fe .. no re

d by ... not recognize

t isola tion g ngin belo n ot

ced repla

by ...

ed loneliness nt d i sc threats . a .. to o t id ou n entity ecial tw ted n o t sp no by . n .. old o BETRAY .. ED can’t hn apart BY . O e T h w ON HELD NOT LIKED BY ... NOT

closure separa6on-triggered

PURSUIT

ALARM

FRUSTRATION

cau6on

change

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Attachment’s Emergency First Aid Team

-P

R LA

-A

UR SU IT -

- FRUSTRATION -

OUR MOTTO - “We promise to get emo.onal when holes appear in the fabric of your togetherness”

LOCK, OLLOW, FAWN, IND, ANCY (family, friends, fame, fortune) devolving into

Fixes & Fixations separa6ontriggered

PURSUIT

ALARM

FRUSTRATION

FIGHT

FlIGHT

se on sp Re

Re 9c

EM RE OTI

Sy mp at he

e th pa ym ras Pa

sp on se

The stress response in the ‘key’ of

SP ON ON A SE L

ﬁrst response

se on sp

Re SP ON ON A SE L

Sy mp at he

as a last resort , the parasympatheIc system can be deployed as a DEFENSIVE RESPONSE to stress

EM RE OTI

Jack Hirose Seminars - Fall, 2023

e th pa ym ras Pa

sp on se

Stress & Resilience - Gordon Neufeld

e ez d re gue l F or aI e[u int y, F rg Fa ogg , Fo F ble e Fe if trapped or thwarted, can trigger if trapped or thwarted, can trigger

a reverse thependulum pendulum a reverseswing swing of of the

The Stress Response armours the heart

al rim ons p s ate mo9 c9v n e • a ra9o a sep

• while a 9me, INHt the same that wou IBITS FEELINGS performinld interfere with in stressfu g or funcIoning l circumst ances

STRESS RESPONSE = MORE EMOTION BUT LESS FEELING

• gives us the STRENGTH and TOUGHNESS needed to funcIon or perform in stressful or wounding circumstances (also referred to as HARDINESS) • CHANGES us instantly so that we can COPE with adversity and SURVIVE distressing circumstances • summons up all our resources so we can PERSEVERE in the face of distress and OVERCOME stressful circumstances

The Story of Resilience

The WISDOM ! The WISDOM ! of the ! of the Chapter Two! Stress Response Chapter 1 Stress Response

The Resilience Response as Nature’s Answer to the Stress Response

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

The Stress Response

, th al e l h ial • gives us theoSTRENGTH and na ent l a i TOUGHNESS rim ons ot pot needed to p s m funcIon or perform in 9 e of ate mo or wounding n to stressful c9v9on e ocircumstances i a (also • ra at a referred to as y liz sep el ea HARDINESS) t r u ol he • while a bs d t a t th e same re an 9me, IN • CHANGES us instantly so that we can COPE with that wouHIBITS FEELINaGiSng, ld adversity and SURVIVE performin interfere w on distressing circumstances g or func cti ith in stressfu nIoning u : lM circulm f E a stances • summons up all our resources BL tim O so we can PERSEVERE in the PR op STRESS RESPONSE = MORE face of distress and OVERCOME EMOTION BUT LESS FEELING stressful circumstances

armours the heart

Stress Response

PRIMAL SEPARATION EMOTIONS ARE ACTIVATED FEELINGS that would interfere with performing or funcIoning in stressful circumstances are inhibited

Resilience Response Feelings that have been inhibited bounce back to enable opImal funcIoning and the realizaIon of full potenIal

SAFETY is required for feelings to be recovered

TIME (ideally the end of the day or end of the week at most)

Stress Response

Resilience Response

PRIMAL SEPARATION EMOTIONS ARE ACTIVATED

Feelings that have been inhibited bounce The issue is not the back to enable opImal stress response funcIoning and the but a missing realizaIon of fullresilience potenIal

FEELINGS that would interfere with performing or funcIoning in stressful circumstances are inhibited

response that results in the stress response working unIl return of feelings exhausted. requires SAFE SANCTUARY

TIME (ideally the end of the day or end of the week at most)

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Attachment’s Emergency First Aid Team

OUR MOTTO - “We promise to get emo.onal when holes appear in the fabric of your togetherness” “We also promise to hang around un.l fu.lity is felt”

What is missing in the stress response?

faint or freeze

or k w c devoloves lo floolinto f

FIX

O ATI

FIX FIG

G FlI

faw fan n or cy

M AR AL FRUSTRATION

UI T

xes he ﬁ , t n e e Wh re fuIl d to a nee ch. u they LT as s E F be

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

The WISDOM & WORK of Sadness

RECOVERY

REST

RESILIENCE

D OWN

BOUN

LET

CE B AC

SADNESS brings RECOVERY and turns STRESS into STRENGTH

loss of job ne’s way losing facMORTA NEGLECT e o LITY loss ng ion t d a e z i g tal ing tragedy of parent ospi n ot f sibl o rejecIh s s lo on loss of child est threats to iden pty n ABUSE ti m ty dif e f er en tn es s

a traum ed v o l isolatio un n H ENT AT REM I T E lo R DE G ne N lin ACI es F s

the nadir

Stress & Resilience - Gordon Neufeld

HELP THAT IS

Jack Hirose Seminars - Fall, 2023

HELPFUL!!

• keeping or restoring perspective • right thinking / being positive • pursuing happiness • resisting the ‘let-down’ • acquiring the ‘skills’ of resilience • pursuing calmness & tranquility

Strength of DEFENSE

Strength of BECOMING - meant to be characteris.c -

- meant to be situa.onal found needed strength

OVERCAME

potenIal sIll unfolding

persisted despite distress

PERSEVERED

growth force persists

came through distress seemingly ‘unscathed’

SURVIVED

heart was mended and spirits were revived

changed to withstand or cope with adversive or distressing condiIons

RESILIENT

feelings recover quickly ager Imes of stress

ADAPTIVE

transformed from inside out by adversity

can funcIon or perform in highly stressful or wounding circumstances

HARDY

doesn’t need to be sheltered from stress to preserve growth potenIal

Strength of DEFENSE

Strength of BECOMING - meant to be characteris.c potenIal sIll unfolding

persisted despite distress

PERSEVERED

growth force persists

came through distress seemingly ‘unscathed’

SURVIVED

heart was mended and spirits were revived

changed to withstand or cope with adversive or distressing condiIons

RESILIENT

feelings recover quickly ager Imes of stress

ADAPTIVE

transformed from inside out by adversity

HARDY

doesn’t need to be sheltered from stress to preserve growth potenIal

fee

en de r

a ro m

f of

g lin

su lts f

m ro

can funcIon or perform in highly stressful or wounding circumstances

f lts su

lin g

found needed strength

OVERCAME

of t

- meant to be situa.onal -

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

The Story of Resilience

The WISDOM ! of the ! Chapter Three Stress Response

Chapter 1

The Truth about Trauma

The truth about trauma is that is NOT in the nature of an event, no maVer how distressing the event may be. Trauma is not what happens TO us, but what fails to happen IN us as a response.

Stress Response

PRIMAL SEPARATION EMOTIONS ARE ACTIVATED FEELINGS that would interfere with performing or funcIoning in stressful circumstances are inhibited

Resilience Response Feelings that have been inhibited bounce back to enable opImal funcIoning and the realizaIon of full potenIal

SAFETY is required for feelings to be recovered

TIME (ideally the end of the day or end of the week at most)

Stress & Resilience - Gordon Neufeld

Resilience Response

Stress Response becomes PRIMAL SEPARATION EMOTIONS ARE ACTIVATED FEELINGS that would interfere with performing or funcIoning in stressful circumstances are inhibited

Jack Hirose Seminars - Fall, 2023

Feelings that have been inhibited bounce back to enable opImal funcIoning and the Whenoffeelings realizaIon full potenIal

fail to bounce back, an acute stress response turns into TRAUMA return of feelings SAFE Traumarequires = stuck stress response SANCTUARY

TIME (ideally the end of the day or end of the week at most)

a stuck stress response

TRAUMA a missing resilience response

an emo6onal emergency response that has failed to come to an end

SIGNS OF POST TRAUMATIC STRESS SYNDROME

in l e fe

ess l IMPULSIVENESS ut b ion FRUSTRATION ALARM t mo e re o m PURSUIT

- elevated startle response - ﬂashbacks and nightmares - avoidance of whatever alarms - intrusive thoughts & memories - unable to focus and concentrate - hyper-arousal and hyper-vigilence

- irritability and impaIence

- erupIons of aVacking energy

- self-aVack and suicidal impulses

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

SIGNS OF UNRESOLVED & RESIDUAL PRIMAL EMOTION

lin e e f

- clutching, clinging, possessing, hoarding, acquiring, impressing, pleasing, etc - fragmented fixes & fixaIons with pursuit as the theme – winning, placing, hunIng, chasing, aVracIng, demanding, reducing, seeking, enhancing, etc - preoccupaIons with altering - preoccupaIons with concealing self in pursuit of belonging, of belonging, PURSUIT oneself in pursuit love or significance love or significance

ess l ut b ion FRUSTRATION ALARM t mo e re o m

- ANXIETY - irraIonal obsessions - irraIonal avoidance - anxiety reducing behaviour - an aVracIon to what alarms - inability to stay out of trouble - recklessness and carelessness - aVenIon deﬁcits around alarm - chronic agitaIon and restlessness

- ﬁts & tantrums - hidng and ﬁghIng - obsessions with change - aggression and violence - rudeness and meanness - irritability and impaIence - erupIons of aVacking energy - self-aVack and suicidal impulses

Signs of a Stuck Stress Response UNRESOLVED alarm, frustraIon & pursuit

Missing the VITAL SIGNS of well-being

RED FLAGS for lost feeling

ful nes

s lne

vital signs of well-being

pl ay

- rest is the state from which all growth and recovery happens

stfu re

- the play mode is about opImizing and so is only acIvated when the preeminent aVachment drive is at rest

Missing the ‘Vital Signs’ of Well-Being

‘feelingfulness’

Feelings are ‘feedback’ which, despite their role in the unfolding of potenIal, are somewhat luxurious & ‘advanced’. Given how readily they are sacriﬁced by a distressed brain, they are a key indicator of emoIonal health & well-being.

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Feelings more likely to be defensively inhibited feelings of MISSING (longing, loss, empIness, loneliness, lack of invitaIon)

feeling RESPONSIBLE (sorry, remorseful, guilty about, bad about, responsible for)

feelings of CARING (caring for, caring about, love, compassion)

feelings of (fulﬁlled) DEPENDENCE (needy, vulnerable, cared for, saIated by, trusIng in)

feelings of FUTILITY (sadness, disappointment, grief, melancholy, sorrow)

feelings of ALARM (unsafe, nervous, apprehensive, cauIous, concerned, careful)

As a result ...

feeling CONFLICTED

RED FLAGS for LOST FEELING NO RECOVERY of lost feelings over Ime FUTILITY is not felt (the ‘canary’ of emoIonal distress) a proneness to BOREDOM

What BOREDOM is about

When the ‘holes’ in togetherness are NOT suﬃciently FELT, it is experienced as BOREDOM.

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Boredom-a natural barometer for deﬁcits of feeling - can’t feel the true nature or shape of the hole that exists within -

ac9v ity

food nt me n i rta

s9m

ula 9o n

al s git it di rsu pu

te en delin quen cy

ns scree

videog

ames

EARLY SIGNS OF A STUCK STRESS RESPONSE no longer talks about what distresses or hurt feelings no longer feels unsafe or alarmed no longer reads rejec9on or feels its s9ng no longer given to sadness and disappointment no longer feels as needy, empty, lonely or dependent no longer is as visibly aﬀected by loss and lack be^er able to func9on or perform under duress

RED FLAGS for LOST FEELING NO RECOVERY of lost feelings over Ime FUTILITY is not felt (the ‘canary’ of emoIonal distress) a proneness to BOREDOM ADDITIONAL RED FLAGS a diminished sensorium (especially pain & bladder pressure for youngsters and even youth) a urgent and persistent flight from feeling flaVened affect (per ‘classical’ definiIon of depression)

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

The Story of Resilience

The WISDOM ! of the ! Chapter Four Stress Response

Chapter 1

How to Resuscitate the Resilience Response

Stress Response

Triggers Primal Separa9on Emo9ons FEELINGS that would interfere with performing or funcIoning in stressful circumstances are inhibited

Resilience Response Feelings that have been inhibited bounce back to enable opImal funcIoning and the realizaIon of full potenIal

Provide SAFE SANCTUARY for FEELING

TIME (ideally the end of the day or end of the week at most)

SAFETY It is NOT the existence of SAFETY that is required for feelings to return but rather the experience of safety that is conducive to feeling.

TWO SAFE SANCTUARIES for FEELING • SAFE RELATIONSHIP - when CLOSE to a person ATTACHED to in a trusIng DEPENDENT mode • when in the PLAY MODE and in par9cular when emo9ons are at play

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Where the helper can be ANYONE but preferably a caring adult to whom the child or adult is a^ached or will a^ach

helper

Resuscitating the Resilience Response - applying rela9onal and emo9onal ﬁrst-aid -

P HI NS

O TI LA

- parent - grandparent - rela9ve - teacher - coach - expert - counsellor - therapist - caregiver - case worker - volunteer

- helping the troubled OR helping in troubled 9mes helping the traumatized to get unstuck

Relational First Aid & Treatment • convey a strong caring ALPHA PRESENCE

• BRIDGE separaIons with other forms of connecIon • BRIDGE troubling symptoms with connecIon

• COLLECT to engage and invite dependence • COME ALONGSIDE emoIonal experience

RELATIONSHIP

• support EXISTING ATTACHMENTS with caring adults

• NURTURE (including food) in the context of connecIon

• matchmake to embed in CASCADING CARE and shielding aVachments

• ritualize some SAFE SPACES for feelings to bounce back

Through the other’s attachment to us, we can BE their ANSWER even when there are no answers: • BE their HOME

• BE their place of REST • BE their sanctuary of SAFETY • BE their SHIELD in a wounding world • BE their REASON for holding on The answer is in BEING - not in DOING or SAYING or KNOWING the right things – when empowered by the other’s attachment to us.

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Employing PLAY as emotional first aid ...

PLAY

l rea

PLAY

for

NO T

T NO

wo rk

as well as for ongoing recovery & healing

expressive

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Harness the Healing Power of Play • to LIGHTEN the emoIonal load

• to safely engage and DISTRACT in alarming situaIons

• to aid the RECOVERY of feelings so that the stress response does not get stuck

• to give the brain a chance to REST and RECOVER PLAY • to provide for SAFE EXPRESSION of primal emoIon

• to set the stage to access healing SADNESS when emoIonally ready

When drawing the child into play, we are transferring the child into the arms of NATURE so it can gently and wisely take care of the child

Emo9ons are easier to feel when one step removed from real life

Emo9ons are not at work, so the inhibi9on of feelings is reversed Play is safe so feelings won’t get hurt

Words or their lack, do not get in the way

Emo9ons are freer to move and so more likely to be felt and iden9ﬁed

Feelings of fu9lity are much easier to access

Emotional playgrounds help in the recovery of feelings

Suggestions for Harnessing Play • engage in play by giving play signals, like a bit of silliness, singing, wearing a playful cape • playfully engage in games, puzzles, stories, music, movement, drama, theatre, etc • provide materials to draw, paint, construct, make crags, make music, priming the acIvity where necessary

• take turns telling made-up stories, so their emoIons can drive something other than nightmares

PLAY

• sing or hum lullabytype songs if possible, to harness their emoIonal and connecIve power

• engage in playful connecIon, providing brief experiences of contact and togetherness that are able to disarm

• engage in the cultural play, ie, the dances, music, art of their culture of origin

Stress & Resilience - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

... in our pursuit of happiness PRESS PAUSE

... in avoiding negaIve thoughts ... in aVempIng not to be upset ... in trying to stay in perspecIve ... in aVempIng to stay opImisIc ... in trying to cheer each other up ... in pudng limits on grief and sorrow ... in denying that the glass is half empty ... in trying to change the Eeyores into Tiggers

into the SADNESS whose task it is to facilitate needed endings, strengthen as required, and deliver us back to what happiness exists

S T R E P O T E N T I A L G T H

UND ING

g 9n len S

S re un TRE S

trag e

unb sepaearable ra9o n

sadness

ty rtain unce

feelings

sing distresstances circum loss & lack

t toghreate eth ne ern d ess M

ALAR

chaos

recover the resilience response

helper

Resuscitating the Resilience Response

L RE

P HI NS O I

11/24/2023

Fostering Social-Emotional Learning Skills in Children and Adolescents

Steven G. Feifer, D.Ed., ABPdN feifer@comcast.net www.schoolneuropsychpress.com

Dr. Feifer’s Journey 1992 – present

▪ Nationally certified school psychologist 20+ years ▪ Board certified in school and pediatric neuropsychology ▪ 2008 Maryland School Psychologist of the Year ▪ 2009 National School Psychologist of the Year ▪ Author: 8 books on learning and emotional disorders ▪ Test Author: FAR & FAM & FAW & FACT ▪ Currently in private practice in Frederick, Maryland www.schoolneuropsychpress.com 2

11/24/2023

PREVALENCE OF TRAUMA * 26% of children will have experienced or witnessed a traumatic event by their 4th birthday (BriggsCowan et al, 2010). * A traumatic event is defined by APA ➢ as a direct or perceived threat rendering a child feeling overwhelmed and fearful of their safety. * Traumatic stress reactions in children often lead to difficulty selfregulating emotions, heightened aggression, lack of trust, and poor school performance (Diamanduros et al, 2018).

Washington DC: “ March for our lives” March 24th, 2018

DEFINING TRAUMA ❖Trauma: ❖Childhood maltreatment ❖Violence exposure ❖Depriving care environments ❖Adverse community trauma (i.e. crime, gangs, poverty etc..)

❖Natural disasters or pandemic ❖ According to SAMHSA (2020), 2/3rd’s of children report one traumatic event by age 16. ❖ Approximately 8.7 percent of all adults—1 of 13 people in this country—will develop PTSD during their lifetime. Women twice as likely as men (Sidran Institute, 2018).

❖ Trauma is not the same as generalized anxiety

11/24/2023

FEAR VS ANXIETY FEAR

ANXIETY

* Related to a tangible stimulus and immediate threat (i.e. snakes)

* Often irrational and related to anticipation of threat.

* Perpetuated by our nervous system

* Perpetuated by maladaptive cognitions.

* Sympathetic nervous system is triggered.

*No specific temperament characteristics.

*Inhibited temperament driven by sensory threshold of amygdala leading to approach or withdrawal behaviors (Kagan, 2007).

*Over-active anterior cingulate leading to group conformity (Goldberg, 2018)

*Underactive anterior cingulate which cannot regulate amygdala and results in hyper-focus of internal states.

* Induced by a nervous system that * Induced by negative cognitions has been sensitized by trauma. and chronic worrying.

SYMPTOMS OF TRAUMA Physiological Symptoms

Behavioral Symptoms

(anxiety disorder?)

(depression?)

Psychological/Cognitive Symptoms (ADHD?)

Shallow Breathing

Work Refusal

Inconsistent attention

Facial Flushing

School Refusal

Irritability

Excessive Sweating

Avoiding unstructured areas

Mind goes blank during tests

➢ Hand Tremors

Sensitivity to loud sounds

Loses train of thought

Dizziness

Rarely volunteers in class

Poor organization

Dilated Pupils

Speaks in a hushed voice

Easily angered

Fatigue

Does not initiate peers

Poor emotional self-regulation

Muscle Tension

Avoids cafeteria

Distrusts authority figures

Chest pains

Often visits school nurse

Irrational fears

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FAST FACTS ABOUT MENTAL HEALTH DISORDERS (CENTERS FOR DISEASE CONTROL AND PREVENTION, 2020)

▪ Childhood trauma often leads to emotional dysregulation and the precursor for many emotional conditions (Herringa, 2017). ▪ Among children in poverty, more than 1 in 5 (22%) have a mental, behavioral, or developmental disorder.

MENTAL HEALTH DISORDERS STATISTICS CANADA, 2022

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SURVEY: 2 YEARS INTO THE PANDEMIC

*Side note: World Health Organization found pandemic increased worldwide levels of anxiety and depression by 25%!

MENTAL HEALTH IN ALBERTA

* In 2021, visits to Alberta Children’s Hospital for mental-health concerns were 36 per cent higher than in 2018.

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School Neuropsychology

School Neuropsychology: An analysis of learning based upon underlying cognitive processes that support specific academic skills. Since the brain is the seat of ALL learning and behavior, knowledge of cerebral organization should be the key to unlocking the mystery11 behind most academic endeavors. 11

CORTICOLIMBIC SYSTEM AND TRAUMA

➢

1. Amygdala – responds to unfamiliar and unexpected events (Kagan, 2007). …Trauma alters our threat perceptions, and interprets benign situations as dangerous. 12 12

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➢Stress impacts body by lowering immune system, and also by reducing sleep. ➢Stress alters amygdala to PFC connections leading to impairments in executive functioning (Berens et al., 2017). ➢Anxiety impacts cognition and learning by way of working 13 memory (Dowker et al., 2015). 13

TRAUMA AND ACADEMICS WORKING MEMORY TYPE

Phonological Loop – a phonological store of auditory verbal information located primarily in the left temporal lobe regions of the brain.

Visual Spatial Sketchpad - holds visual, spatial, and kinesthetic information in temporary storage by way of mental imagery. Housed along inferior portions of right parietal lobes.

Central Executive System – central command post for modulating both the phonological and visual spatial sketchpad systems. Allocates attention resources whereby multiple cognitive tasks can be executed. Primarily housed in frontal lobes.

ACADEMIC SKILLS * Listening comprehension * Taking notes in a lecture oriented class. * Phonological memory to decode words. * Hold thoughts and ideas in mind when writing. * Temporal order of sounds when spelling. * Facilitates retrieval of math facts stored in a language dependent code. * Facilitates reading comprehension * Allows for mental math problem solving. * Helps line-up place value when problem solving. * Visualize whole words when spelling. * Remember the sequence of steps or algorithm when problem solving. * Aids in geometry * Facilitates reading comprehension * Facilitates orthographic processing * Aids in reading fluency * Aids in studying and memorization of flashcards * Inhibits distractions. * Modulates anxiety. * Regulates emotional distress. * Facilitates selective attention to math operational signs. * Identifies careless miscues when reading or writing. * Assists when needing to temporarily suspend previously read information while simultaneously reading new information.

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CORTICOLIMBIC SYSTEM AND TRAUMA

➢

2. Hippocampus - A key memory center and more sensitive to cognitive than emotional memories. Helps to inhibit amygdala. Chronic stress from abuse or neglect releases cortisol which can reduce hippocampal volume. (Johnston & Olson, 2015). 15 * Neurogenesis can occur in dentate gyrus. .

CORTICOLIMBIC SYSTEM AND TRAUMA

➢

3. Anterior Cingulate Cortex - Directs our attention inward toward becoming overly aware of nervous system fluctuations and visceral responses (i.e. heart rate increases, breathing rate, perspiration, etc.). *Trauma is felt in the body!16 16

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➢ Access to mental health care ➢ School engagement ➢ Positive temperament and being hopeful. ➢ Supportive caregivers and good role models.

➢ Parental mental health (maternal). ➢ Family education and enhanced understanding of trauma. ➢ Stay connected with the community. ➢ Get back into a consistent routine. ➢ Stop looking for quick fixes (meds) and look at set backs as an opportunity for growth (mindset). 17

DEVELOPING RESILIENCY IN CHILDREN HTTPS://WWW.YOUTUBE.COM/WATCH?V=JJVGATBGJXM

1. Foster hope 2. Establish a relationship 3. Environmental Warmth 4. Movement activities 5. Sleep + Diet + Exercise = Energy 18

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CLASSROOM ACCOMMODATIONS ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Extended time on tests and quizzes. Structure and routine (schedules and emotive responses) Preferential seating in class (by door if needed). Access to lecture notes when needed. Agenda/organization notebooks. Frequent breaks as needed. Use of a crisis pass. Alternative ways to demonstrate mastery (i.e. projects instead of tests) Allow for test re-takes to demonstrate subject mastery. Avoid grading in red pen. Scheduling more challenging subjects in morning. Allow for partial school days. Provide access to on-line learning if needed.

▪ Create “Calm Corners”

SOCIAL EMOTIONAL ACADEMIC LEARNING

Is this the future of school psychology? 20

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LET’S STAY CONNECTED

Steven G. Feifer, D.Ed., ABPdN Licensed Psychologist

Workshops: feifer@comcast.net Books: www.schoolneuropsychpress.com Trauma Links: *https://www.nasponline.org/ *https://www.parentcenterhub.org/national-child-traumatic-stress-network/ *https://news.isst-d.org/animal-assisted-therapy-for-trauma/ *https://www.mindful.org/the-science-of-trauma-mindfulness-ptsd/ *https://www.wiley.com/enus/Essentials+of+Trauma+Informed+Assessment+and+Intervention+in +School+and+Community+Settings-p-9781119274612 *https://www.amazon.com/Trauma-Sensitive-Classroom-Building-ResilienceCompassionate/dp/0393711862 21

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Applying the Seven Teachings to daily living… CYNTHIA W ESLEY-ESQUIM AUX, CHAIR, TRUTH AND RECONCILIATION

Courage – Facing the event

that sends you reeling and the event that sends you healing? u

The historical legacy Indigenous peoples have inherited would heal if the experience of critical trauma stopped.

Many families have found a way to create safe circumstances and “break the cycle” as it is sometimes referred to.

The patients you see with addictions have different and similar trauma experiences depending on their personal history. The incidence of trauma remains high in the Indigenous population, but we can change the outcomes by acknowledging the past, responding differently in the present, and providing strong supports for the future. How? Learning about Cultural Intelligence, Safety and Humility, creating sanctions against discrimination, no longer by-standing, posting reassuring signage and following up with statements of care and inclusion.

Circle of Trauma Truth and Reconciliation Through Right Relations D R. CY N T H I A W E S L E Y- E S Q U I M AU X

Wisdom (expansion)

Internal eyes open

Compassion Empathy

Anger Narrow mindedness Ego instead of heart

Outer pain (arthritis, eczema, etc.)

Flashbacks (acting out) Spiritual

Introspection (insight)

Emotional

Rejection autopilot

I (self)

Appreciation regard for other

Physical

Event

Illumination (vision)

Unconsciousness unawareness

Mental

Inner pain (addictions)

Numbness Denial (silence)

External eyes open

Innocence (detail)

The above circle attempts to highlight some of the turmoil and growth that we pass through on our path towards healing and compassion for ourselves and those who have hurt us.

The inner circle creates symptomatic or structural (outside) change, while the outer circle contemplates and creates systematic (inner) change and growth. The most fascinating and frightening journey you will undertake in your entire lifetime is that which takes you

within to your heart and expansion of your soul. Walk with courage because you never walk alone... the Creator travels with you and the spirit travels lightly, which means that we must learn to leave the baggage we have accumulated behind and trust that the future will be good, and we will be strong.

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Respect - What is

cultural intelligence? u

Cultural intelligence is related to emotional intelligence, but it picks up where emotional intelligence leaves off. A person with high emotional intelligence grasps what makes us human and at the same time what makes each of us different from one another.

A person with high cultural intelligence can somehow tease out of a person’s or group’s behavior those features that would be true of all people and all groups, those peculiar to this person or this group, and those that are neither universal nor idiosyncratic. The vast realm that lies between those two poles is culture.

HUMILITY – understanding Cultural Humility 1. We move between several different cultures – often without even thinking about it. u

Though the term “culture” is often used when describing different ethnic or religious affiliations, most people experience and participate in different cultures just by moving through their daily lives.

2. Cultural humility is distinct from cultural competency and reflexivity. u

It is important to know the differences between cultural humility and closely related concepts like cultural competency and reflexivity. Cultural competency is a tool for leveling imbalanced patient/student/client-provider power dynamics.

3. Cultural humility requires historical awareness. u

It is not enough to think about one’s own values, beliefs, and social position within the context of the present moment. In order to practice true cultural humility, a person must also be aware of and sensitive to historic realities like legacies of violence and oppression against certain groups of people. And significant losses that have not been resolved…

TRUTH – Adverse Childhood Experiences uThe ACEs data comes out of study that ran

from 1995 to 1997 and interviewed 17,421 people in the United States – 80% were white (including Latino), 10% were black and 10% were Asian. uThey were middle–class, middle- aged, and

74% were college educated – these were people with jobs and great health care. uIt began in 1985 with a miss-step…a question

asked that revealed a secret, a secret that continues to resonate into the present for too many intergenerational survivors.

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Honesty – to know yourself

LOVE – results from

community and medically supported change? uIn the year following a program initiation,

police criminal charges fell by 61.1%, including a 94.1% drop in robbery and arson charges (from 17 in 2011 to 1 related charge in 2013). Young offender criminal or drug charges fell by 66.3%. The needle distribution program dispensed less than half its previous volume, and in 2013, 700 used needles were returned, a rare occurrence in earlier years. The nursing station noted children and elderly patients were being brought in for medical care at earlier stages of illness. They also noticed the community clinic became more of a primary care centre than a trauma centre, as they were now caring for less drug-related violence and its medical sequelae. School attendance had increased, and most children now arrived having had breakfast at home. (https://www.ncbi.nlm.nih.gov/pmc/articles/P MC4325865/)

Wisdom – Transforming policy and practice

Arriving at an expansive and inclusive view of the world.

These teachings and stages are not exclusive or final and each one has something that enhances and illustrates the others – they are launching points!

In order to understand the underlying principles of wisdom, we look at wise practices, those things Indigenous peoples have done for millennium and that continue to have good utility today.

It is important to understand how these values can be expressed as tools for change, where they might impact community mores, and how they potentially transform unhealthy behaviours in First Nation, Metis and Inuit communities today.

We might also ask how they can move nursing into a collaborative and inclusive experience.

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Stony/Nakota Cultural Elders Protocol What is an elder and/or who is an elder? Since the “Truth & Reconciliation Commission 94 Calls to Action” were tabled in 2015 there has been a tremendous demand for cultural awareness services, and in particular the services of elders. Questions of “what is an elder and who is an elder” seem to be most common with additional concerns about getting the appropriate elder for the required service. The perception is that all elders are multi-dimensional in qualifications, skills and experiences, so they are expected to know it all and meet all different requirements. Too often people look at criteria such as, “who looks like an elder by age, hair style/colour or perhaps through acquaintance with past events or activities”. This is not the best way to choose an elder, your choice must be based on the elders’ knowledge and whether they have the respect of the community. Elders are commonly requested to provide ceremonial and blessing activities like sweats, smudge and prayer. However, cultural and academic skills and practices are now increasingly in demand to help with collaborative work on “Truth and Reconciliation” processes and program planning. Elders who have qualifications and skills in relationship building, and experiences and practices in both the Indigenous and nonIndigenous world are now in more demand. Traditionally, a person is considered an elder (wise) when they demonstrate a respectable and honorable personality and character. They are one who exemplifies the four principles of the Creators law: Honesty, Truth, Respect and Honour. They are considered gifted people, spiritually, emotionally, physically, and orally, and are role models to others. Elders are people that show leadership without favour and will act as a peacemaker, counselor, healer, teacher, helper, and one who shares with others without question. We need to go back to our traditional practices to see that elders are professionals in their own way with different skills, experiences, gifts and levels of spiritual practice. Most of all, their character, personality, command of the language, posture, energy and outward appearances, must show qualities of being positive role models. In the modern world scholars with academic qualifications are distinct in their knowledge, skills, experiences, practices and seniority, and they may be a specialist in one field. Some elders may also have fewer skills, experiences, knowledge and spiritual gifts, while others may have many, and some may only have one special area of knowledge and practice. The following are general definitions and examples of distinct qualifications used to categorize elders work. The diversity of cultural and language across Canada means presentations and practices vary within different nations, but these are commonly known and recognized activities by Indigenous peoples.

Ceremonialist – practices pipe ceremonies, sweats, and prayer for different ceremonies at different levels of need. Spiritual, health, healing, guidance and protection are a part of their work. Traditional Teacher – teaches about the Creator and ways of nature. The values of life and living, and works with other elders to share a wide experience and knowledge in language, spiritual practices, skills, history and governance. Storyteller or Orator – uses story to teach, demonstrate and illustrate learning. This is one who talks about the past, about the history of the people, and knows sacred spaces and places by their original names. Herbalist – has knowledge of plants and herbs for food and medicine, health and wellness, and practices strong land-based knowledges. Philosophers – understand specific cultural knowledge and practices like governance, hunting, history, genealogy, and who share their knowledge to highlight the parallels of governance and certification of worldviews, knowledge and wisdom. Healers or Medicine People – treat sick people. They can diagnose illnesses, prescribe treatment, and are highly knowledgeable about plants and herbs, and other spiritually based treatments, they also have excellent land-based knowledges, and teachings about life and responsibilities before and after death. Role Models – are people with good personalities, strong characters, and positive outward appearances. They are always ready to help others without being asked. They have knowledge of spiritual practices, and share spiritual teachings about life, and take responsibility for mentoring and supporting others. Crafts People – makers of tools, weapons, household items, clothing, beadwork, ceremonial regalia, and they have knowledge of uses of raw materials. Eminent Scholars – well known and respected they are becoming the most common teachers. They are frequently experienced and knowledgeable in the academic and spiritual worlds, and have the wisdom to help others to adapt in both. Pipe Carrier – these elders are specialized in multiple areas, like a minister. Drafted by Sykes Powderface 2016 for the City of Calgary Services 2018-03-19 Edited for consideration by Stoney Nakoda Elders Advisory Group

Adverse Childhood Experiences Revised Questionnaire California Surgeon General’s Clinical Advisory Committee

Our relationships and experiences—even those in childhood—can affect our health and wellbeing. Difficult childhood experiences are very common. Please tell us whether you have had any of the experiences listed below, as they may be affecting your health today or may affect your health in the future. This information will help you and your provider better understand how to work together to support your health and well-being. Instructions: Below is a list of 10 categories of Adverse Childhood Experiences (ACEs). From the list below, please place a checkmark next to each ACE category that you experienced prior to your 18th birthday. Then, please add up the number of categories of ACEs you experienced and put the total number at the bottom. Did you feel that you didn’t have enough to eat, had to wear dirty clothes, or had no one to protect or take care of you? Did you lose a parent through divorce, abandonment, death, or other reason? Did you live with anyone who was depressed, mentally ill, or attempted suicide? Did you live with anyone who had a problem with drinking or using drugs, including prescription drugs? Did your parents or adults in your home ever hit, punch, beat, or threaten to harm each other? Did you live with anyone who went to jail or prison? Did a parent or adult in your home ever swear at you, insult you, or put you down? Did a parent or adult in your home ever hit, beat, kick, or physically hurt you in any way? Did you feel that no one in your family loved you or thought you were special? Did you experience unwanted sexual contact (such as fondling or oral/anal/vaginal intercourse/penetration)?

Your ACE score is the total number of checked responses Do you believe that these experiences have affected your health?

Not Much

Experiences in childhood are just one part of a person’s life story. There are many ways to heal throughout one’s life. Please let us know if you have questions about privacy or confidentiality.

Some

A Lot

Type to enter text

Community Asset Mapping 2.0 -First Nations A guide to planning and facilitating a community asset mapping session

Acknowledgements This community asset mapping guide was prepared by: Meaghan Irons, Western University student as part of the City Studio: Women in Civic Leadership Political Science 3320E course at King’s University College. Leslee White-Eye, Structural Readiness Coordinator, First Nation with Schools Collective This guide is the revised version (2.0) after feedback received from the youth training session on asset mapping facilitation held in Barrie on October 28, 2017. We would like to acknowledge the members of the First Nations With Schools Collective (FNWSC) whose leadership, insights and eﬀorts in working with their respective communities were integral to this project. Thank you to Indigenous and Northern Aﬀairs Canada (INAC) for funding this project. Last, but certainly not least, we would like to thank those who provided their insights without which this project would not have been possible. This includes those who helped to facilitate, take notes, and share their views during community engagements during February and March 2017 held by participating FNWSC member First Nations, including: Chippewas of the Thames First Nation, M'Chigeeng First Nation, Oneida Nation of the Thames, Sagamok Anishnawbek First Nation, Six Nations of the Grand River, Bkejwanong Territory (Walpole Island) and Wikwemikong Unceded Indian Reserve.

Project Contact Information Leslee White-Eye Structural Readiness Coordinator lesleewhiteye@outlook.com Dr. Brent Debassige Director of Aboriginal Education & Associate Professor, Western University bdebassi@uwo.ca

Table of Contents Introduction What are assets? …….……………………………………………………………………. What is asset mapping? Why is it useful? ….……………………………………….… Why Situating Anishinaabe/Haudenosaunee Thinking at the Centre of Community Asset Mapping is Important ………………………………………………

4 4 5

Facilitation Suggestions Planning the Session • • • •

Who should come? ………………………………………………………………. Where and when should the session be held? ..….…..………………….…… What materials will be needed? ..………………………..……………….…… How many people are needed to run the session? …..……..………….……

Leading the Session • • • • • • • • • •

Opening remarks …………………………………………..……………….…… Welcome and Introduction ..……………………………………………….……. Decolonization Lens and Icebreaker ..….……………………………………… Setting the Stage ………………………………………………………………… Activity: Personal asset mapping .…………………………………………….. Asset categorization ……………………………………………………….…… Asset Strength Analysis ………………………………………………………… SWOT Analysis of Assets ………………………………………………………. Next steps ………………………………………………………………………… Closing Remarks ………………………………………………………………….

Analyzing the Results

Immediately after the session ………………………………………………………….… Writing the Facilitator’s report …………………………………………………………… All Facilitator’s Meeting ………………………………………………………..………… Next Steps …………………………………………………………………..…………….

Appendix

Appendix 1: Infographic …………………………………………………………….…… Appendix 2: What does decolonization practice look like? A data set ……………. Appendix 3: Visual graphics of samples of decolonization activities ………….…… Appendix 4: Individual asset map ……………………………………………………… Appendix 5: Community asset map …………………………………………………… Appendix 6: Asset charts ………………………………………………….…………….. Appendix 7: SWOT analysis ……………………………………………….…………….

6 6 7 7 8 8 8 9 9 10 10 11 12 13

14 14 15 15

16 17 18 19 20 21 22

Introduction Every First Nation community, holds within it, treasures; some unknown, some purposely hidden, some for all the world to see in its pursuit of fulfillment and well-being. Whether we have the good fortune to pursue post secondary education in Mohawk language acquisition at Six Nations Polytechnic, attend a men's bundle teaching workshop at the Woodland Cultural Centre at M'Chigeeng First Nation, or scroll the long list of student names memorialized on the Mt. Elgin Indian Residential School Monument at Chippewas of the Thames First Nation, all of these First Nation community assets, if leveraged and thought of strategically in a larger education community plan could assist education and community leaders to go further quicker in the restoration and preservation of a different way of life, an alternate view of history, and a different way of doing and believing about education for its families. While each First Nation community faces incredible erosion of ideas, beliefs, world views, knowledge of the 'old' ways; there are beacons of light, of purpose, of intent in actions of individuals, small groups, leaders, and in strategic community planning efforts to stop the depletion. Now its just a matter of coordinating these efforts into a collective call to action for education transformation. One does not have to look much further than their own backyards in their own communities to see the efforts. There are human, natural and built resources at every turn. Sagamok looks to Elder Myna Toulouse (human) to teach quillwork or gaawyikaajigan (cultural) at their annual July Anishinaabemowin language camp (cultural-built), Walpole Island seeks the Anishinaabemowin language advice of Reta Sands, Jennie Blackbird, and Elizabeth Isaacs (human-cultural) to translate a species-at-risk resource (knowledge-cultural) and parents of Oneida Nation of the Thames look to one another and Standing Stone Elementary staff to plan for the annual Grade 6 Home Land (social-cultural) trip whereby students visit their Oneida relatives in the United States to reconnect to their history and cultural lineage. There has never been a more pressing time to harness and think strategically about First Nation community collective efforts to preserve, rebuild, and further grow our community assets to teach a different story, grow a different Indigenous citizen - one proud in their heritage, identity, namesake and ability to contribute to the world and their communities. We believe one way to think strategically about this is through community asset mapping.

What Are Assets? Assets are the attributes of your community including land, knowledge, skills, programming, education and infrastructure that a person, group or entity posses, that serve as a source of strength to oneself and others in the community. Assets are attributes that you want to sustain for future generations. A case in point is Wikwemikong's 14 km trail called Bibamikawe (infrastructure-built) found in the heart of Manitoulin Island forests (land-natural) oﬀering environmental and natural medicine information posts (knowledge-cultural) for families seeking a way to get outside and hike (skillssocial). One can see quickly how Wikwemikong's trail becomes an outdoor classroom to help address the community's family well-being and education goals from an Anishinaabek perspective. Another example of an asset is Mississaugas of New Credit First Nation's land claim settlement (social) and trust (financial). As a result of the land claim settlement, countless additional assets such as historical research papers (archives-built), trust management practices (governancesocial) and community engagement processes (civic engagement-social) are now available to the community to further meet their community's financial, economic and treaty education goals. Strategically leveraging community assets or strengths such as those found at Wikwemikong and Mississaugas of New Credit starts with community asset mapping. Community asset mapping oﬀers community members a way to see community assets in a new light to be built on with intention as places of strength.

What Is Community Asset Mapping? •

A process where community members collectively create asset diagrams by identifying and providing the information about their own community’s assets

•

Analyzing why certain attributes are strengths and seeing the opportunities in assets that may be less easily identified

Why Is Community Asset Mapping Useful? Asset mapping can benefit communities by: • Building on and expanding existing community strengths • Facilitating community involvement in research and action • Generating a shared awareness of community assets • Assisting in the management of resources, community development and planning • Identifying capacity and potentially increase capacity within the community

Why Situating Anishinaabe/Haudenosaunee Thinking at the Centre of Community Asset Mapping is Important When thinking, speaking and acting from an Anishinaabek/Haudenosaunee community asset mapping will:

For the Community:

way of being,

"We need to begin to think, and speak and act from the centre of our Indigenous being, from the centre of our culture and Indigenous way of life. To do this we must become educated in our own way of life and the Indigenous knowledge, way of being and acting that flows from it. We should not be activating major change in our communities, instituting governmental formulas and social organizations, initiating potentially culture changing development projects without being well educated in our Indigenous way of being and able to do it from our own traditions. Taking intelligent action has to be informed and driven by our Indigenous culture, traditions and our way of life" - Jim Dumont, 2006"

•

Prioritize Indigenous perspectives, knowledges and histories as most important.

•

Privilege the voices, experiences and lives of Anishinaabek/Haudenosaunee peoples and their relations with land.

•

Situate language, traditions and teachings for future generations as central to education transformation.

•

Validate and represent authentically Anishinaabek/ Haudenosaunee worldviews.

•

Retain intellectual power within First Nation communities to allow for control of information, traditional knowledge and cultural artifacts.

•

Identify recurring patterns of racism in current broader social and political systems and how these continue to serve to privilege the colonizer.

•

Maintain organization and management of discourse processes within the community for the development, needs, articulation and vision of the community.

For the Participant: • Increase the ability to scrutinize Eurocentric domination and control throughout its various structures and processes • Assist Indigenous peoples to construct empowering perspectives • Encourage critical self-reflection whereby feelings of low self esteem in Indigenous populations are also seen as consequences of systemic racism and colonial structures. • Understand how dominant thinking and practice became a part of colonization and still pervade in communities today. • Provide an opportunity to question and examine closely the impacts of colonialism on communities.

“it is this consciousness, thinking like Onkwehonwe, seeing the world through indigenous eyes, taking hold of our responsibilities and living them, that is the character of a transformed and decolonised person” Takeke Alfred, 2005

Facilitation Suggestions This guide will outline one method of conducting an asset mapping session, and is easily adapted to fit the needs of your community. This section will be divided into two sections applicable to the facilitation team: 1. Planning the Session 2. Leading the Session The first section provides information for facilitators on preparing to host an asset mapping session including suggested materials. The second section lays out a sample timeline for an asset planning session. This section will equip the facilitator and their team to handle the diverse array of situations that may arise during the session as well as how to encourage participation while keeping the session on track.

I. Planning the Session Who Should Attend the Session? A diverse selection of community members should be invited to attend the session. The more diverse the backgrounds of the participants, the more eﬀective the asset mapping session will be in identifying key attributes. Also important, is contacting local Elder(s) several weeks prior to the event who can lead any opening protocols as appropriate and determined by the community. It is recommended to have multiple sessions to ensure that sessions are small to encourage participation and attendance and that there is a representative sample of the community present. Some examples of sessions could be: students, Elders and community leaders, educators and general members of the community.

Where and When Should the Session Be Held? The time, date and location of the session should be announced a few weeks before you plan on holding the session. Allowing 2-3 weeks to advertise and invite participants will likely increase the attendance levels. Circulating a brief infographic (Appendix 1) that explains the details and purpose of the asset mapping session prior will allow people to understand the purpose of the event. The space selected should be accessible and accommodate the size of the group anticipated. The space should be flexible so that both small and large groups activities can be accommodated and people can easily move around. Ensure the space is able to accommodate the needs of the opening protocol without disruption i.e., fire alarms and smudging needs, space to assemble in a circle, closing entry into high traﬃc areas during ceremony, etc.

What Materials Will Be Needed? You will receive a bin with the following materials: • Chart paper • Masking tape • Coloured sticker dots • Butcher paper for drawing community maps • Coloured markers, pens and pencils • Asset category symbols • PowerPoint slides and speakers notes The Facilitator will be responsible for the following materials: • Community maps for each participant (8.5 x 11 inch paper sized) • Laptops for notetakers • Gifts for helpers and or Elders who provide their assistance • Snacks/ lunch for participants • Printing the handouts provided for small groups (Asset chart samples, SWOT analysis samples, conducting a SWOT analysis resource sheet)

How Many People Are Needed to Run a Session? While only a facilitator is required, it is highly recommended to have a team to assist the facilitator with the session to ensure it runs smoothly. The facilitator will have an important role in ensuring that the session stays focused and that the participants are providing the feedback that is necessary to gain from the session. It will be diﬃcult for the facilitator to do this without other team members to provide assistance with recording the minutes for the session and working with the small groups. It is crucial to at least have a notetaker who will be recording detailed minutes for the session as a full record of the session will be required in order to gain a full and in-depth understanding of the community’s needs for the final report. The recommended team roles include: • • • •

Facilitator - in charge of leading the session Facilitator Assistant - in charge of writing notes on charts and filling in the map Notetaker - in charge of taking detailed minutes for the session Coordinators - in charge of ensuring that small group activities are running smoothly, takes notes for each small group, passes out materials etc…

Now that you have determined who is coming to the session, advertised the session and gathered your materials and staﬀ, it is time to lead the session and gather community asset information.

II. Leading the Session This section will provide you with a suggested step-by-step guide to leading the session to maximize participation and usefulness of the information gathered.

1. Opening Remarks Outcome: Ensure local cultural protocols are adhered to i.e. smudging, opening prayer or thanksgiving Facilitator to invite local leaders to welcome participants and thank them for their commitment to the project. Any facilitators should acknowledge the traditional territory and give thanks to the people of the territory for allowing the gathering to occur in the territory.

2. Welcome and Introduction Introducing the Power of Mapping Community Assets for Education Planning Outcome: Participants to understand the objectives of the session Facilitator will review the objectives of the session listed in the Introduction section. The focus of the session is to develop an understanding of what assets are, what assets the community has and why those are assets, and determine what opportunities there are to increase the strength of assets that are not as strong. FNWSC Background and Progress Update Outcome: Participants to understand the role of the FNWSC and how previous community engagement feedback is utilized to inform the FNWSC work Facilitator gives a brief background on why information on community assets are being gathered and shared with FNWSC, Who the FNWSC and how this information gathered in the past is used to create further opportunities for growth in the future. Make reference to the FNWSC Draft Summary Report of Community Engagements Roll-Up as of June 14, 2017 and any community specific feedback gathered in past engagements. Facilitator will connect the work to other communities doing the same as participants in the Collective and stress the importance of working with other nations. Agenda and Expected Outcomes of the Day The facilitator will give a brief overview of the agenda for the day.

3. Decolonization Lens

Outcome: The icebreaker will help participants move beyond Western views of education and draw on traditional ways of knowing and learning Facilitator's can choose one of the following suggested ice breakers or may use their own. Ice Breaker A The facilitator chooses a selection of items/articles for each table to look at. Items should be a variety of traditional and conventional schooling items such as a drum, rattle, candle, moccassins, textbook, ruler, cedar branch, sage, tobacco pouch, feather, etc. Depending on size of group, one item can be shared amongst a group or given to each participant. Participants are asked to share how the item could represent education for their community. Each small group assigns a reporter to share the discussion of the group or individuals are given time to share their thoughts. A large circle share is best if space and time allows. Notes should be taken throughout the time to capture community's beliefs about education and inform the asset mapping activity discussions that will occur later on. Ice Breaker B The facilitator will begin the session by handing out Decolonization Data Set (Appendix 2) and Samples of Decolonization Activities & Plans (Appendix 3). On the page is a data set of examples that represent what working through a decolonization lens is and is not. Please work by yourself as you compare the ODD-numbered examples and contrast them with the EVENnumbered examples. The statements on the left side represent a decolonization lens. Those on the right do not. For each of the two data sets below, take 5 minutes and ask yourself the question: What will be the eﬀect of each statement on asset mapping? Then find a partner and take 5 minutes to share your thoughts. Groups will be called upon to share their thinking. Assign a recorder to note the discussions and feedback.

4. Setting the Stage Outcome: Participants will understand how to identify assets in their lives and community through categorization The facilitator will begin the session by naming the 5 categories of assets: 1. Social / Financial - relationships (external or internal), networks, and programs 2. Cultural - traditions, common values, language, customs, beliefs, and arts 3. Human - knowledge, skills, competencies of individuals in the community 4. Built - buildings, equipment, machinery, and physical infrastructure 5. Natural - land, natural resources, wildlife and ecosystems The Facilitator’s Assistant will write each category on one piece of chart paper that is hung on the wall at the front of the room, visible to all participants.

5. Individual Activity: Personal Asset Mapping Outcome: Participants will brainstorm at least 5 assets in their own lives and circle them on their individual maps.

The facilitator will hold up a map of their community (Appendix 4). On that map, the facilitator will have circled 5 areas that hold assets in their life. The facilitator should try to select an asset from each category for demonstration’s sake. If possible, the facilitator should select assets that the community will be able to benefit from in the future. Each participant will be given a map and a pen. They will circle 5 assets in their life on the map and write what they are and why they are assets. Participants will have 10 minutes to complete this task.

6. Group Activity: Asset Categorization Outcome: Participants will have an understanding of how the assets in their own lives can be shared to benefit more people in the community. The facilitator shall ask the participants to share the assets they circled on their personal asset map. The facilitator’s assistant will circle the location of each asset on the large community map (Appendix 5). Each asset shall also be written on the chart paper in its corresponding category (Appendix 6). Each asset category chart has a symbol (included in the supplies) which is to be taped to the asset category charts, and its colour should be the same as that used on to circle assets on the community map. When participants share their assets they also have to say what category or categories it falls into, and give a name if it is a human asset. Assets can fall into multiple categories (i.e. built and social for school) but the facilitator should encourage participants to be as descriptive as possible when describing assets. The facilitator should prompt participants with questions such as: • Why did you identify that as an important asset? • What aspect of that asset makes it important or strong? (Especially if it falls into multiple categories like a hospital or school- are they referring to the building or the people in it?) • Why did you select that category for the asset? • Who were you thinking of when you thought of that asset? Note: it is important to gather as much information about (at least names) people selected as human assets as possible, as the hope is to approach those individuals in the future to see if they would like to share their skills and knowledge with the greater community.

7. Break Ensure that participants are continuing to stay engaged by having brief breaks. Note: Asset mapping is a diverse activity, and participants may get oﬀ topic or begin to discuss other areas not closely related to asset mapping. In those circumstances, especially if the discussion has shifted to government eﬀectiveness, it is a good idea to pause the asset mapping topic and allow participants to speak on their concerns for a short period of time. Creating a new chart with these ideas will allow for those concerns to be passed on after the session and addressed in the later proposals.

8. Small Group Activity: Asset Strength Analysis 10

Outcome: Participants will develop a deeper understanding of their community assets by thinking in-depth to determine the core of the asset that makes it a strength to the community In their small groups, participants will be given 1 asset category chart and will determine the current strength of the assets on that chart. They will place coloured dots next to each asset using a strength based measure of 3, 2 or 1 dots. The measure is as follows: 3 dots = the asset is currently very strong • everyone is aware of the asset and sees it as a community strength • it benefits the entire community • it is being utilized to its full (or almost full) potential in all capacities 2 dots = the asset is currently moderately strong • the community is aware of the asset and its value • it is benefitting a sizeable portion of the community • it is being utilized but not to its maximum potential and in all capacities 1 dot = the asset is currently not very strong • only a few people know about it or see its value as an asset • it is not benefitting the entire community (i.e. only immediate family/ friends) • it is not being utilized or the capacities for use still need to be recognized Have the Coordinators split oﬀ with each group and take notes on the discussions that each group has, and their consensus on what makes that asset an asset. Guiding questions for the small groups may include: • Why are these assets so important? • What makes these our key assets? What is the core of why these attributes strengthen our community? • Are there any surprises? What do these surprises mean? • What is missing from our assets? Where are the gaps? After placing a dot next to each asset, participants will determine whether the assets with 1 or 2 dots can be strengthened within the community alone or if they would benefit from funding and support from FNWSC. Participants should put wither “C” or “FNWSC” next to each 1 or 2 dot asset.

9. Small Group Activity: SWOT Analysis of Assets Outcome: Participants will use their deeper understanding of the assets to conduct a Strengths, Weaknesses, Opportunities and Threats analysis of key assets. Participants will conduct a SWOT analysis of the assets that they gave 1 or 2 dots and that they wrote “FNWSC” next to. A SWOT analysis is a Strengths, Weaknesses, Opportunities, and Threats analysis. SWOT analyses are used to: • Evaluate the full potential of community assets • See how that potential can be achieved and the asset strengthened • See how assets can be combined to produce stronger assets

• •

See where the community currently has opportunities to strengthen assets and where opportunities can be created Work through the possible weaknesses and threats that exist.

There are 4 steps in conducting a thorough SWOT analysis: 1. Start by discussing the strengths of the asset right now • Why was that asset identified as important? • What capacity is that asset being used in? • What would the desired use of the asset look like? 2. Discuss why there are weaknesses with the asset’s current utilization • Is the asset being used? • How can the current use be improved? • What is hindering the asset from being a strong asset right now? 3. Look for opportunities to overcome the weaknesses and achieve the desired strength • Are there opportunities to combine assets? • What is the community already doing in another area that we could implement here to strengthen this asset? • Can we work with any other communities or the FNWSC to strengthen the asset? 4. Discuss what possible threats could arise that would aﬀect your ability to use the opportunities to improve the weaknesses • What are the costs associated with strengthening the asset? • What could impede our plans to overcome the current weaknesses? SWOT analyses are meant to be in-depth, so a thorough analysis of the asset is encouraged, especially in the opportunities category. Encourage participants to put be creative and put down as many ideas as possible. Once they are done with their SWOT analyses, they should be put up around the room so that all the participants can read the other SWOT analyses from other groups. Give participants time to read all the analyses, and write down comments on sticky notes. Once everyone has a chance to read through what the groups came up with, have a final discussion and debrief to address what information was gathered in the session, if anything was left out, and if there are any more ideas to be added to one of the charts. Some guiding questions for the discussion include: • Is there anything you would like to add to a SWOT analysis? • Are you happy with the results of the asset mapping session? • How will we start strengthening assets with 1 or 2 dots that have a “C” next to them? • Based on the discussions that took place today and the assets, strengths, and opportunities identified, where would we, as a community, like to go from here?

10. Next Steps Outcome: The Facilitator shall explain the next steps to the participants, ensuring that they are aware of what this information will be used for and how it will be used. The Facilitator explain the process going forward to participants: • Facilitators will first compile all data from the session into one document

• • • • •

Facilitators will attend a post-asset mapping session discussion with other community Facilitators to share their results Committee in charge of the research and policy proposals will use the results from all the sessions to establish key themes These themes will be used to draw up a funding proposal and policy proposal These proposals will be submitted to the Federal Government The Committee will send responses and updates to the Facilitators who will provide the information to their communities

11. Thank You Outcome: All participants have achieved a greater understanding of what strengths their community has, and how they can combine, use or harness the attributes of their own lives to better benefit and educate their own communities. The Facilitator will close the session, thanking the participants for attending and for their enthusiasm and participation. They will also reiterate the importance of continuing the discussion on what assets their community has and how they can be reworked and used to benefit the whole community and promote lifelong learning.

12. Closing Remarks Outcome: Ensure local cultural protocols are adhered to i.e. smudging, closing prayer or thanksgiving Facilitator to invite local leaders to thank participants for their commitment to the project and for attending and contributing to the asset mapping session.

Analyzing The Results Immediately After the Session Immediately after the session is the best time to begin categorizing and compiling all your results into one document. The Facilitator should work with the Notetaker and Coordinators to ensure that all the information recorded from the session is included in the final results report. The Facilitator will bring this report to an all Facilitator’s meeting and discussion discussion once all the communities have completed their sessions. It is also the task of the Facilitator to ensure that a copy of the results is provided to the community member. This may take any form, but it is recommended that the Facilitator create an infographic that outlines the main results from the session. This should be posted in a place easily accessible to all community members.

Writing the Facilitator’s Report In an eﬀort to ensure that all communities have the opportunity to have their needs addressed, following a similar template for the results will make it easier to synthesize all of the results collected into one large funding proposal that will represent the interests of all of the involved communities. This report should include: • For each category: • List of all assets that the group came up with • Which assets are determined to be very strong • Which assets are determined to be less strong • A copy of SWOT analysis for each of the categories • A copy of the session minutes • A copy of the small group minutes • Facilitator’s reflections of the session including: • How the Facilitator thought the session went, • How engaged the participants were, • Where their community’s opportunities to strengthen their assets are • A copy of any concerns that were brought up by participants during the session that may not directly relate to the asset mapping process The format of the report is at the discretion of the Facilitator. However, charts and graphics are always encouraged.

All Facilitator’s Meeting The all Facilitator’s meeting should take place a few weeks after all the communities have had the chance to hold their asset mapping sessions, and a week after each Facilitator has submitted their results report. At the meeting, each Facilitator will be expected to contribute and provide feedback on their sessions. This feedback will include question prompts on topics such as: • Participant engagement • Evaluation of assets by the participants • How the community viewed their assets • Where the opportunities to strengthen their assets lie • Which categories and assets were seen as most valuable Facilitator’s should bring a copy of their report to the meeting to use as a point of reference for these discussions.

Next Steps The results of the Facilitator’s meeting will be used to create a final report that will represent the interests of all of the communities involved. This report will include the assets in each category determined by the communities, the assets that are valuable but less strong, a SWOT analysis of the major theme areas and a section for recommendations on how the money requested will be used to build on the current assets by strengthening and expanding the scope of these key attributes. The report will be used to generate a funding proposal which will be submitted to the federal government. A copy of the final report and funding proposal will be given to each community. An infographic presenting these ideas will also be provided that can be put on display that will highlight the key aspects of the final report and proposal requests.

Please Note: A complete guide to writing the Facilitator’s report will be sent out in early January. This is just an overview of what you could think about when planning and leading the session to help you write the report later.

Appendix Appendix 1: Infographic Sample infographic that could be posted within the community to advertise the asset mapping session. Copies of this infographic can be distributed by facilitator request.

Appendix 2: What does Decolonization Practice look Like? A Data Set Instructions: On the page is a data set of examples. Please work by yourself as you compare the ODD-numbered examples and contrast them with the EVEN-numbered examples. The statements on the left side represent a decolonization lens. Those on the right do not. For each of the two data sets below, ask yourself the question: What will be the eﬀect of each statement on asset mapping? Then find a partner and share your thoughts.

YES

1. Apply helping practices that are relevant to Indigenous communities

2. Reliance on Western dominant knowledge i.e., scientific-inquiry methods that deconstruct the whole in order to understand its parts

3. Challenge the oppressive structures that colonizing paradigms have constructed

4. Center the stronghold of Western academia particularly those aspects that continue to uphold colonial ideals and values

5. Highlight and endorse the production and promotion of respectful representation of Indigenous traditions, culture and knowledge within educational contexts.

6. Accept or do not question Eurocentric assumptions of superiority within the context of history

7. Critical analysis of unequal power relations and its ongoing damage to Anishinaabe/Haudenosaunee culture, in particular, Anishinaabe/ Haudenosaunee languages i.e., English courses that reinforce British colonial literary works as superior to those written by Indigenous authors

8. Colonial curricula that oﬀer students a fragmented and distorted picture of Indigenous peoples i.e., subject areas that isolate knowledge; practices of naming and categorizing

9. A need to understand and respond to the ‘politics of distraction’; to move beyond being kept busy and engaged with Crown strategies led and implemented by them

10. Anishinaabek/Haudenosaunee epistemology is ignored or marginalized

Appendix 3: Visual Graphics of Samples of Decolonization Activities Coordinated by Communities for Education Transformation

Appendix 4: Individual Activity Map A sample map that has been completed by an individual which highlights the assets that have played an important role in their life. The key aspect of this activity is encouraging the participants to think beyond typical concepts of assets as being physical objects or schools, but to see the assets that are harder to identify (because they may not be utilized by everyone in the community) but are still important to them. The facilitator should encourage this thinking by highlighting assets that are not within the usual conception of community assets, specifically assets such as family members, traditions, and nature.

Appendix 5: Community Asset Map A sample of a community asset map. This map outlines key assets within the community that are based oﬀ the assets highlighted in the individual asset maps. Having a visual representation such as the one below will highlight the positive aspects of the community that are already recognized and valued, and will be important for encouraging continued participation and ensuring that morale stays high throughout the session. Focusing on the strengths and not addressing the less developed assets as weaknesses is key to ensuring that participants do not get overwhelmed or discouraged with the following tasks of conducting the SWOT analysis.

Appendix 6: Asset Charts A sample of how the assets can be divided up and placed in appropriate categories. Using consistent images and colours can help participants to sort the assets they think of into easily identifiable categories as well as make it easier to recall which asset goes in which category later on if they are all colour coordinated.

Appendix 7: SWOT Analysis On-site education for adults that provides them with jobs Need to diversify programs oﬀered to create more job opportunities after completion

College Collaborative Education Program

Partner with nearby communities to diversify program options and increase enrolment numbers Low enrolment levels prompts the colleges to stop providing education on-site Too many graduates from one program so there are not enough jobs

Areas to teach practical farming and land skills

Skills aren’t being incorporated into curriculum for students

Band Land with Crops / Farm Lands with Soya Beans & Corn

Work with school and farmers to create a skills class that teaches these skills to

- Don’t want to teach / too busy - No school course to integrate practical skills - Will require funding / curriculum changes

Knowing and passing on the traditional recipes and crafts skills Skills and knowledge are not being taught to others outside of families (not passing it on)

Soup Makers, Craftspeople & Traditional Skills/ Knowledge

A sample SWOT analysis for the grouping of assets in the 1 or 2 ranking level. Emphasis should be placed on the Strengths and Opportunities categories in the discussions. The facilitator and coordinators should stress that this is their opportunity to determine how they want to shape and use these assets in the future, and having a clear outline of the available opportunities already within the community is key to strengthening the assets eﬃciently and eﬀectively. The SWOT analysis is one of the the most important components of the asset mapping session, as it is these analyses that will be used to create the final report. Facilitators are asked to ensure that participants are going in depth in their analysis both in the small group and large group discussions. Areas for large families or the community to gather together Families aren’t using the space Don’t know that the space is available

Could reserve part of the community centre for family use

Space is already allocated for other uses

Knowing and passing on the proper telling of the creation story

‘

- Ask if they are willing to teach their skills to students as a class or on PA days - Students can share what they made at community feasts / gatherings

- Don’t want to teach / too busy - No school course to integrate traditional skills into for credit

- Will require funding / curriculum

Community Social Gathering Space

- Nobody can tell it - Nobody to teach others

Telling and Teaching the Creation Story

to tell it Annual gatherings where you can learn how to tell the Creation story Unable to find someone to send who is willing to learn and then teach others

Leadership Challenges – Cynthia Wesley-Esquimaux Participants should choose one per group (3-5 per group)

Growing Literacy – Your group will create a teaching circle children, young mothers and fathers, and grandparents can join to explore the value and joy of reading – these reading circles or reading nests will bring children and adults together in a sharing and fun environment and to teach non-readers how to use the “right kind” of books to strengthen literacy for the entire family. It is important to strengthen children’s readings skills, but also parents and caregivers who may also have reading challenges because this was not a priority in their home growing up. Sample Questions for the group to contemplate: The group will decide where and how they will obtain suitable books. What are suitable books? Do you already have in-house readers that can start the process? What is the targeted age range? How many mothers and fathers / grandparents do you presently have in community? Where will the circle meet? Can you get a few teachers onside? Can you get local youth onside? How will people be vetted for safety?

Celebrating Indigenous Heroes – Identifying (1-4) community hero’s or Indigenous persons who have contributed to the success and well-being of Indigenous peoples locally or nationally – who are our heroes? The group will complete online or asset mapping research as a team and produce a community /national list which identifies those who may qualify or are well known to people. Sample Questions: Who has been recognized as a hero in your community before? Who do you look up to? This person does not have to be “famous” or have specific “credentials” What are the categories? A hunter, fisherman, community organizer, teacher, language speaker? How will their profile be lifted? How great is the need for role models or heroes? National heroes are also very good candidates, if this is your choice, what will they mean specifically to your community or communities, and how will you raise their profile for your own young people and inspire them to follow their lead? The hero does not have to be a star, they may be a strong, but regular community person who has opened the hearts of others and is beloved by many.

Peer Support Men’s Circle – Asset map and identify the men in your community in need of support – this can be because of domestic violence’s, dysfunctional family circles, loss of family supports, or they may have gone to jail. Then identify the men who have had challenges and have done their healing work or perhaps may be ready to be of service to the community while furthering their healing. Men can help men, but they must be relatable and determined to provide the support. We are looking for sustainable peer and professional input to the circle. Sample Questions: Who are they, and is there safety in requesting their input and support? Peer to peer counseling and support is very effective when men are ready to change their behaviour and the man helping them is a peer and has done their own inner work. Have they somehow proven they are ready to restore community faith in their intentions and lives? What kind of training will they require? Do you have access to a trained (professional) and available “anchor” for the circle? How often should they meet and where is the best facility to do this?

Community Radio Presentations – Your group will work together to prepare and present a proposal to your on-reserve radio station to interview every person in the community and embed 1-3 minute shared words into the radio programming – Elders, mothers, fathers, youth, little kids, seniors, cottagers who are known to the community members, and Chief and Council. In some instances, contributions can be more, a short story, a memory of community importance, a special song or poem. Sample Questions: The group will work together to frame a proposal for your challenge to the current radio operators, if you have a radio station. If you do not have a community radio station, is it possible to frame a proposal to initiate one? How many elders do you have in your community that you can contact for an interview? What materials/equipment will you need? How long should the broadcasts be? Can all ages be engaged? Could it be broken into seasons? Spring – Children’s Voices, Summer – Youth and Young Adult Voices, Fall – Adult Voices, Winter – Elders and Senior Voices. Who will format the questions? Will you need a release for every individual? What happens next?

Suggested Reading: ADOPTION, FOSTER CARE AND AGING OUT Alec, Elaine (2020) Calling My Spirit Back, TellWell Talent Publishing Bird-Wilson (2021) Probably Ruby, Double Day Canada. Cardinal, Colleen (2018) Ohpikiihaakan-ohpihmeh (Raised somewhere else): A 60s Scoop Adoptee’s Story of Coming Home, Roseway Publishing. Hogan, Linda (1995) Solar Storms, Scribner Paperback Fiction Morin, Brandi (2022) Our Voice of Fire: A Memoir of a Warrior Rising, Anansi Publishing Peters, Amanda (2023) The Berry Pickers, Harper Perennial. Sinclair, Raven, Michael A. Hart and Gord Bruyere (2009) Wicihitowin: Aboriginal Social Work in Canada, Fernwood Publishing: Winnipeg. Thistle, Jesse (2019) From the Ashes: My Story of Being Métis, Homeless, and Finding My Way, Simon & Schuster Publishing. INDIAN RESIDENTIAL SCHOOLS, RELOCATION AND RESERVES Alexie, Sherman (2000) The Toughest Indian in the World, Grove Press, New York. Bussidor, Ila and Ustun Bilgen-Reinhart (1997) Night Spirits: The Story of the Relocation of the Sayisi Dene, University of Manitoba Press: Manitoba. Good, Michelle (2020) Five Little Indians, Harper Perennial. Highway, Tomson (1998) Kiss of the Fur Queen, Double Day: Canada. Jiles, Paulette (2003) North Spirit: Travels among the Cree and Ojibway Nations and their Star Maps, Anchor Canada. Miller, J.R. (2006) Shingwauk’s Vision: A History of Native Residential Schools, University of Toronto Press: Toronto. Stannard, David E. (1992) The Conquest of the New World: American Holocaust, Oxford University Press.

INDIGENOUS STUDIES TEXT Belanger, Yale (ed.) (2014) Ways of Knowing: An Introduction to Native Studies in Canada, Nelson Education Limited Dickason, Oliva P. (2006) A Concise History of Canada’s First Nations, Oxford University Press: Canada. Williamson, Pamela and John Roberts (2004) First Nations Peoples, 2nd Edition, Emond Montgomery Publications Limited: Toronto. INTERGENERATIONAL STORIES OF CHANGE AND HEALING, Highway, Tomson (2021) Permanent Astonishment: a memoir, Doubleday Canada. Kinew, Wab (2015) The Reason You Walk, Penguin Books. Robertson, David A. (2020) Black Water family, legacy, and blood memory, HarperCollins Publisher Ross, Rupert (2014) Indigenous Healing: Exploring Traditional Paths, Penguin Books Limited. Tagaq, Tanya (2018) Split Tooth, Viking Publishers. Whitehead, Joshua (2018) Jonny Appleseed, Arsenal Pulp Press. Wiebe, Rudy and Yvonne Johnson (1998) Stolen Life: Journey of a Cree Woman, Alfred A. Knopf: Canada. LAND AND WATER RIGHTS King, Thomas (2014) The Back of the Turtle: A Novel, HarperCollins Publishers. Penashue, Tshaukuesh Elizabeth (2019) Nitinikiau Innusi: I keep the Land Alive, University of Manitoba Press Phare, Merrell-Ann (2009) Denying the Source: The Crisis of First Nations Water Rights, RMB: Victoria, B.C. Sandford, Robert William and Merrell-Ann Phare (2011) Ethical Water: Learning to Value What Matters Most, RMB, Victoria, Canada.

LEGAL AND POLITICAL CHALLENGES Friesen, Joe (2016) The Ballad of Danny Wolfe: Life of a Modern Outlaw, Signal Publications. Hogan, Linda (2015) Mean Spirit, Scribner Books Co. Razack, Sherene (2015) Dying from Improvement: Inquests and Inquiries into Indigenous Deaths in Custody, University of Toronto Press. Reber, Susanne and Robert Renaud (2006) Starlight Tour: The Last Lonely Night of Neil Stonechild, Vintage Canada. Ross, Rupert (2006) Dancing with a Ghost: Exploring Indian Reality, Penguin Canada Ross, Rupert (2006) Return to the Teachings: Exploring Aboriginal Justice, Penguin Canada. Talaga, Tanya (2018) All My Relations, The Massey Lectures. Talaga, Tanya (2018) Seven Fallen Feathers: Racism, Death and Hard Truths in a Northern City, House of Anansi Press. Tatz, Colin (2003) With Intent to Destroy: Reflecting on Genocide, Verson: New York. Waldrum, James B. (1997) The Way of the Pipe: Aboriginal Spirituality and Symbolic Healing in Canadian Prisons, Broadview Press: Ontario. Walkem, Ardith and Halie Bruce (2003) Box of Treasures or Empty Box? Twenty Years of Section 35, Theytus Books. Wheatley, Margaret J. (2006) Leadership and the New Science: Discovering Order in a Chaotic World, Berrett-Koehler Publishers: San Francisco. MENTAL HEALTH, HEALTH CARE, TRAUMA AND WELLNESS Doidge, Norman M.D. (2015) The Brain’s Way of Healing: Remarkable Discoveries and Recoveries from the Frontiers of Neuroplasticity, Penguin Books. Harris, Naomi Burke (2018) The Deepest Well: Healing the Long-Term Effects of Childhood Adversity, Houghton Mifflin Harcourt. Hollow Water (Video) (2000) The Story of Hollow Water: When an Individual confronts the spectre of abuse, we consider it an act of courage. When

an entire community attempts the same thing, we call it a miracle, National Film Board. Hubl, Thomas (2020) Healing Collective Trauma: a process of integrating our intergenerational and cultural wounds, sounds true, Boulder, Colorado Johnson, Harold (2016) Firewater: How Alcohol is Killing my People (and yours), University of Regina Press. Karr-Morse, Robin and Meredith S. Wiley (2012) Scared Sick: The Role of Childhood Trauma in Adult Disease, Basic Books. Perry, Bruce D. & Maia Szalavitz (2011) Born for Love: Why Empathy Is Essential and Endangered, William Morrow Paperbacks; Reprint edition. Perry, Bruce D. & Maia Szalavitz (2006) The Boy who was Raised as a Dog: And Other Stories from a Child Psychiatrist, Basic Books. Ross, Rupert (2014) Indigenous Healing: Exploring Traditional Paths, Penguin Canada. Solomon, Andrew (2001) The Noonday Demon: An Atlas of Depression, Simon & Schuster publishing house Stein, Steven & Howard E. Book (2000) The EQ Edge: Emotional Intelligence and your success, Jossey-Bass, A Wiley Imprint. Urschel, Harold C. (2009) Healing the Addicted Brain, Source Books. van der kolk, Bessel (2015) The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma, Penguin Books. Waldrum, James B., D. Ann Herring and T. Kue Young (2006) Aboriginal Health in Canada: Historical, Cultural, and Epidemiological Perspectives, University of Toronto Press. Waldram, James B. (2004) Revenge of the Windigo: The Construction of the Mind and Mental Health of North American Peoples, University of Toronto Press: Canada. Watters, Ethan (2010) Crazy Like Us: The Globalization of the American Psyche, Free Press. Wesley-Esquimaux, Cynthia and Magdalena Smolewski (2004) Historic Trauma and Aboriginal Healing, Aboriginal Healing Foundation, Ottawa. www.ahf.ca

MEDICAL CARE AND INDIAN HOSPITALS Geddes, Gary (2017) Medicine Unbundled: A Journey Through the Minefields of Indigenous Health Care, Heritage House Publishing. Lux, Maureen Katherine (2016) Separate Beds: A History of Indian Hospitals in Canada, 1920s-1980s Redvers, Nicole, ND (2019) The Science of the Sacred: Bridging Global Indigenous Medicine Systems and Modern Scientific Principles, North Atlantic Books, Publishers POLITICAL HISTORY AND LEGISLATION Cardinal, Harold (1969/1999) The Unjust Society, The Red Paper, Douglas & McIntyre, University of Washington Press: USA. Coates, Ken (2015) #IDLENOMORE: And the Remaking of Canada, University of Regina Press. Daschuk, James (2014) Clearing the Plains: Disease, Politics of Starvation, and the loss of Aboriginal Life, University of Regina Press. Dennis, Darrell (2014) Peace Pipe Dreams: The Truth about Lies and Indians, Douglas & McIntyre Derrickson, Grand Chief Ronald M. (2020) Fight or Submit, Standing Tall in Two Worlds, ECW Press, Toronto. Forbes, Jack D. (1979) Columbus and other Cannibals, Seven Stories Press. Hughes, Lotte 1st and 2nd editions (2003 & 2012) the NO-NONSENSE guide to Indigenous Peoples, New International Publications: Canada. Joseph, Bob (2018) 21 Things you may not know about the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality, Indigenous Relations Press, BC. King, Thomas (2013) The Inconvenient Indian: A Curious Account of Native People in North America, Anchor Canada; Ninth edition (Aug. 13, 2013). King, Thomas (2005) The Truth About Stories, Massey Lecture Series, Dead Dog Café Productions, Inc. Kino-nda-niimi-Collective (2014) The Winter We Danced: Voices from the Past, the Future and the Idle No More Movement, Arp Books: Winnipeg

LaDuke, Winona (2002) The Winona LaDuke Reader: A Collection of Essential Writings, Theytus Books Lear, J. (2006) Radical Hope: Ethics in the Face of Cultural Devastation, Cambridge Press: Massachusetts. Mann, Charles C. (2006) 1491: New Revelations of the Americas before Columbus, Vintage Books: New York (and 1493 is a later book he published)). Manual, Arthur (2015) Unsettling Canada, Between the Lines Publishing. Miller, J.R. (2000) Skyscrapers Hide the Heavens: A History of Indian-White Relations in Canada, 3rd Edition, University of Toronto Press: Canada. Murphy, Emmett C. & Michal Snell (1993) The Genius of Sitting Bull: 1 Heroic Strategies for Today’s Business Leaders, Prentice Hall. Rice, Brian (2005) Seeing the World with Aboriginal Eyes, Aboriginal Issues Press. Saul, John Ralston (2014) The Comeback: How Aboriginals Are Reclaiming Power and Influence, Viking; First Edition (Oct. 28, 2014) Spielmann, Roger (2009) Anishnaabe World: A Survival Guide for Building Bridges between Canada and First Nations, Your Scrivener Press: Sudbury. ISBN: 978-1-896350-37-0 Vowel, Chelsea (2016) Indigenous Writes: A Guide to First Nations, Metis and Inuit Issues in Canada, Highwater Press. Widdowson, Frances and Albert Howard (2008) Disrobing the Aboriginal Industry: The Deception behind Indigenous Cultural Preservation, McGillQueen’s University Press: Kingston. (Please get this one from the library we are NOT supportive of purchasing this text and endorsing racism). POST-APOCALYPTIC Writings: Dimaline, Sheri (2017) The Marrow Thieves, Dancing Cat Publishing. Dimaline, Sheri (2021) Hunting by Stars, Penguin Random Books. Rice, Waubgeshig (2018) Moon of the Crusted Snow, ECW Press. RESOURCE EXTRACTION AND ECONOMICS Angus, Charlie (2022) Cobalt: Cradle of the Demon Metals Birth of a Mining Superpower, Anansi Books 6

Cleary, Paul (2021) Title Fight: How the Yindjibarndi Battled and Defeated a Mining Giant, Black, Inc. Gallagher, Bill (2012) Resource Rulers: Fortune and Folly on Canada’s Road to Resources, Bill Gallagher Publishing. Hayden-Taylor, Drew (2021) Me Tomorrow: Indigenous Views on the Future, Douglas & McIntyre. Helin, Calvin (2006) Dances with Dependency: Indigenous Success through Self-Reliance. Orca Spirit Publishing: Vancouver. Johnson, Harold (2015) Corvus, thistledown press King, Thomas (2021) Sufferance, HarperCollins Publishers. SPIRITUAL PRACTICES Absolon, Kathleen E. (Minogiizhigokwe) (2011) Kaandossiwin: How We Come to Know, Fernwood Publishing. Deloria, Vine Jr. (2006) The World We Used to Live In: Remembering the Powers of the Medicine Men, Fulcrum Publishing, Golden Colorado. Fiddler, Thomas and James R. Stevens (2003) Killing of the Shaman, Penumbra Press: Canada. Kaefer, Florence and Edward Gamblin (2014) Back to the Red Road: A Story of Survival, Redemption and Love, Caitlin Press. Mitchell, Sherri (2018) Sacred Instructions: Indigenous Wisdom for Living Spirit- Based Change, North Atlantic Books. Nelson, Melissa (Ed) (2008) Original Instructions: Indigenous Teachings for a Sustainable Future, Bear & Company. Peacock, Thomas and Marlene Wisuri (2006) The Four Hills of Life: Ojibwe Wisdom, Minnesota Historical Press. Peacock, Thomas and Marlene Wisuri (2002) Ojibwe Waasa Inaabidaa: We Look in all Directions, Afton Historical Society Press: Minnesota. Sefa Del, George, Budd Hall and Dorothy G. Rosenberg (eds.) (2002) Indigenous Knowledges in Global Contexts: Multiple Readings of Our World, University of Toronto. Wagamese, Richard (2021) What Comes from Spirit, Douglas & McIntyre 7

TRADITIONAL TEACHINGS AND KNOWLEDGE Barreiro, Jose (2010) Thinking in Indian: A John Mohawk Reader, Fulcrum Press, Colorado. Jiles, Paulette (1996) North Spirit: Travels Among the Cree and Ojibway Nations and Their Star Maps, Doubleday: Canada. Kimmer, Robin Wall (2013) Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teaching of Plants, Milkweed Publishers. Mishenene, Rachel and Pam Toulouse (eds.) (2011) Strength and Struggle: Perspectives from First Nations, Inuit, and Metis peoples in Canada, McGrawHill Ryerson. Mohawk, John (2010) Thinking in Indian: A John Mohawk Reader, Fulcrum Publishing (October 19, 2010) Mohawk, John C. (2000) Utopian Legacies: A History of Conquest and Oppression in the Western World, Clear Light Publishers: New Mexico. Porter, Tom (2008) And Grandma Said...Iroquois Teachings, as passed down through the oral tradition, Xlibris Corporation: United States. Rice, Brian (2005) Seeing the World with Aboriginal Eyes: Ways of Doing, Aboriginal Issues Press. Wagamese, Richard (2009) Indian Horse (book and film), Anchor Canada. Wagamese, Richard (2006) Keeper ‘n Me, Anchor Canada. Wagamese, Richard (2003) Joshua, Anchor Canada. Wahbanang (2021) The Resurgence of a People: Clearing the path for our survival – 50 years after Wahbung: Our Tomorrows, Turtle Lodge: International Centre for Indigenous Education and Wellness. Warrior, Robert Allen (1995) Tribal Secrets: Recovering American Indian Intellectual Traditions, University of Minnesota Press, Minneapolis. Waziyatawin and Michael Yellow Bird (2012) For Indigenous Minds Only: A Decolonization Handbook, School for Advanced Research Press, Sante Fe. Weatherford, Jack (1988) Indian Givers: How the Indians of the Americas Transformed the World, Crown/Archetype. TREATY RELATIONS

Angus, Charlie (2015) Children of the Broken Treaty: Canada’s Lost Promise and One Girl’s Dream, University of Regina Press. Morris, Alexander (1880-1991) The Treaties of Canada with the Indians of Manitoba and the North-West Territories including the Negotiations on which they were based, Belfords, Clarke & Co, Toronto. TRUTH AND RECONCILIATION Good, Michelle (2023) Truth Telling: Seven Conversations About Indigenous Life in Canada, HarperCollins Publishers Ltd. Maracle, Lee (2017) My Conversations with Canadians, Book Thug, Toronto. McIvor, Bruce (2021) Standoff: Why Reconciliation Fails Indigenous People and How to Fix it, Nightwood Editions. Niezen, Ronald (2013) Truth & Indignation: Canada’s Truth and Reconciliation Commission on Indian Residential Schools, University of Toronto Press. Rogers, Sheila, Mike Degagne, Glen Lowry & Sara Fryer (2014) Reconciliation & The Way Forward: Collected Essays & Personal Relections, Hignell Printing, Winnipeg. Sniderman, Andrew and Douglas Sanderson (2022) Valley of the Birdtail: An Indian Reserve, A White Town, and the Road to Reconciliation, HarperCollins. Truth and Reconciliation Commission (2016) A Knock on the Door: the Essential History of Residential Schools from the TRC, University of Manitoba Press. Wadden, Marie (2008) Where the Pavement Ends: Canada’s Aboriginal Recovery Movement and the urgent need for reconciliation, Douglas & McIntyre Limited: British Columbia. Wesley-Esquimaux, Cynthia, Ronan MacParland and David Berkal (2009) “Shielded Minds” a video documentary on Youtube of an eight-day journey across the Canadian Shield with twenty Aboriginal and non-Aboriginal youth to explore identity, truth and reconciliation, and to discover the Aboriginal truth and reality that Canadian have been shielded from in their education. www.canadianroots.ca Wesley-Esquimaux, Cynthia, Ronan MacParland and David Berkal (2010) “Journey to Oz” a video documentary on Youtube of a nine-day visit to the Mishkeegogamang First Nation in Northern Ontario, Nishnawbe-Aski Nation Territory, with 12 Aboriginal and non-Aboriginal youth to explore “what is right about this community” in the face of negative media representation. www.canadianroots.ca 9

The Trickster MANIFESTO Trickster is UnSettler and Upsetter Border-crosser and Broadcaster Freedom Fighter, Graffiti Writer Transgender, Crossdresser Shapeshifter, Transformer, Transgressor Moneymaker and Bootyshaker Great Imitator, the Deceiver Hellraiser and Peacemaker Fire Chief and Fire Thief Player, Breaker, Dancer, Faker Creator and Bricoleur Gambler and Entrepreneur Trickster is always on the move Butt, Danny; McGregor, Hemi; Robertson, Natalie, The Trickster Manifesto, for Trickster (UnSettler) IntraNation Block 2, Banff, 2004

WISE PRACTICES: Wise Practices are best defined as locally-appropriate actions, tools, principles or decisions that contribute significantly to the development of sustainable and equitable social conditions. Wise practices reflect the richness of relationships, respect the uniqueness and the contextual nature of community and leadership development, where nothing is static, as people bring in and send out different experiences, stories, views, and energies. Wise Practices

Application

Outcome

Healthy risk-takers who do not fear change

Are willing to explore many options while listening to the advice and accepting the support of their elders

Thoughtful communicators who engage everyone and deeply know and respect their community

The entire community is brought into the conversation, even if the goal is outside their immediate knowledge base

Entrepreneurial in spirit – can see the future approaching

When we keep our eyes on the horizon, like our ancestors who could read the clouds, the lands, and the winds we can pre-sense what is coming by paying attention

Strategic Thinkers – know where the emphasis must be placed and demonstrates good judgement

There is a clear understanding of the tolerance parameters in a community, what is needed now, how to get it, and what must be planned for so shortmedium and long-term attentions are anticipated Reconnection to traditions and proven practices Considers the entire community structure, systems, institutions, and location The leader takes purposeful control

Change happens whether we champion it or not, healthy leaders guide transformative change by accepting decision making risks The entire community will consider a change, development, or process because they were apprised of the circumstances and associated risks Our healthy risk taking brings economic advantage, educational uptake, useful social supports, and internal justice mechanisms designed and utilized by the entire community There is sensitive and sensible movement forward with the approval and support of the community

Taking back “our own ways” Takes a broad view on economics Has a “sovereignty attitude” Uses traditional and cultural ways of being as a leadership competency

Acceptance of community and leadership approaches

We strengthen the sacred circle of life A wholistic approach is identified and explored Leaders can meet community needs and learn from mistakes Nothing is imposed from the outside

Wise Practices

Application

Outcome

Being proactive instead of reactive

Community priorities are set and guide progress

Breaks away from the status quo

Leadership can lead stronger change and can give positive reasons why change is required Seeks to know personal and community dreams

Scarce resources are identified, and progress is monitored Improved conditions in the community

Has an understanding of what “success” means What works is based on community culture and context Works from Indigenous ways of knowing and communicating Respecting community knowledge, experiences, and practices Finds or creates a process to bring culture back in as a foundation for their leadership Builds Indigenous Intellectual Capital Approaches others from an “all my relations” position Begins the process of leadership with small children Is driven by spirituality and long-term egalitarian perspectives for the good of the entire community Understands and enlivens the need for succession planning Embraces asset-based and capacity focused approaches Encourages collective problem solving Knows and can articulate the history and culture of the community

Does not impose another community vision on the dreams of their own community Respects Indigenous uniqueness in the evaluation process Holding up the cultural and situational environment that characterize lived experience Identifying the strongest characteristics of community Knows and can define their own cultural competencies

A definition of success that reflects a positive future for the entire community The planning process and movement forward works because it is supported by the community members Rejects western assumptions of evaluation superiority Providing explicit recognition to community knowledge and ways of being A community that knows itself and reflects that strength in its practices

Can transfer and develop leadership characteristics to others Lives in a sea of friendships, Is an accessible and beloved family, easygoingness, and leader whom people trust and humour want to emulate Exposure to leaders, elders, Shared values and beliefs and seniors in the community ready the ground for future from a very young age leaders Lives with a lack of ego, lack A community that embodies of hierarchical approaches a seven generations looking and practices community back and forward approach inclusion and wisdom to life ways Ensuring there is broad Youth who know they are generational engagement, growing and developing into sharing and teaching community leaders and supports Let go of needs-based and A community that knows its barrier-focused approaches own strengths and what its and thinking assets are in every area Let go of the need to make Bolsters internal control, selfevery decision an executive sufficiency, and efficacy directive Spends time with every A community who listens to senior and Elder in the and respects their elders as community knowledge holders

Wise Practices

Application

Outcome

Possesses wisdom of practice

Recreating wisdom within the whole community

Wholistic interpretation of community environment

Uses experience, faces moral issues, uses intuition

Uses problem-based learning which is based on the tradition of learning by doing

Real world work assignments and time limited projects to achieve performance objectives Explores traditional knowledge as a basis for developing and sustaining leaders, organizations, and governance Using deep and respectful listening with senses and silence In communicating the stories leaders embody the stories Create impetus for cultural revival that be used by entire community Listening an observing and assessing the strengths in their own communities

Wisdom is generated and utilized where is it created and sustainable by the people Fosters an ability to learn from ideas and the environment in others Facilitated individual and collective learning

Uses Deep Listening practices

Narrating their own cultural stories The ability to relate stories Leaders intersect wise stories and historic stories told in community Leaders create new stories

They re-story the place of their people in the world

Help the community revive traditions, dialogue about their strengths

The story must fit the circumstances of where people have been and where they would like to go

The leader must convey a story that fits the vision and dreams of the people

The ability to research, record and preserve and protect history – revitalize culture and generate new positive stories Building the confidence and cultural depth of everyone in community Leaders achieve effective and trust with community Leaders will continue to share stories of effective practice moving forward People become sophisticated in the stories and reclaim their expert cultural communications The community will break away from the broken story, the abuses, the cycles imposed by external interferences People only become engaged in story, development, change, communications, evaluations when they can see themselves in the picture or the proposed image of community

This chart is a summary of the larger 2010 document “Best Practices in Aboriginal Community Development: A Literature Review and Wise Practices Approach” on the difference between “Best Practices” and the reconstitution of a “Wise Practices” or “We Have our Own Ways” approach to community renewal and development.

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Fostering Social-Emotional Learning Skills in Children and Adolescents

Steven G. Feifer, D.Ed., ABPdN feifer@comcast.net www.schoolneuropsychpress.com

Dr. Feifer’s Journey 1992 – present

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PRESENTATION OUTLINE

▪ Fast Facts about Mental Health Disorders

▪ Trauma and Mental Health Disorders ▪ Trauma and the Brain ▪ Emotional Dysfunction and Academics ▪ 5 Pillars of a Trauma Informed School ▪ Trauma Informed Assessment

CASE EXAMPLES ➢

Billy is a 12 year old student with an attention-deficit disorder. He needs accommodations due to difficulties with poor planning and organizational skills. He struggles with most writing assignments, frequently interrupts the teacher, and often disrupts the learning environment. Billy is a good athlete and popular with peers.

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CASE EXAMPLES ➢

Sam is a 9 year-old student with Autism Spectrum Disorder. His academic skills are fairly strong, though he struggles comprehending more abstract text. Sam has few friends, seems socially awkward and immature, and has difficulty reading social cues from others. He is also very anxious in his manner, and behaviorally immature.

CASE EXAMPLES ➢

Joe is a 16 year-old junior in High School with an IQ of 135. He is performing poorly in most academic classes, puts forth minimal effort, and rarely turns in assignments. He keeps to himself, is socially isolated, and participates in no school activities. Joe tends to bring books from home to school, and reads them under his desk.

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CASE EXAMPLES ➢

Martin is an 13 year-old student in 6th grade. He has extreme difficulty managing his emotional impulses and has been suspended numerous times for fighting and using inappropriate language. His grades are extremely poor despite numerous interventions. He has destroyed school property, and often bullies others in the building.

What Does Each Case Have in Common? ➢ Children with emotional challenges tend to

be unsuccessful in school due in part to a lack self regulation skills in one or more of the following domains:

a) Behavioral Self-Regulation – poor inhibition of impulses and destruction of property (Conduct Disorder?). b) Emotional Self-Regulation - and inability to selfregulate moods and reactions to social situations (Mood Dysregulation Disorder?). c) Attention Self-Regulation – an inability to modulate and sustain attention (ADHD?). ➢

A neuropsychological approach does not try to put semantic labels on observable behavior, but instead tries to identify core 8 brain regions responsible for the dysfunction.

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School Neuropsychology

Fast Facts about Canadian Mental Health

➢

Findings from the Mental Health and Access to Care Survey suggest in 2022, there were more than 5 million people in Canada who were experiencing significant symptoms of mental illness.

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Fast Facts about Canadian Mental Health Statistics Canada, 2023 ➢

The percentage of Canadians aged 15 years and older who met the diagnostic criteria for a major depressive episode, bipolar disorder, and generalized anxiety disorder has increased in the past 10 years, whereas the prevalence of alcohol use disorders has decreased, and the prevalence of other substance use disorders (including cannabis) has remained stable.

➢

Youth (ages 15-24), especially women, were most likely to have met diagnostic criteria for a mood or anxiety disorder based on their symptoms.

➢

Only half of the people who met diagnostic criteria for a mood, anxiety, or substance use disorder talked to a health professional about their mental health in the past 12 months before the survey.

➢

Unmet needs for counseling or psychotherapy were higher than unmet needs for medication or information about mental health. 11

Fast Facts about Canadian Mental Health Statistics Canada, 2023

Barriers to Counseling and Therapy: ➢ Shortage of mental health workers ➢ Long wait times for community

mental health workers ➢ Affordability

➢ Desire for a quicker fix to problems ➢ Stigma of admitting help

➢ Additional thoughts??

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PRESENTATION OUTLINE

▪ Fast Facts about Mental Health Disorders

▪ Trauma and Mental Health Disorders ▪ Trauma and the Brain ▪ Emotional Dysfunction and Academics ▪ 5 Pillars of a Trauma Informed School ▪ Trauma Informed Assessment

MENTAL HEALTH DISORDERS & TRAUMA (CENTERS FOR DISEASE CONTROL AND PREVENTION, 2020)

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SURVEY: 2 YEARS INTO THE PANDEMIC

*Side note: World Health Organization found pandemic increased worldwide levels of anxiety and depression by 25%!

SUBTYPES OF TRAUMA (NCTSN, 2021)

Bullying (peer victimization) - a deliberate attempt to inflict social, emotional, physical, and/or psychological harm to someone perceived as being less powerful. Bullying can be physical (hitting, tripping, kicking, etc.), verbal (teasing, taunting, threatening, sexual comments), social (spreading rumors, embarrassing someone in public) or include cyberbullying through social media. Community Trauma - exposure to intentional acts of interpersonal violence committed in public areas by individuals not necessarily related to the victim. Includes homicides, sexual assaults, robberies, shootings, gang related violence and weapons attacks. Complex trauma - exposure to multiple traumatic events often of an invasive and interpersonal nature, such as abuse, sexual abuse, or profound neglect. The trauma often occurs early and often in life, and can disrupt many aspects of the child’s development and ability to form secure attachments. Early childhood trauma - traumatic experiences that occur in children aged 0-6. These types of traumas can be the result of intentional violence, such as child physical or sexual abuse, or the result of natural disaster, accidents, or war. Young children also may experience traumatic stress in response to painful medical procedures or the sudden loss of a parent/caregiver. 16

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SUBTYPES OF TRAUMA (NCTSN, 2021)

Intimate Partner Violence (IPV) - occurs when an individual purposely causes harm or threatens the risk of harm to a partner or spouse. Tactics used in IPV can be physical, sexual, financial, verbal, or emotional in nature and can also include stalking, terrorizing, humiliation, and intentional isolation from social supports and family. Children are silent victims of IPV, and some are directly injured, while others are frightened witnesses. Pediatric medical trauma - refers to a set of psychological and physiological responses of children and their families to pain, injury, serious illness, medical procedures, and invasive or frightening treatment experiences. Medical trauma can occur as a response to a single or multiple medical events. Physical abuse - one of the most common forms of child maltreatment. Legal definitions vary occurs when a parent or caregiver commits an act that results in physical injury to a child or adolescent, such as red marks, cuts, welts, bruises, muscle sprains, or broken bones, even if the injury was unintentional Sexual abuse -any interaction between a child and an adult in which the child is used for the sexual stimulation of the perpetrator or an observer. Nontouching behaviors can include voyeurism (trying to look at a child’s naked body), exhibitionism, or exposing the child to pornography.

SYMPTOMS OF TRAUMA ▪

Anger

▪

Persistent feelings of sadness and despair

▪

Flashbacks

▪

Unpredictable emotions

▪

Physical symptoms, such as nausea and headaches

▪

Intense feelings of guilt, as if they are somehow responsible for the event

▪

An altered sense of shame

▪

Feelings of isolation and hopelessness

▪

Academic failure/Absenteeism 18

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ADVERSE CHILDHOOD EXPERIENCES CHANGES THE BRAIN

➢ The Adverse Childhood Experiences Study (ACE Study) conducted by both Kaiser Permanente and the Centers for Disease Control and Prevention, examined the long term impact of childhood trauma from participants recruited more than 20 years ago from 1995-1997.

➢

▪ Conclusion 1: Adverse childhood experiences are common. For example, 28% participants reported physical abuse and 21% reported sexual abuse. ▪ Conclusion 2: Adverse childhood experiences often occur together. Almost 40% of the original sample of 17,000 participants reported two or more ACEs and 12.5% experienced four or more. ▪ Conclusion 3: The cumulative impact of adverse childhood experiences leads health, social, and behavioral problems throughout the lifespan.

ACES QUESTIONS 1. Did a parent or other adult in the household often or very often… Swear at you, insult you, put you down, or humiliate you? or Act in a way that made you afraid that you might be physically hurt? 2. Did a parent or other adult in the household often or very often… Push, grab, slap, or throw something at you? or Ever hit you so hard that you had marks or were injured? 3. Did an adult or person at least 5 years older than you ever… Touch or fondle you or have you touch their body in a sexual way? or Attempt or actually have oral, anal, or vaginal intercourse with you? 4. Did you often or very often feel that … No one in your family loved you or thought you were important or special? or Your family didn’t look out for each other, feel close to each other, or support each other 5. Did you often or very often feel that … You didn’t have enough to eat, had to wear dirty clothes, and had no one to protect you? or Your parents were too drunk or high to take care of you or take you to the doctor if you needed it?

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ACES QUESTIONS 6. Were your parents ever separated or divorced? 7. Was your mother or stepmother: Often or very often pushed, grabbed, slapped, or had something thrown at her? or repeatedly hit over at least a few minutes or threatened with a gun or knife? 8.

Did you live with anyone who was a problem drinker or alcoholic, or who used street drugs?

9. Was a household member depressed or mentally ill, or did a household member attempt suicide? 10. Did a household member go to prison?

ACES STUDY AND MENTAL HEALTH

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ACES STUDY AND MENTAL HEALTH

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ACES STUDY

ACES STUDY AND MENTAL HEALTH

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ACES CRITICISM! 1. Sample – non randomized as all 17,000 participants were members of Kaiser Permanente and therefore had access to excellent health care, resided in southern California, and were mostly white and college educated with an average age of 57 years old. 2. The use of a binary or “yes-no” scoring system to a set of heterogeneous questions lacks psychometric sophistication and assumes each ACE carries an equivalent weight (McLennan et al., 2020). 3. Numerous questions omitted such as peer victimization, exposure to community violence, and lower socio-economic status (Finkelhor et al., 2015).

▪ The brain does not care about the source of an ACE and cannot distinguish one type of toxic stress from another.

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PRESENTATION OUTLINE

▪ Fast Facts about Mental Health Disorders

▪ Trauma and Mental Health Disorders ▪ Trauma and the Brain ▪ Emotional Dysfunction and Academics ▪ 5 Pillars of a Trauma Informed School ▪ Trauma Informed Assessment

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POLYVAGAL THEORY: HOW THE NERVOUS SYSTEM BECOMES SENSITIZED TO FEAR? Vagus Nerve – 10th cranial nerve and longest in body. Literally “wanders” from brain to the digestive system. Arranged in a hierarchical fashion and functions to calm the body through homeostasis. Polyvagal Theory- Stephen Porges (2009)

▪ Dorsal Vagus – older pathway that triggers “freeze” response, immobilization, or dissociation (parasympathetic) ▪ Fight-Flight – dominated by physiological responses of sympathetic nervous system. Takes body 15-20 min to self-calm (sympathetic) ▪ Ventral Vagus – newer pathway that inhibits older pathways and triggers calming influence of parasympathetic nervous system through social engagement and trust. Provides brakes to behavior!

* Primitive systems activated when more evolved system fails* 29

STRESS RESPONSE SYSTEM Cortisol – a glucocorticoid (glucose-cortex-steroid) that regulates the metabolism of glucose in the brain. A homeostasis of cortisol is needed for optimal brain functioning and efficient mobilization. Too much (Cushing’s Syndrome)…too little (Addison’s Disease). ▪ Stress impacts body by lowering immune system, and also by reducing sleep. ▪ Stress alters amygdala to PFC connections leading to impairments in executive functioning (Berens et al., 2017). ▪ Anxiety impacts cognition and learning by way of working30 memory (Dowker et al., 2015). 30

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ORBITAL FRONTAL CORTEX : EMOTIONAL SELF REGULATION SKILLS * Self-regulation of social skills functioning – children who have been abused or neglected often experience tremendous challenges developing trust with others and establishing stable interpersonal relationships.

Orbital-frontal Cortex - children who have experienced have difficulty accurately identifying their own emotions, as well as comprehending the emotional states of others. Emotional EF DEFICITS! ▪Social Dyslexia – misread social cues and highly reactive to misperceived slights and inability to comprehend how behavior may disrupt the learning environment. Emotionally egocentric. 31 31

VENTROMEDIAL PREFRONTAL CORTEX ▪ Damage leads to emotional impulsivity and social emotional judgement becomes compromised.

Ventromedial prefrontal cortex - allows children to utilize social conventions to guide decision making in order to maintain long-term goals…requires emotional patience (Immordino-Yang, 2016).

▪ Underdevelopment leads to insensitivity to rewards and punishment, aggression, and antisocial attitudes. ❖ Behavior plans not terribly useful to address mental health component of trauma.

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COLLABORATIVE PROBLEM SOLVING ROSS GREENE

What is your philosophy on behavior? 1. “Kids do well if they want to” *Behavior Plans used to modify, manage, and control behavior. *Success or failure is based solely on behavioral outcomes (i.e. you can change behavior without changing emotions). *Consequences can lead to physical restraint & expulsion. * Kids with emotional disorders are further traumatized by physical restraint!! 33

COLLABORATIVE PROBLEM SOLVING J. STUART ABLON & ROSS W. GREENE

2. “Kids do well if they can” ▪ Assumption: “Deficits of SKILL not will” ▪ Collaborative problem-solving approach is best for students with trauma by acknowledging fear is what drives problematic behavior, followed by lack of skill. ▪ We must teach problem solving, flexibility, and frustration tolerance = Frontal lobes of the brain 34 https://www.youtube.com/watch?v=zuoPZkFcLVs

(15.30)

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PRESENTATION OUTLINE

▪ Fast Facts about Mental Health Disorders

▪ Trauma and Mental Health Disorders ▪ Trauma and the Brain ▪ Emotional Dysfunction and Academics ▪ 5 Pillars of a Trauma Informed School ▪ Trauma Informed Assessment

TRAUMA AND ACADEMICS WORKING MEMORY TYPE

Phonological Loop – a phonological store of auditory verbal information located primarily in the left temporal lobe regions of the brain.

Visual Spatial Sketchpad - holds visual, spatial, and kinesthetic information in temporary storage by way of mental imagery. Housed along inferior portions of right parietal lobes.

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Neural Circuitry of Reading Disorders

➢ Dyslexic students have difficulty with automatic word recognition….leading to comprehension difficulties.

➢ Anxiety, stress, and trauma impact reading comprehension skills though automatic word recognition remains in-tact.

Executive Functioning and Written Language: The Prefrontal Cortex a) Verbal Retrieval Skills – the frontal lobes are critical in retrieving words stored throughout the cortex, often stored by semantic categories. b) Working Memory Skills – helps to recall spelling rules and boundaries, grammar rules, punctuation, and maintaining information in mind long enough for motoric output. c) Organization & Planning – syntactical arrangement of thought needed to sequence mental representations.

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Executive Functioning and Written Language Classification (1) Initiating

Writing Dysfunction * Poor idea generation * Poor independence

(2) Sustaining

* Lose track of thoughts * Difficulty finishing * Sentences disjointed

(3) Inhibiting

* Impulsive/Distractible

(4) Shifting

* Perseverations * “Stuck” on topic

Executive Functioning and Written Language Classification (5) Poor Organization

Writing Dysfunction * Frequent erasers * Forget main idea * Disjointed content

(6) Poor Planning

* Poor flow of ideas * Lack of cohesive ties

(7) Poor Word Retrieval

*Limited word choice * Simplistic sentences

(8) Poor Self Monitor

* Careless miscues * Sloppy work 40

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Executive Functioning and Mathematics EXECUTIVE DYSFUNCTION

BRAIN REGION

MATH SKILL

• Selective Attention

• Poor attention to math • Anterior Cingulate/ operational signs • Subcortical structures • Place value mis-aligned

• Planning Skills

• Dorsal-lateral PFC

• Selection of math process impaired • Difficulty determining salient information in 41 word problems

Executive Functioning and Mathematics EXECUTIVE DYSFUNCTION

BRAIN REGION

• Organization Skills • Dorsal-lateral PFC

MATH SKILL • Inconsistent lining up math equations • Frequent erasers • Difficulty setting up problems

• Self-Monitoring

• Dorsal-lateral PFC

• Limited double-checking of work • Unaware of plausibility to a response.

• Cues Pattern Recognition

• Dorsal-lateral PFC

• Symbolic reasoning

11/24/2023

Trauma and Math Anxiety *According to the Office of Economic

Development , 59% of 15 yr-olds takingthe PISA Test often worry about math, and 30% feel completely helpless when executing a math problem. ➢ Teachers who have math anxiety tend to impact girls’ math performance more than boys (Beilock et al, 2010). Similar findings with mothers and daughter dyads (Casad et al, 2015). ➢ Weakness in research is which type of math skill impacted most by anxiety (Dowker et al, 2016). 43

The Impact of Math Anxiety Implicit Messages:

“Oh not to worry Billy, I was never that good in math either.” “Wow, are you taking Algebra II….that is sooooo hard!” “Hey Ritchie…it doesn’t matter if you do not understand your math homework, you will never use this stuff in real life.”

CAUSES OF MATH ANXIETY: ➢Timed tests ➢Pop quizzes ➢Being called upon to write a math problem on the board ➢Speeded skill drills and classroom competitions ➢Teaching too quickly before concepts are consolidated ➢Unit tests that cover too much information ➢No visual cues ➢Poor instruction ➢Classroom climates that prevent students from asking questions 44 ➢ Stressing teacher’s own algorithm

11/24/2023

4 5

PRESENTATION OUTLINE

▪ Fast Facts about Mental Health Disorders

▪ Trauma and Mental Health Disorders ▪ Trauma and the Brain ▪ Emotional Dysfunction and Academics ▪ 5 Pillars of a Trauma Informed School ▪ Trauma Informed Assessment

4 6

5 PILLARS OF A “TRAUMA INFORMED” SCHOOL

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1. UNDERSTANDING CHILDREN’S TRAUMATIC STRESS RESPONSES (NCTSN, 2012)

1. Traumatic experiences are inherently complex: (There is no signature emotional reaction that all children exhibit.) 2. Danger and safety are core concerns in the lives of traumatized children. 3. Traumatic experiences affect the family and broader caregiving systems. 4. Developmental neurobiology underlies children’s reactions to traumatic experiences. 47 47

1. TRAUMA RESOURCES

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4 9

BUILDING RESILIENT CHILDREN SAM GOLDSTEIN & ROBERT BROOKS

1. 2. 3. 4. 5. 6.

KEYS TO SUCCESS Focus and build upon a child’s island of competence. Surround the child with caring adults to build internal motivation, not over-rely on behavior plans and external rewards. Model empathy & compassion Create a purpose for success Create hope and an optimistic not pessimistic view of the future. Foster resilience by teaching emotional problem-solving and not restraining!!

2. TRAUMA SCALES ➢ Trauma Symptom Checklist for Children ▪ ▪ ▪ ▪

▪

54 item self report checklist (15-20min) Ages 8-16 Scoring software on PAR iconnect Anxiety, Depression, Anger, PTSD, Dissociation, and Sexual Concerns

Gender appropriate norms

➢ Trauma Symptom Checklist for Young Children ▪ 3- 12 years old ▪ Caretakers rate 90 symptoms on a 4 scale (20 min) ▪ Eight clinical scales ▪ Focus on child abuse, peer assault, community violence.

point

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5 1

FEIFER ASSESSMENT OF CHILDHOOD TRAUMA (FACT)

▪ Teacher edition for students ages 4-18. ▪ Parent and Self-Report measures out later this year. ▪ Digitally administered and scored on PIC ▪ Approximately 10 minutes to complete (65 questions)

▪ Gender and age-based norms ▪ Total Trauma Score: a) 4 Clinical Scale Scores (Physiological, Emotional, Behavioral, and Academic)

b) 3 Supplemental Scales (Resiliency, Critical Items, Infrequency)

5 2

QUICK FACTS ABOUT THE FACT

▪ FACT #1: The scale is noninvasive and designed to measure the implications of trauma in a school based setting and NOT the direct source or type of trauma. ▪ FACT #2: The scale can be used to generate 504 recommendations and classroom accommodations for “at-risk” students. ❖ FACT #3: The most prudent use of the scale may be to include in the Background Information section of reports to provide a socialemotional context to interpret a student’s cognitive profile. 52

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Anxiety Measures Revised Children’s Manifest Anxiety Scale2nd Edition – examines 5 areas of anxiety including physiological, defensiveness, worry, inconsistent responding, and social anxiety. Multidimensional Anxiety Scale for Children – 2nd Edition – includes both a self-report and parent report scale. There are 50 items in total.

Behavior Assessment Scale for Children-3rd Edition – includes teacher, parent, and self-report scales to measure behavior and social emotional functioning.

3. CAREGIVER CAPACITY AND RESILIENCY (TRAUB AND BOYNTON-JARRETT, 2017)

1. Positive appraisal style impacts executive functioning skills and facilitates cognitive restructuring. 2. Following trauma exposure, caregivers play a critical role influencing a child’s overall social-emotional response and adaptation (McLeod et al., 2007). a) Neglectful b) Democratic c) Authoritative d) Authoritarian 3. Maternal mental health most influences coping (*16 million children live with a depressed parent)

4. Family routines foster resilience.

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MEASURING CAREGIVER CAPACITY AND RESILIENCY

▪ Parenting Stress Index: 4th Edition *Ages 1-12 * 120 item inventory focusing on child characteristics, parent characteristics, and situational life stressors. * 20 minutes * On-line administration and scoring ▪ Stress Index for Parents of Adolescents *11-19 years old *112 items identifying parent-adolescent interactions. * On-line administration and scoring 55

4. CLASSROOM ACCOMMODATIONS ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Extended time on tests and quizzes. Structure and routine (posting schedules) Preferential seating in class (by door if needed). Access to lecture notes when needed. Agenda/organization notebooks. Frequent breaks as needed. Use of a crisis pass. Alternative ways to demonstrate mastery (i.e. projects instead of tests) Allow for test re-takes to demonstrate subject mastery. Have designated staff check in routinely with student. Scheduling more challenging subjects in morning. Allow for partial school days. Provide access to school counselors as needed.

▪ Create “Calm Corners”

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5. TEACHING RESILIENCY: MINDFULNESS

Mindfulness – focus on breathing from the diaphragm, not the chest, and exhaling on longer slower breaths. ▪

Strive for 6 -8 breaths per minute.

▪

Practice breathing techniques when visualizing an anxiety provoking situation.

▪

Enhances parasympathetic nervous system.

5. TEACHING RESILIENCY: YOGA

Yoga – assumes the footprint of trauma is in the body and tissues. ▪ We cannot talk it out, and fear our own bodily sensations (Van Der Kolk, 2012). ▪ Pain, headaches, muscle tension, tics, panic attacks ▪ Some research (Albracht-Schulte & Robert-McComb, 2018) suggests Yoga can reduce anxiety and heart rate variability 58 following a stressor, though the induced calmness wears off after 30-40 minutes. More research needed! 58

11/24/2023

5. TAKE TARGETED APP BREAKS

Square Breathing :

https://www.youtube.com/watch?v=YFdZXwE6fRE

5. CANINE ASSISTED THERAPY ▪ Provide unconditional warmth and positive emotions. ▪ Animals do not try to give sage advice, but provide an emotional pathway to heal. ▪ Presence of a therapeutic animal promotes oxytocin secretion (bond), lower heart rate and blood pressure, and calmness (Beetz et al., 2012). ▪ Reduces social isolation and promotes sense of connectedness (O’Haire et al., 2015).

11/24/2023

5. PBIS: CHANGE THE SCHOOL CULTURE ▪ Focus on prevention and not punishment. ▪ Establish universal rules, consequences, and school climate. ▪ Gather data to make decisions on children.

▪ Teach social-emotional academic learning.

SOCIAL EMOTIONAL ACADEMIC LEARNING

Is this the future of school psychology? 62

11/24/2023

SUMMARY: 5 PILLARS OF TRAUMA INFORMED SCHOOLS 1. Promote awareness of the impact of trauma: a) In-service presentations b) Brochures and pamphlets (NASP & NCTSN) c) Parent workshops 2. Develop a school wide trauma screenings. 3. Empower parents….do not blame them. 4. De-escalate Stress – mindfulness, visualize, stay in present, CBIT. a) Structure and routine b) Recognize trauma triggers c) Design “safe” zones

5. Academic accommodations.

6 4

PRESENTATION OUTLINE

▪ Fast Facts about Mental Health Disorders

▪ Trauma and Mental Health Disorders ▪ Trauma and the Brain ▪ Emotional Dysfunction and Academics ▪ 5 Pillars of a Trauma Informed School ▪ Trauma Informed Assessment

11/24/2023

TRAUMA MEASURES

▪ Executive Functioning ▪ Memory ▪ Attention ▪ Social-Emotional Regulation

BEHAVIOR RATING INVENTORY OF EXECUTIVE FUNCTIONING (BRIEF2) ▪

Behavior Regulation Index (BRI) ➢ Evaluates a child’s ability to modulate behavior via

appropriate inhibitory control. It is comprised of the Inhibit and Self Monitor scales.

▪

Emotional Regulation Index (ERI) ➢ Evaluates a child’s ability to regulate emotional responses

and adjust to changes in the environment. It is comprised of the Shift and Emotional Control scales. ▪

Cognitive Regulation Index (CRI) ➢ Evaluates a child’s ability to manage cognitive

processes and problem solve effectively. Includes

Initiate, Working Memory, Planning, Task-Monitor, and Organization scales.

11/24/2023

MEMORY TESTS WIDE RANGE ASSESSMENT OF MEMORY AND LEARNING : 3rd Edition (WRAML-3) ▪ Visual and Verbal Memory Tasks ▪ Memorize information in context and isolation. ▪ Attention-Concentration Index ▪ Immediate Memory ▪ Delayed Memory ▪ Recognition Memory ▪ Ages 5-90 CHILD AND ADOLESCENT MEMORY PROFILE (CHAMP) ▪ 35 minutes ▪ Visual and Verbal Memory Tasks ▪ Immediate and Delayed Memory ▪ Memorize information in context and isolation. ▪ Ages 5-21 ▪ Screening Index 67

TEA-CH2 & AULA NESPLORA ▪ 5-7 years old. Normed on 394 children in UK. ▪ 8-16 years old. Normed on 621 children in UK. ▪ Measures the cognitive components of attention: Selective attention Sustained attention Switching attention ▪ Aula Nesplora is a virtual reality test (20 min) measuring sustained/selective attention and visual/auditory attention 68 in a virtual class setting. 68

11/24/2023

SOCIAL-EMOTIONAL AND BEHAVIORAL ASSESSMENTS TEST

AGE RANGE

AUTHORS

BASC-3 Teacher Rating Scale BASC-3 Parent Rating Scale BASC-3 Self-Report Scale BASC-3 Behavioral and Emotional Screen System

2-21 2-21 6-college 3-18

Conners Comprehensive Behavior Rating Scales

6-18

Keith Conners

Achenbach System of Empirically Based Assessment (ASEBA)

6-18

Thomas Achenbach & Leslie Rescorla

Devereux Behavior Rating Scale

5-18

Jack Naglieri, Paul LeBuffe, Steven Pfeiffer

Beck Youth Inventory II- (anxiety, depression, anger, disruptive behavior, self concept)

7-18

Judith & Aaron Beck

Children’s Depression Inventory

7-17

Maria Kovacs

Revised Children’s Manifest Anxiety Scale – 2 Multidimensional Anxiety Scale for Children-2

6-19 8-19

Cecil Reynolds & Bert Richmond John S. March

RCDS-2/RADS-2

7-13/11-20

Randy Kamphouse & Cecil Reynolds

William Reynolds

Personality Inventory for Children-2nd Edition (caregiver observations)

5-19

David Lachar & Christian Gruber

*Millon Adolescent Clinical Inventory

13-19

Theodore Millon

*MMPI-A

14-18

Butcher et al.

*Personality Assessment Inventory

11-18

Lesley Morey

PERSONALITY ASSESSMENT INVENTORY (PAI-A) ▪ PAI-A & PAI use the same scales and subscales ▪ Adolescent item set is a derivative of the adult, with

fewer items

▪ Anxiety subtypes (i.e. cognitive, affective,

physiological) anxiety related-disorders (i.e. PTSD), depression, thought disorders, social detachment, borderline personality, antisocial behaviors, aggression, and substance abuse,

▪ 264 items on PAI-A ▪ 12-18 years ▪ Treatment recommendations included with

computerized scoring system.

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ROBERTS APPERCEPTION TEST-2ND EDITION ▪ Projective measure assessing maladaptive or atypical social perception. ▪ Record student responses for scoring. ▪ 11 picture cards depicting common experiences. ▪ Scoring involves problem identification, resolution, emotion, outcome, atypical responses. ▪ Roberts 2 computer scoring program and clinical casebook. 71

TRAUMA AND INTELLECTUAL DEVELOPMENT ▪ An 8 year longitudinal study of children who experienced interpersonal trauma by their primary caregiver, Enlow and colleagues (2012) found these children scored one-half of a standard deviation (i.e. 6-8 points) lower on IQ tests even after controlling for maternal IQ, birth-weight, and the home environment. ▪ Earlier studies (Delaney-Black et al., 2002) that found trauma related distress and violence exposure lead to a 7.5 point decrement in IQ, and approximately a 10 point drop in reading scores on standardized achievement tests. 72

11/24/2023

KEYS TO A “TRAUMA INFORMED” ASSESSMENT 1. Aggressively measure the frontal lobes by selecting tests of attention, memory, and executive functions. 2. Balance rating scales with direct observations. a) Classroom observations should focus on time on task, work production, and social interactions. b) Testing observations should focus on fatigue, attention drift, blunted affect, and trust. 3. Do not rely on just one data source (i.e. projectives). 4. Developmental history may be the most essential component of the report. 5. Consider all current stressors (i.e. grades, friendships, poverty, teacher, physical, environment, etc..) 6. Use DSM5 criteria to establish a condition, IDEA to establish eligibility for special education. 7. Keep the FACT in mind to develop accommodations and interventions for “at-risk” students.

LET’S STAY CONNECTED

Steven G. Feifer, D.Ed., ABPdN Licensed Psychologist

CREATING TRAUMA RESILIENT CLASSROOMS By

MaryAnn Brittingham

Email: MaryAnn@mbri/ngham.com www.mbri/ngham.com TWEET: @bpdseminars FACEBOOK: brittinghamseminars

“If you never heal from what hurt you, you will bleed on people who didn't cut you”

Inten;ons give you purpose, as well as the inspira=on and mo=va=on to achieve your purpose The prac=ce of se*ng an inten=on can provide powerful support for personal transforma=on: becoming the teacher you wish to be. An inten=on is an idea that you plan (or intend) to carry out. If you mean something, it's an inten=on. Your aim is your inten=on. It's something you mean to do, whether you pull it oﬀ or not. My inten;on for today is:

Permission Slips: What do you need to give yourself permission to do or be, in order to fulﬁll your inten=on DISCUSSING PERMISSION SLIPS WITH STUDENTS • When you listened to other students’ permissions, were there some that you could relate to? • Were there some that you would like to add to your permission slips? • What are some situa=ons where it might be helpful to use permission slips? These might include classroom situa=ons and situa=ons in other areas of life. • Some=mes people give themselves permission to sleep in class or play on their phones. This tool shouldn’t be used to move us away from engagement or connec;on, only toward it. COMFORT ZONES and SAFETY:

MaryAnn Bri*ngham

©mbri*ngham.com

WHAT IS TRAUMA “Prolonged exposure to repe==ve or severe events such as child abuse, is likely to cause the most severe and las=ng effects.” “Trauma=za=on can also occur from neglect, which is the absence of essen=al physical or emo=onal care, soothing and restora=ve experiences from significant others, par=cularly in children.”(Interna*onal Society for the Study of Trauma and Dissocia*on, 2009) Trauma overwhelms the ability to cope. This results in feelings of terror, helplessness, and powerlessness. Interferes with a sense of control, connec=on, and meaning. The Brain and Trauma • When a person undergoes a trauma=c event repeatedly, their body produces a stress hormone that reduces the connec=ons r between neurons. This deficit happens specifically in the areas of the brain dedicated to reasoning and learning. • When a person encounters an adverse situa=on, he or she physically cannot handle the reasoning to deal with it. An adverse situa=on could be something as simple as a spelling test or the copy machine doesn’t work. What is a Trauma-Sensitive Classroom? • Trauma sensi=ve classroom is a class in which students feel safe, welcomed, and supported. Where addressing trauma’s impact on learning is at the center of its educa=onal mission. • Trauma-informed educa=on is a journey, not a checklist. There are no magical programs That are going to fix kids because we are NOT fixing kids. We are suppor=ng kids to be successful.

MaryAnn Bri*ngham

©mbri*ngham.com

What You Might See in the Classroom • Extreme shyness and difficulty engaging with others • Dispropor=onate reac=ons to setbacks and unexpected changes • Trouble managing strong emo=ons (extreme anger, excessive crying, etc.) • Clinginess • Difficulty transi=oning from one ac=vity to the next • Forgeûlness • Frequent complaints of feeling sick • Difficulty focusing • Lack of safety awareness • Missed deadlines • Poor academic performance • Apathy and lack of effort • Perfec=onist tendencies • Physical and/or verbal aggression • Dissociate or freeze which can look like daydreaming

Trauma impacts reasoning, planning, and emo3onal control Survival Mode: What Trauma Can Look Like in the Classroom* Fight

Flight

Freeze

Fawn

Defiant/Yelling

Withdraw

Refusing to answer

People pleaser

Aggressive/Bulling

Flee

Stuck

Can’t say no

Bullying

Seem to sleep

Appearing numb

No boundaries

Controlling

Wandering/Hiding

Unable to move/act

Overwhelmed

Acting Silly

Anxiety/Panic/OCD

Isolating

Codependent

*Adapted from Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom, 2016

MaryAnn Bri*ngham

©mbri*ngham.com

G.F.T. = TRT= Beneﬁts all students Always empower rather than disempower. Provide uncondi=onal posi=ve regard Maintain high expecta=on Check assump=ons, observe, and ques=on- some=mes behavior is the only way to communicate Be a rela=onship coach (explicitly teach how to have healthy rela=onships) Provide opportuni=es for meaningful par=cipa=on Suppor'ng and Educa'ng Trauma'zed Students, Rossen and Hull (2013

MaryAnn Bri*ngham

©mbri*ngham.com

VIDEO TAKEAWAYS: 1. 2. 3. 4. 5. 6. 7. Inten;onal and Transparent Inten=onal: YOU know why you’re doing what you’re doing. Transparent: STUDENTS know why you’re doing what you’re doing.

MaryAnn Bri*ngham

©mbri*ngham.com

“Resiliency is the capability of individuals to cope successfully in the face of signiﬁcant change, adversity, or risk. The capacity changes over ;me and is enhanced by protec;ve factors in the individual and environment.” (Stewart et al., 1991 as cited by Greene and Conrad, 2002)

RESILIENCE IS A PROCESS AND OUTCOME!

MaryAnn Bri*ngham

©mbri*ngham.com

ACTIONS THAT BEGIN TO BUILD TRUSTING RELATIONSHIPS WITH STUDENTS Choose what you are comfortable with and what meets your style 1. CALL STUDENTS BEFORE THE SCHOOL YEAR BEGINS 2. GREET STUDENTS AT THE DOOR WITH A FRIENDLY SMILE-USE THEIR NAME AND MAKE EYE CONTACT

3. INQUIRE ABOUT STUDENTS’ AFTER-SCHOOL ACTIVITIES 4. STOP BY TO WATCH A STUDENT IN A SPORTING EVENT OR CONCERT 5. ACKNOWLEDGE OR CELEBRATE BIRTHDAYS 6. ASSIGN STUDENTS TO DECORATE THE BULLETIN BOARD 7. SMILE AND SAY HELLO TO STUDENTS IN THE HALLWAY 8. _______________________________________________________ 9. DISPLAY STUDENTS’ ARTWORK OR CREATIVE WRITING 10. ____________________________________________________ 11. RECOGNIZE EFFORT 12. GIVE ENCOURAGEMENT 13. SEND POSITIVE NOTES HOME 14. MAKE POSITIVE PHONE CALLS HOME 15. PHONE HOME WHEN A STUDENT IS SICK 16. GIVE STUDENTS CHOICES OF TASKS THAT NEED TO BE DONE 17. WRITE ENCOURAGING COMMENTS ON STUDENTS’ PAPERS 8. REMIND STUDENTS OF PAST SUCCESSES 19. SHARE TOPICS THE STUDENT IS INTERESTED IN. 20. RECOGNIZE WHEN THEY ARE ABSENT AND WELCOME THEM BACK. 21. FIND 2 MINUTES EVERY DAY TO CHAT WITH STUDENT (anything other than behavior or academics)

MaryAnn Bri*ngham

©mbri*ngham.com

FOUR S’s to Build Resilience

1. Self2. Self3. Self4. Self-

1. Self- _____________: Allows you to see and reﬂect on your emo=ons and behaviors so you can make changes as needed and as you desire. To be self-aware, you must be able to… •

Iden=fy your EMOTION

•

Iden=fy your TRIGGERS

•

Recognize your strengths and weaknesses.

Find and Acknowledge Strengths •

What does the student do well?

•

Where does this student shine?

•

What are this student's talents?

•

Where does this student express joy?

•

What do you like about this student?

2. SELF - Regula=on is a deep, internal mechanism that enables children to engage in mindful, inten=onal, and though^ul behaviors. (Elena Bodrvoa and Deborah J. Leong)

MaryAnn Bri*ngham

©mbri*ngham.com

•

The ability to control one’s impulses and STOP doing something, if needed – for example, not blurt out an answer when another child is asked.

•

The capacity to DO something (even if one doesn’t want to) because it’s needed, such as raising your hand or wai=ng for your turn.

3. SELF–compassion: Having self-compassion means being able to relate to yourself in a way that’s forgiving, accep=ng, and loving when the situa=on might be less than op=mal

“Remember that if you want to mo=vate yourself, love is more powerful than fear” Dr. Kristen Neﬀ

MaryAnn Bri*ngham

©mbri*ngham.com

Brittingham Professional Development Seminars __________________________________________________________

MaryAnn Bri*ngham is available for keynotes and staﬀ development day. For more informa<on or to schedule MaryAnn to speak, contact her directly by phone, email, or visit her website:

MaryAnn Bri*ngham Phone: 845-699-6808 Email: MaryAnn@MBri*ngham.com www.MBri*ngham.com MARYANN BRITTINGHAM’S IN-SERVICE PROGRAMS

Bring one to your school: Creating Trauma Resilient Classrooms Reset your Mindset: Increase the Possibility of Success Reducing Recurring Behavior for Disruptive Students Increase Attention and Reduce Anxiety Through Mindfulness Increase Success with “I Don’t Care” Students Classroom Management - Back to Basics Managing Strong Emotions in the Classroom

ORDER BOOKS AND CARDS @mbrittingham.com

MaryAnn Bri*ngham

©mbri*ngham.com

MaryAnn Bri*ngham

©mbri*ngham.com

11/30/23

Strengthen Executive Function, Attention, Memory, Response Inhibition & Self-Regulation in Children & Adolescents Calgary Morning Program Lynne Kenney, PsyD Pediatric Psychologist Wellington Alexander Center Scottsdale, Arizona

We are Here to Shift the Trajectory of Children’s Learning

Disclosures Dr. Kenney is a pediatric psychologist in the State of Arizona practicing on an intensive language and executive function treatment team at Wellington-Alexander Center for the treatment of Dyslexia, ADHD, Dyscalculia, and Dyspraxia. As the author and co-author of five books, Dr. Kenney receives royalties from three publishers. Dr. Kenney develops executive function curriculum and cognitive-motor physical activity programs that are used worldwide. She is the creator of the CogniSuite™ Collection and co-creator of CogniMoves® with Benjamin Bunney, MD along with a team of neuroscientists, educators, and animators. Dr. Kenney co-developed the first executive function and self-regulation roll-out mat, Cognitivities™ with Fit and Fun Playscapes. Dr. Kenney’s primary income is from clinical practice, teaching, and product sales. The products mentioned in this presentation are not sponsored. Resources are shared for your benefit and the well-being of those with whom you work.

Scope of Use of Content The content in this professional training consists of proprietary content, published, copyrighted, trademarked material, images and concepts from myself, other scientists, publishers, and authors. It is my intention to properly source and cite each reference. As a course attendee, you have consent to educate and inform your colleagues, patients and students using the materials provided. You may not publish the content, put it online, or share it in any form without the original citations. Some of the videos that you will see were filmed for training and cannot be shared. Your respectful use of this work is appreciated. If you ever wonder about consent for use let me know, I will be honored to speak with you, lynne@lynnekenney.com.

11/30/23

Morning Workshop Importance of Executive Function The Ready To Learn Brain Fitness & Cognition

Tools for Screening & Assessment Cognitive Skill Coaching

Attention & Memory

The Morning Program 5

The Importance of Executive Function 6

11/30/23

Executive Function Predicts Achievement For many students, Executive Function Skills and Self-Regulation are more powerful predictors of reading and math achievement than IQ or SocioEconomic Status. Empirical research demonstrates that the development of executive functions during childhood plays a central role in school readiness, academic achievement, social-emotional development, and life-long success.

See Mulder, et al. 2017; Blair and Razza, 2007; Bull et al., 2008; Clark et al., 2010; Geary et al., 2012; Cortés Pascual et al., 2019; McClelland et al., 2021.

Executive Function is Central to Immediate & Life-Long Success •Increased school readiness •Better performance in reading and math •More stable relationships •Less risk-taking behavior

•Better job performance •Better productivity •Better physical health •Higher graduation rates •Higher income

Cognition is Action Cognition is the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. Cognition is the ability to perceive and respond, process and understand, store and retrieve information, make decisions, and produce appropriate social responses.

11/30/23

What is Executive Function? Executive Function is a collection of self-regulatory control processes that are divided into core domains of working memory, inhibition, control of attention, and cognitive flexibility. Healthy executive functioning helps us to be adaptive prosocial human beings. Executive Function includes metacognitive and functional abilities that increase awareness and conscious control of our thoughts, feelings and actions.

What are Executive Function Skills? Executive function skills are essential for planning, executing, and monitoring goaldirected behavior, and are therefore central to problem-solving and learning. EF is associated with core academic achievement in reading, math, science, and social studies for typically developing children as well as those with special needs.

Working Memory: the ability to hold information in mind for recall and application Cognitive Flexibility: the ability to think about something in multiple ways, flexibly shift the focus of one’s attention, and generate multiple solutions to a problem Inhibitory Control: the ability to inhibit fast and unthinking responses to stimulation

11/30/23

The Ready To Learn Brain 15

11/30/23

Fitness & Standardized Testing: Physically fit children demonstrate greater attentional resources, have faster cognitive processing speed, and perform better on standardized academic tests. Source: Educating the student body.

Fitness, Cognition & Achievement

Fitness & Executive Function: A growing body of research in children and adults indicates that higher levels of fitness are associated with better control of attention, memory, and cognition (Colcombe and Kramer, 2003; Hillman et al., 2008; Chang and Etnier, 2009). Fitness & Cognitive Efficiency: The cognitive efficiency seen in higherfit children, is a predictor of arithmetic and reading aptitude independently of IQ and school grade (Hillman et al., 2012).

Fitness & Mental Health: Fitness is also associated with less depression and anxiety, (Kandola et al., 2019).

11/30/23

The Learning Brain Source: https://www.hydrocephalusscotland.org.uk/content/cognition/

Source: https://www.the-scientist.com/features/the-multitasking-cerebellum-roles-in-cognition-emotion-and-more-70349

Cerebellum The cerebellum is the powerhouse of the connections between the cognitive and m otor system s. The cerebellum only accounts for about 10 percent of your brain’s total size. Yet is contains up to 80% of the brain cells in your brain. The cerebellum is involved in the m ajor brain structures that process language, m otor and cognitive skills. In fact, the cerebellum is connected to every area of the cortex except the parts of the occipital lobe where low-level visual processing occurs. The cerebellum is responsible for balance, coordinating m otor m ovem ents, visual control, language processing, and cognition. The cerebellum determ ines verbal fluency (both sem antic and form al) expressive and receptive gram m ar processing, the ability to identify and correct language m istakes, and writing skills, Starowicz-Filip et al. 2017.

11/30/23

Physical Activity and Cognition Executive Functions have been shown to predict school readiness in young children (Blair & Diamond, 2008; Roebers et al., 2014), and are consistently reported to robustly predict academic achievement (Bull, Espy, & Wiebe, 2008; Schmidt et al., 2017; Viterbori, Usai, Traverso, & de Franchis, 2015), cited in Schmidt et al, 2020. Children and youth who have higher levels of aerobic fitness are generally healthier and perform better on tests of executive functioning and academic achievement, Graham, 2021. Coordinative and team interventions with cognitive and motor components are currently seen to have the greatest impact on executive functions, Ferreira-Vorkapic et al. 2021. The physical activities that best engage executive functions are those with increasing cognitive demands, Schmidt et al. 2020. Aspects of physical fitness are also intricately linked to overall health, executive functioning, and academic achievement, Graham, 2021. Increased sedentary time during early childhood has been negatively associated with children’s cognitive and academic skills, Carson et al., 2015.

Let’s Alert Our Brains with a Movement Snack 26

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Executive Function Screening & Assessment 32

Co-Existing Conditions M ore than 80% of the population diagnosed with ADHD has a com orbid condition, Lino & Chieffo, 2022. Patients with ADHD often have difficulties in coordination and m otor program m ing just as children with DCD show greater im pulsivity and difficulties in inhibitory control, Lino & Chieffo, 2022. Nigg et al., 2005 observed that alm ost 80% of children with ADHD exhibited a deficit in at least one EF, while this only occurred in 50% of children with typical developm ent (TD). 50% to 80% of children with ADHD or Dyslexia have co-existing diagnoses with 25% 40% m eeting criteria for both ADHD and Dyslexia, Boada et al., 2012. Developm ental coordination while existing in 5-6% of the population exists at substantially higher rates 50% -80% in children with ASD, ADHD and Dyslexia.

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Executive Function impairments are observed in neurodevelopmental disorders, such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Specific Language Impairment (SLI), developmental coordination disorder, and dyslexia. When we improve executive function skills in children with learning, attention, and developmental challenges we improve their lifelong success. See: Center on the Developing Child at Harvard University, 2011; Blair & Razza, 2007; Benson et al, 2013; Diamond & Ling, 2016; Masten, et al. 2012; Obradovic, 2010 (as cited in Zelazo, et al. 2016); Scionti, et al. 2019.

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Let’s Alert Our Brains with a Movement Snack 37

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Flanker

Source: NIH Toolbox

Source: Neurocognitive Mechanisms of Attention, 2021

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EF Go Pro

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Here are links to the cognitive task videos BART https://www.brainturk.com/bart Flanker https://youtu.be/x2NvYsswIto NIH Task Descriptions https://www.nihtoolbox.org/domain/cognition/ Stop Signal Task https://youtu.be/LMCHacP3eXI STROOP https://youtu.be/EGpzftQf8oI

Cognitive Skill Coaching Interventions

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PRODUCTIVITY

Live By Routines

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https://www.efpractice.com/product-page/daily-planning-poster

Time Management •Time estimation – Predicting, imagining or estimating the time it will take to successfully complete a specific task, activity or action. •Time monitoring – Experiencing an accurate assessment of the passage of time while executing a specific task, activity or action. •Time allocation – Distributing a finite amount of time to a specific task, activity or action. •Project planning – Planning for the successful completion of components of several tasks that will contribute to the completion of a larger task, experience or event.

Time Management •Create Routines •Use a schedule •Estimate time for each task •Monitor time spent in specific activities •Allocate time to do nonpreferred tasks •Develop a reinforcement or reward system

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Improve Initiation • Divide the task into discrete parts • Sequence the parts of the task • Determine in what order each part of the task will be completed • Clarify estimated time for completion • Check off sections of the task when completed • Use a visual timer • Agree when and for how long a break will take place • Recognize roadblocks

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ATTENTION

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• Alerting - Moving to a state of cognitive readiness. • Selecting - Moving one’s attention and focus to a specific target stimulus. • Attending - Directing meaningful energy and attention to a specific target stimulus. • Sustaining - Maintaining attention on a specific target stimulus, long enough to take action on it. • Monitoring Drift - Observing the mind becoming off-task. • Re-alerting - Bringing attention back online. • Re-Selecting - Shifting attention from one stimulus to another with purpose or intent.

§ W hat is attention? § W hat m akes it easy to pay attention? § W hat m akes it difficult to pay attention? § W hat are the parts of the attention cycle? § How do you turn on your attention engine? § W hat helps your attention engine run sm oothly? § W hat does it m ean to be alert? § W hen does your attention need a break? § W hat m akes your brain drift? § W hen you drift where do you go? § W hat distracts you? § W hat helps you rem ain focused? § W hat do you tell yourself when you brain needs a break? § How long do you think a brain breather should last? § How do you re-alert your attention? § W hat do you say to yourself to re-alert your attention? § Are there ways we, as a class, can help one another rem ain alert?

11/30/23

https://www.meludia.com/en/

https://brainleaptech.com/

WORKING MEMORY

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12/1/23

Navigating Addictions: Practical Interventions to Promote Healing & Recovery (Part 1)

Dr. Carissa Muth, R.Psych (AB and BC)

Case Study- Jake Jake is a 15-year-old male from Alberta. He resides with his parents and younger sister. Jake has struggled academically since first grade and feels no matter how hard he tries he cannot be successful. He stated he “hates” school but has friends, which make it “okay.” Jake began vaping nicotine products at age 12 and started using cannabis and alcohol in social setting at age 14.

Understanding Adolescence

12/1/23

Adolescence •

Ages 12- 18

•

Extended adolescence 18-24

•

Marked by unique developmental factors

Risk taking and Impulsivity

DHEA

Testosterone

Emotional Dysregulation

Cognitive Abilities High order reasoning

Self- monitoring

Working memory

Cognitive flexibility

Complex decision making

Metacognition

12/1/23

Social Functioning

Autonomy

Identify development

Focus on peers

Juul Phenomenon

https://www.youtube.com/watch?v=_iAg2_PQ9o4

12/1/23

Understanding Addictions

Defining Addictions DSM-5 - Substances and Gambling Criteria (at least 2 in 12 months) • Larger amounts or over longer period of time than intended • Persistent desire or unsuccessful efforts to cut down or control use • A great deal of time is spent in activities necessary to obtain substance • Craving or strong urge to use • Failure to fulfill major role obligations

• Continued use despite persistent social or interpersonal problems • Important activities given up because of use • Recurrent use in situations in which is it physically dangerous • Continued use despite knowledge of having recurrent problems • Tolerance • Withdrawal

Internet, Phone, and Video Games •

•

Gaming Disorder- in ICD- 11 (need of more research for DSM-5-TR) Internet and Phone Addiction •

Social Media – Helpful or harmful depending on meaning and use

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Defining Addictions • Excessive habits of everyday life • Dynamic • View behaviour as ego syntonic when it is not • Not strictly due to neuroadaptation

Model of Addictions •

Earliest models of addictions (1812, 1891) Explain addiction as excessive behaviour patterns from a moral turpitude that requires values conversion and piety.

•

Alcoholics Anonymous Disease or illness model that consider excessive behaviour as a chronic, fundamental disorder for which there is no cure other than abstinence.

•

Biological Model Person has no control, shifts in the reward cycle.

•

Psychodynamic Addiction as adaptive response, keep people from regressing to a more primitive state, self-medication.

History of SUD Opium used medically and spiritually by Greeks

Opium becomes widespread in

Bowrey notes first hand account

Europe, Middle East, and North

of Cannabis used in Western

Africa

World

10,000

2,000

700

1600s

1700s

1900

Medical marijuana used by

Agapios writes excess alcohol

United States attempts to reduce

Chinese Emperor, Shen

harmful and causes medical

drug trade with opium traffic

Neng

issues

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History of SUD Addict begins to be commonly used

APA first classifies Alcoholism and Drug USA Prohibition

to describe someone with an

Addiction under Sociopathic Personality

addiction

1900

Disturbances in DSM-I

1900

1920

1935

-1935

Racial stereotypes surrounding marijuana use

1952

Alcoholics Anonymous

are prominent

founded

Biopsychosocial Model • Considers the complexity of addictions • Constellation of factors rather than one cause for addictions • Biological • Psychological • Social

Etiology - BIOLOGICAL 40-60% Biological Factors Epigenetics Cascade Model

12/1/23

Photo Credit: National Institute of Health

Biological - Jake •

Lack of developed executive functioning • • •

Working memory Impulse control Introspection

•

Potential ADHD

•

Impact of substance use during development

Etiology - SOCIAL

Attachment

Loneliness

Social Learning Theory

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Social- Jake •

Pubertal changes alter social spheres

•

Increased focused on peers

•

Imaginary audience

•

Autonomy

Etiology - PSYCHOLOGICAL Comorbidity Emotional Regulation Development Learned Helplessness

Adverse Childhood Experience (ACE) Study • Higher ACE Score = Great risk of addiction • Higher ACE Score = Lower resilience • Resilience mitigates drug use • Building resilience

12/1/23

Adverse Childhood Experience (ACE) Questionnaire

Schemas • Patterns of thinking and behavior that are used to interpret • Maximum neurons at 3 years old • Pruning for efficiency • Chronic stress causes excess pruning • Self-protection and survival • Narrative therapy and challenging schemas

Desensitization • Maladaptive cognitive appraisals • Every act of recall is also potentially an act of modification • Learning safety • Prolonged Exposure Therapy

12/1/23

Psychological - Jake •

Identity development

•

ADHD impact and barriers

•

Poor emotional regulation

Meaning Boredom

Escape

Passion

Addiction as a Response “Such widespread phenomena as depression, aggression and addiction are not understandable unless we recognize the existential vacuum underlying them.” “When a person can't find a deep sense of meaning, they distract themselves with pleasure.” — Viktor E. Frankl

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RELATIONSHIPS

TRAUM A/ PSYCHOLOGICAL SYM PTOM S/ FAM ILY CONFLICT, ETC.

GOALS

------------------------------------------------

Alive INTENSITY

SUBSTANCE USE DANGER CONFLICT

Developing Meaning • Self- awareness • Acceptance of suffering • Relationships • Intrinsic goals

Meaning- Jake •

Peer pressure

•

Lack of self-awareness due to development phase

12/1/23

Assessing Addictions

Assessment • Gold Standard

• Distinguish overwhelming impulses versus and unwillingness to resist those impulses

Psychometric Tools • AUDIT Alcohol screening tool, identify potential hazardous use, 10 questions • CIWA Assess severity of alcohol withdrawal • SCID-5 Structured clinical interview for DSM-5 assessment

12/1/23

Navigating Addictions: Practical Interventions to Promote Healing & Recovery (Part 2)

Dr. Carissa Muth, R.Psych (AB and BC)

Defining Addictions • Excessive habits of everyday life • Dynamic • Interaction of psychological, social, biological, and existential components

12/1/23

Case Conceptualization- Jake Jake reported that he has struggled with academics since he started school and despite how hard he has tried, he feels he cannot be successful. He was reportedly bullied by his peers during primary school for both his poor grades and his behaviour. At age 12, Jake one of his current friends, who introduced him to vaping. Jake indicated that his sense of belonging and self-esteem increased when he met his friend at age 12 and he does not want to end the friendship.

Treatment Plan- Jake Biological • •

Medical detox Assessment for ADHD

Social • • •

Group therapy – Improve social skills Family Therapy - Improve support system Aftercare adolesence support group

Treatment Plan- Jake Psychological • •

Life Story Exercise- Gain self-awareness (Dr. McAdams) Increase self-awareness •

•

Individual psychotherapy and feedback from peers in group therapy

Emotional regulation tools

Meaning • •

Identification of values Creation of meaningful goals

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Barriers to Treatment • Lack of control over basic life decisions (housing, finances) • Peer pressure and stigma • Development phase- working with poor impulse control and lack of self-awareness

Prochaska and DiClemente, 1983

Inpatient Treatment

Detox

“Pink Cloud”

Stabilization

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Developmental Stage •

Positive adaptive focus rather than problem focused

•

Incorporate importance of peers

Family Focus Autonomy

Connection

Dopamine Receptors After Cocaine Addiction

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Post Inpatient Treatment Care

Behavioural Pattern

Stress Management

Difficult Relationships

Therapeutic Interventions 1. Understanding • What does the substance provide? • How does the client understand their substance use? • Identifying thought distortions Goal: understand the client’s narrative, cognitive schemas, and relationship with their substance

Feedback-Informed Treatment • Evidenced based approach to assess and adapt to client’s feedback in real time in order to improve session outcomes • Based on common factor model of psychotherapy

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Session Rating Scale

Outcome Rating Scale

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Therapeutic Interventions 2. Shifting • Creating alternative stories • Challenging schemas • CBT thought records • Amplified reflection (Motivational interviewing) • Reframing

Emotional Regulation Skills •

Create emotionally safe environments

•

Non-judgmental approach

•

Teach skills

•

Normalize

•

Self- talk, taking a break, catharsis, breathing

Building Self- Awareness Mindfulness https://sittingtogether.com /pdf/Labeling% 20Em otions% 20H andout.pdf

Stress curve https://w w w .researchgate.net/figure/Illustration-of-the-Y erkes-D odson-hum anperform ance-and-stress-curve-2_fig15_283155324

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School Based Interventions •

Building social competence

•

Prevention

•

Psychoeducation

C uing E vent / S tim ulus

A ctivation of learned cognitive response

C raving/ E m otional response

R elapse

Thought C ontrol

Thought Record https://w w w .m cgill.ca/counselling/files/counselling/thought_record_sheet_0.pdf

12/1/23

Therapeutic Interventions 3. Developing a “New Normal” • What gets you out of bed in the morning? • What do you want to live for?

Exploring Meaning Three types of values whereby one can discover meaning: • Creative What the person gives to the world

• Experiential What the person receives from the world

• Attitudinal Adopting the right attitude of acceptance and taking a stand towards unavoidable suffering D r. P aul W ong- w w w .drpaulw ong.com

12/1/23

ACTIVITY

BEAUTY ACCEPTANCE

• Activities that are intrinsically valuable and interesting • Activities that are instrumental in obtaining significant goals • Activities that are self- transcended and directed at serving others Beauty, truth and love joy and wonder Acceptance in suffering D r. P aul W ong- w w w .drpaulw ong.com

Thank you! Questions?

11/30/23

20 Empirically-Based Art, Music, Movement & Thinking Skill Activities to Improve Behavior & Learning in Children & Adolescents

Calgary Afternoon Program Lynne Kenney, PsyD Pediatric Psychologist Wellington Alexander Center Scottsdale, Arizona

Afternoon Workshop Executive Function

Movimals

CogniSuite

Self-Regulation

CogniTap

Play

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Executive Function Predicts Achievement For many students, Executive Function Skills and Self-Regulation are more powerful predictors of reading and math achievement than IQ or Socio-Economic Status. Empirical research demonstrates that the development of executive functions during childhood plays a central role in school readiness, academic achievement, social-emotional development, and life-long success.

See Mulder, et al. 2017; Blair and Razza, 2007; Bull et al., 2008; Clark et al., 2010; Geary et al., 2012; Cortés Pascual et al., 2019; McClelland et al., 2021.

What are Executive Function Skills? Execu tive fu n ctio n skills are th e co gn itive skills essential fo r p l a n n i n g , e x e c u t i n g , a n d m o n i t o r i n g g o a l - d i r e c t e d b e h a v i o r, a n d a r e t h e r e fo r e c e n t r a l t o p r o b l e m - s o l v i n g and learning. EF is associated w ith core academ ic achievem ent in r e a d i n g , m a t h , s c i e n c e , a n d s o c i a l s t u d i e s fo r t y p i c a l l y developing children as well as those w ith special needs.

11/30/23

Executive Function Skills Interventions

Cognitive-Motor Interventions to Strengthen Executive Function & Self-Regulation 12

11/30/23

We Are Musical!

A systematic review of the research suggests that short bursts of fine and gross motor coordinated bilateral physical activity may improve attention, processing speed, and focus, van der Fels et al. 2015. In a systematic review of research studies on the impact of physical activity on attention, deSousa et al. 2018 observed that continuous exercises that required greater cognitive involvement like activities with coordination and balance were related to a better performance during attention-demanding tasks than continuous exercises with fewer or no cognitive challenges (Budde et al., 2008; Palmer et al., 2013). Bonacina et al. 2019 reported the use of clapping in time training as a way to possibly affect a broad spectrum of rhythmic abilities that are linked to language and literacy processes.

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Foundational Lessons

• Can Everybody Count? • Can Everybody Clap? • Can Everybody Pause? • 1 2 3 Something

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Don’t Forget to Pause

Peeling Pegging Pinching Pulling Pushing

Rolling Squeezing Threading Twisting Unscrewing

https://napacenter.org/fine-motor-activities/

11/30/23

www.cerebrate.education

Students with high arts participation and low socioeconomic status have a 4 percent dropout rate—five times lower than their low socioeconomic status peers. Students who take four years of arts and music classes score an average of over 150 points higher on the SAT than students who take only one-half year or less. Low-income students are highly engaged in the arts are twice as likely to graduate college as their peers with no arts education. Arts education experiences reduce the proportion of students in school receiving disciplinary infractions. Source: https://www.americansforthearts.org/

11/30/23

Meludia

11/30/23

SELF-REGULATION

Self-regulation is generally defined as the ability to manage one’s thoughts, behaviors, and feelings to achieve goal-directed behaviors. Self-regulation is conceptualized broadly to include cognitive processes (executive function), behavioral self-regulation and emotional regulation, Korucu et al., 2022; McClelland et al., 2018.

Self-regulated learners are more engaged in the learning process and demonstrate better academic performance. They exhibit increased focus, attention, and persistence in completing tasks, Wang, 2021. Selfregulation skills are positively correlated with improved reading and math achievement, as well as higher grades in various academic subjects, Zimmerman & Schunk, 2011.

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• In practice, self-regulation can be seen as one’s ability to manage their physiological state to maintain balanced internal energy, appropriate motor tempo, and modulated rate of verbalizations. • When self-regulated, children use their cognition to keep themselves calm, emotionally even, and able to effectively respond to expectations and task demands in the moment. • Educators who teach learners self-regulation are more successful at fostering educational success, engagement, and continuous learning, Brenner, 2022.

Across

Over

Diagonal

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Self-Regulation and Response Inhibition are about Learning the “Felt-Sense” Tempo of Slowing Down

Slow 50-85 BPM Quick 85-120 BPM Fast 120-160 BPM

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Play Builds Cognition

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RECESS

EMOTIONAL REGULATION

11/30/23

TIGER UNICORN WATERMELON

11/30/23

Optimizing & Supporting the ADHD Brain Dr. Caroline Buzanko, R. Psych. info@korupsychology.ca drcarolinebuzanko.com

ADHD

Biological condition that affects how the brain develops

Disorder of self-regulation and executive functions

Makes it hard for kids to control their attention and behaviour 2

Inattentive

HyperactiveImpulsive

ADHD Combined

drcarolinebuzanko.com

ADHD Inattentive

Hyperactive/Impulsive

• Messy • Disorganized • Forgetful • Loses things • Difficulty completing tasks • Not listening to class-led instruction + needs things repeated • Withdrawn in class (shy, quiet) • Difficulty with 2+-step instructions • Careless errors • Difficulties with writing • Daydream

• Excessive talking/socializing • Easily frustrated/angry • Fidgety/restless/moving/out of seat • Blames others • Unaware of how their behaviours affect others • Rushes through work • Careless errors • Misreads/hears directions • Interrupts • Not as motivated to please • Easily bored and looking for fun • Class clown 4

There’s a bright side to ADHD. That’s where all the shiny things are.

Caught in stress and lack and deficits

Focusing on what is wrong can be very impairing for children and their families.

ADHD is a neurological condition that is usually genetically transmitted.

Characterized by distractibility, impulsivity and restlessness or hyperactivity

Symptoms are present from childhood on, and with a much greater intensity than in the everyday person

Interfere with everyday functioning socially, academically, and at home

Associated with comorbid disorders

Talks excessively, disrupting class.

Impulsive behaviours causing peer conflict.

Rushing ahead and doing work incorrectly even when models provided.

Low frustration tolerance – explosive outbursts over minor incidents.

Poor social awareness. Limited conflict resolution skills.

drcarolinebuzanko.com

Ignoring strengths will extinguish them. Not develop them.

Consider symptoms as traits

• Not good or bad. Balanced. • Critical to think about the…

FLIPSIDE 8

Abides Law

Direct

Honest

Rigid

Rude

Offensive

Sensitive

Defending needs

Nonjudgmental listening

Moody

Aggressive

Unempathetic

Loyal

Assertive

Confident

Defiant

Narcissistic

Difficulty making friends

drcarolinebuzanko.com

A B C Flipsides of ADHD Ability to find alternate paths to overcome obstacles Able to take on large situations Adaptive/collaborative Adventurous, courageous Always lives outside of boundaries Always finding alternate routes to any location. Always willing to help others Ambitious – you want to be everything when “you grow up” Artistic Attractive personality Being able to see the big picture Being able to see the patterns in the chaos. Being intuitive towards others’ difficulties Broad focus – can see more, notice things more

Can create order from chaos Can create amazing projects of interest Can make people feel they are heard Can see the big picture Can think on their feet Career variety Centre of attention Comfortable talking in front of groups Comfortable with change and chaos Compassion for others and for themselves Conceptualizes well Confidence Constantly evolving Courageous Creates connections easily Creative Creative writing Creative – musical, artistic, “dramatic” 10

Good at problem solving Good delegator Good in emergency situations Good listener Good people skills Energetic Good self esteem, energetic Eager to make friends Great brain-stormer Great multitasker Eager to try new things Great self-company Empathetic, sensitive Great sense of humour Entrepreneurial Great storyteller Excellent organizers using journals and Hands-on workers reminders Hard worker Has friendly relations with their family Flexible – changes as the situation requires Has the gift of gab Fun to be around Helpful Helps others who are also in trouble Forgiving High energy – go, go, go Good in a crisis Holistic thinking Humour, very healthy, quick picking up ideas Goal-oriented Hyper focus !! Good at conceptualizing Hypersensitive – very empathetic Good at motivating self and others Dedicated Detail-oriented Determined to gain more control

Idea generator Imaginative Impulsive (in a good way) not afraid to act Initiator Intelligent Intuitive It’s ok to not finish everything Jovial Jester Joyful and jubilant Joins in on fun Love to learn new things Less sleep is good (can get lot’s done!) Like to talk a lot Look at multidimensional sides to a situation Lots of interests Loves to cook and be creative Loyal

Magnetic Master idea generator Modesty Move on fast – never hold a grudge Never bored and rarely boring Never intimidated to try new things Non-linear, multi-dimensional/edge of chaos Not afraid to speak mind Not contained by boundaries. Optimistic Outgoing Passionate Persistent Philosophical Playful Pragmatic Problem solver Profound Quick thinking Quick witted 12

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Resourceful Resistant Relates to people easily See details – recount them later Sees the big picture Socially adaptive and flexible Spontaneous Stabilizer during difficult situations Stable Successful Takes initiative with things love Tenacious Theoretical Think outside the box Thinks two meters ahead of the world Thinks big, dreams big Tolerant Trailblazer

Unlimited energy Unconventional Unorthodox Very creative, able to generate a lot of ideas Very hard working to compensate – workaholic Very intuitive Very resourceful Very successful Versatile Visionary Visual learner Willing to take risks Willingness to help others Witty Won’t tolerate boredom Works well under pressure Worldly Youthful Zany Zealuos Zippy Won’t tolerate boredom Works well under pressure Worldly 13

Problem?

ADHD strengths don’t always fit...

Their greatest strengths can often be the very qualities that frustrate others.

drcarolinebuzanko.com

Bossiness Aggressiveness Argumentative Stubborn Easily upset

• LEADER • ASSERTIVE (knows and gets what she needs) • Strong conflict resolver and negotiator • Persistent • Emotionally expressive (easier to help and quicker to recover!)

Consider skills to develop vs problem

Instead of:

Might be difficulties:

Oppositional

Flexibility

Only if wants to

Know what is important

Narcissistic

Theory of mind

No empathy

Subtle social cues

Lazy

Initiation

Sloppy

Fine motor skills

Loner

Social understanding

Doesn’t prioritize

Seeing big picture

Capitalize on strengths (vs. symptom relief ) • Focus on achievements, strengths, and successes • Create opportunities for responsibility and choice • Give feeling of control

drcarolinebuzanko.com

ADHD: A Disorder of Executive Functions (Self-regulation)

Executive Functions (EF) • Brain-based skills important for everyday functioning • The air traffic controller, CEO, or conductor of the brain’s orchestra • Regulates our thoughts, perceptions, emotions, and behaviours • Help us to decide what tasks we will pay attention to and which ones we will choose to do

Planning

EF Helps Us

Metacognition

Organization

Achieve Goals

Working Memory

Time Management

drcarolinebuzanko.com

Response Inhibition

EF Helps Us

Selfregulation

Persistence

Guide Behaviour

Flexibility

Task Initiation

EF Helps Us Consider now

With future anticipation and past experience

To develop a plan to choose what to do next

Kindergarten • Run errands • Two-to-three step directions

Grade 2 • Tidy space • Self-help tasks • Bring papers to and from school • 20 min. max. homework • Follow rules 24

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Grades 3-5 • Run errands (with time delay &/or distance) • Bring papers, books, materials to and from school • Keep track of belongings • Up to 1 hour homework • Plan simple school projects • Follow (changing) daily schedules • Follow rules when teacher out of the clas

Grades 6-8 • Use system to organize schoolwork, including agenda books • Follow complex school schedules • Plan and carry out long-term school projects • Plan time • Follow rules with no adult supervision 25

High school • Manage schoolwork daily • Long-term projects & studying • Use corrective feedback to improve performance • Establish and fine-tune long-term goals • Maintain grades for university acceptance • Completes university applications/SATs • Uses leisure time effectively • Pursues recreational activities • Gets a job • Inhibits reckless behaviours 26

ADHD: 30% Delay in Developmental Progression True Age 5 6 7 8 9 10 11

Executive Age 3.3 4 4.7 5.3 6 6 7

True Age 12 13 14 15 16 17 18

Executive Age 8 8.7 9.3 10 10.7 11.3 12

drcarolinebuzanko.com

ADHD: A DISORDER OF EF Disorder of performance: Of doing what you know

Disorder of “point of performance”

Disorder of when and where (vs. how and what) 28

Executive functions vs. Executive skills Executive Functions: What to do When • Neurobiologically based • Brain-based processes for the cognitive control of behaviour • Main controls in the brain that helps kids decide what to do and when to do it • Help them think, make choices, and control their actions

Executive Skills: How to do it effectively • Skill based, learned • How-to guide for the brain • Application of EF in real-world • Turn the main controls into real actions

Working memory

• Remember instructions • Remember where they put things • Remember information while doing a task (e.g., mental math)

Inhibitory Control

• Ignore distracting information • Manage emotions and respond appropriately • Wait for things they want

Cognitive Flexibility

• Modify plans or strategies • Consider different perspectives • Transitions smoothly 30

drcarolinebuzanko.com

Self-Monitoring

Attentional Control

Emotion regulation

• Evaluate own performance and behaviour • Identify and fix mistakes in real-time • Keep record achievements and setbacks

• Maintain focus over time • Concentrate on task and ignore distractions

• Use coping strategies to manage emotions • Regulate emotions to adapt to different situations • Manage emotional reactions adaptively 31

Task initiation

Organization

Planning

• Start tasks immediately even when hard • Muster internal drive to start independently

• Data: categorize and store for easy recall • Spatial: keeping physical space tidy • Time: create schedules and allocate time effectively

• Create short- and long-term goals • Identify most important tasks to focus on • Allocate resources to achieve goal 32

Goal Setting

• Creating plans for future achievements • Breaking tasks into small steps • Sticking to a goal despite challenges • Stop fun to start work

Time management

• Arrive on time • Complete tasks on time • Use timers 33

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Overlaps • Might have the skills but not the cognitive ability to apply the skills in daily life • Might have the cognitive abilities for one area but struggle to apply them due to other EF challenges (e.g., motivation or initiation) • Might not have the cognitive abilities but can develop strong compensatory skills to manage 34

EF & Attention Difficulty with executive control of attention • Intention vs. inattention • Difficulty with repetitive, effortful, uninteresting, neutral/non-preferred • Difficulty resisting more tempting impulses (TV vs. homework) • Difficulty controlling focus 35

EF & Impulsivity Overwhelming immediate need to act that they cannot resist (e.g., TV vs. homework) Driven toward: immediate, predictable, frequent, ongoing, and meaningful consequences (not long-term goals) Point of performance impaired - Need lots of practice because of difficulty self-cueing to do what they need to do when they need to do it Repeat offenders, fail to learn from past mistakes Difficult to think about actions/consequences

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Executive functions: Strengthen underlying cognitive processes

Often about mindful awareness

Executive skills: Improve practical application of the cognitive abilities in daily life

Practical tools and strategies to implement

Interventions

Overlaps: Neurocognitive processes (functions) vs. practical applications in daily life (skills) EF: Inhibitory Control

Cognitive ability to restrain impulses.

Allows students to think before acting

ES: Impulse control

Resist immediate gratification

Choosing behaviours

EF: Time Management

Cognitive ability to gauge time & plan ahead.

ES: Time Management

Set timers & make schedules 38

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Developmental Progression External to Internal

External

Mental

Others

Self

Temporal Now

Anticipated Future

Immediate

Delayed Gratification

Developmental progression does not happen in continuous equal intervals

ADHD Core Executive Functions Deficits:

Focus/Select

Sustain

Inhibit

Modulate

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But Unlimited Variations of Presentations Retrieve

Focus

Sustain

Execute Decide

Balance

Perceive

Store

Pace

10.y.o.

Initiate

Stop

Evaluate

Interrupt

Plan

Shift Analyze

Mod. Inhibit

Manip.

Perceive

Seq.

Billy

Plan

10.y.o.

Energize

Initiate

Analyze

Stop

Anticipate

Interrupt

Correct

Organize Correct

Sustain

Assoc.

Inhibit

Suzie

Focus

Balance Store

Modulate

Shift Sense time

Hold

Estimate time Organize

• Adaptive functioning • Learning • Emotion regulation • Communication • Social functioning • Learning difficulties • Vocational difficulties

Self-Regulation

Independence

Self-regulation Building Blocks

Will discuss this afternoon, BUT, for now, Know: This skill takes a lot of effort!

Behaviour

Sensory Processing

Emotion development

Attention

Executive functions

Planning and sequencing

Receptive language

Social skills

Working memory

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Remember rules + anticipate consequences…

Effortful coping

…to manage thoughts and emotions… …to guide behaviour and make positive choices about what to do next

Working memory Emotion Regulation 47

Energy Depletion

Problematic when stress exceeds resources: they will do anything to get adrenaline rush

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Reserve and replenish their resources as much as possible!

Routine exercise

10 minute breaks during strenuous activities

Relax/meditate for 5+ min. after strenuous activity

Quick replenishment of resource pool

Visualize rewards as working Small rewards throughout tasks Self-talk before and during tasks Glucose rich drinks Practice!

The Role of Emotions 51

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

 Can’t learn  Can’t remember  Brain seeks pleasure  Reactive response

Even harder with EF deficits

 Intense emotions  Behavioural and emotional outbursts  Impulsivity  Rigidity  No self-reflection  Unable to take perspectives  Disengagement 54

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Most Students with Emotional Disorders …Also have ADHD 55

If stress is too overwhelming, kids can’t selfregulate

Boring No personal relevance Previous failure Perception of falling behind Too easy Perceive too difficult Takes too long Anxious Fear Social rejection/acceptance Not wanting to disappoint Grades Parents

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Behaviour Management

Education

Psychological Support

Medical Management

(parent & child)

Accommodations & Environmental Manipulation

Effective Intervention

Exercise 58

Self-regulation is a process Motivate kids to change behaviour by changing their environment and creating opportunities for them to succeed

Especially with ADHD Students

Struggling students are often in an environment that is mismatched with their interests and abilities

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When things are going good = certain conditions are met to support EF

Interventions: Level of Environment Create EF Friendly Environment!

Control, punishment, self-control, willpower, & motivation don’t work

Motivation comes from circumstances Environment rich in opportunities

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Structure the environment for success

Homework-Friendly Environment

• Dedicated space • Quiet • Well-lit • Free from distractions • Stocked with all necessary supplies 65

Movement & Breaks 

Do not do well in sedentary conditions o Participatory teaching methods o Active learning style o Incorporate physical activity within the lesson (e.g., 'learning walks')

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Movement & Breaks

 Regular breaks and downtimes + as needed • Periods of concentration followed by periods of creativity or movement • Self chosen • Relaxation/mindfulness • Exercise/movement • Music • Humour  Green Breaks

Never take away recess. Give more! Movement increases blood flow to the brain. Improves performance, creativity, attention, and focus.

Movement & Breaks

 Maximize controlled movement: Find acceptable ways to stand and move  Zoned classroom: distinct areas for different types of work and break 69

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Consistent routines

Reduce Cognitive Load

Consistent lesson structure

Clear expectations

Posted timetables, rules, and expectations

Cognitive Support & Skill Development  Scaffolded learning: break down larger tasks into smaller, more manageable tasks  Teach multiple modalities  Structured teaching (especially of strategies)  Teach new skills in small groups  Think about prerequisites  Technology (e.g., apps designed for cognitive support)  Mindfulness and relaxation techniques to improve focus  Metacognitive strategies to improve self-awareness  Use of mnemonic devices and memory aids  Preview new situations

Structure & Organization Frequent feedback

Supervised settings

1:1 sessions

Structured tasks

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

Provide cues for them to cue themselves (e.g., visual, verbal)

Visual schedules and time organizers

Consistent routines with room for adaptability

Co-develop rules and expectations with the student

Revisit and reinforce expectations

Individualized checklists for task completion 72

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Timing & Environment • Early/optimal scheduling • Well-resourced classroom • Digital tools & assistive technology • Manipulatives • Literacy and numeracy charts • Ideas banks • Templates • Close to needed materials 73

Environment • Quiet/low arousal settings • Remove (e.g., reduce distractions) • Add (e.g., supervision, organizing structures) • Environmental adjustments like soft lighting or noise-cancelling headphones

Environment Ownership of space: Be flexible & collaborative! • Kids help create niche environment and accommodations. • What works for them? What promotes learning?  Breakout desks  Dedicated quiet workspace  Conferencing couches

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Individualizing the Environment • Dry-erase board

• Repeat backs • Recordings • Videos • Music

Visual learner

Auditory learner

• Bubble stickers • Teach within activity level • Exercise • Modify TactileKinesthetic learner

Individualizing the Environment • Increased supervision • Away from temptations

Impulsivity

• Break tasks into chunks • 10 minutes focused work • Engaging tasks

Sustained attention

• Models & templates • Start/stop points • Brain warm-ups

Initiation 77

Important to match expectations to what they can do

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Engagement & Motivation  Personal interest, meaningful, relevant  Mix low-appealing tasks with high appealing ones  Immediate consequences  Fun and engaging  Choices  Active and interactive learning (high response opportunities)  Multisensory approaches  Novelty  Praise and rewards to reinforce good behaviour  Incorporate student-led discussions and activities  Positive role models to inspire motivation  1-minute manager – frequent check-in’s  Peer mentoring

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

Interventions:

Level of Relationships (Multiple systems)

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Perceptions of the child

Adults co-regulation and emotion control

•Avoid passing own stress on to kids!!!

No such thing as bad kids.

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Function of Emotions

Disappointment

Hurt

Fear

Function of Emotions Disappointed Lonely

Sad

Anger Guilty

Hurt

Worried

Embarrassed 86

Many have worries about abandonment.

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Unlovable

Worthiness

Rejection

Abandonment

Failure

Not being valued

Recognize Stress: Play detective Why is this behaviour happening? What is going on for the child? Why now? • Hiding under the desk • Running away • Becoming aggressive • Screaming • Withdrawing

Otherwise…. We get behaviours

• Destigmatize Behaviours • Behaviours are? • Manifestations of what is happening in their nervous system 90

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Misbehaviour vs. Stress behaviour

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

None of these capacities

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Students with EF difficulties experience much more severe and frequent stress that is more difficult to manage than typically developing peers.

98% experience significant stress levels

Signs of stress Low mood, anxiety, pessimistic

Bored

Easily irritated and moody; overreact

Low self-esteem

Poor sleep, overly tired

Avoid responsibility, avoid social situations

Physiological symptoms

Aggressive

Nervous habits

Low mood, anxiety, pessimistic

Bored

Easily irritated and moody; overreact

Low selfesteem

Poor sleep, overly tired

Avoid responsibility, avoid social situations

Physiological symptoms

Aggressive

Nervous habits

Internalizers (increase their own distress) Externalizers (increase others’ distress)

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The only real behaviour management you need…. Strong Relationship

Protector from: Violent behaviour School failure School dropout Substance abuse Depression Suicidal ideation Unwanted pregnancy Long-term happiness

Relationship: How do you show up? One small change in your interactions can be a gamechanger.

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You have less than 6 minutes • Kids need to feel liked and respected • What can you DO to strengthen your relationship with your students every day?

100

Greet Every Day! • Stand just inside or outside the door or go around the room • Greet each student by name • Have a short positive interaction • Follow student’s lead • Handshake, fist bump, high five, pinkie shake

• Direct them to the first activity

101

102

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Key to Success: Emotional Support Positive climate

• Overall (positive) emotional tone of the classroom • Connection between teacher and students • Minimal negativity (e.g. ,anger, irritability, aggression)

Teacher sensitivity

• Responsiveness to student needs (e.g., Academically, emotionally)

Regard for student perspectives

• Student interactions and activities focus on student’s interests, motivations, and point of view (vs. teacher driven)

Flexibility

• Minimize rigid structure and regiments at the expense of the student’s interests and/or needs 103

103

Effective Communication Tips

Talk less listen more

104

Effective Communication: Tips

Disarming

105

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Effective Communication Tips

Validate & acknowledge • Ensure you got how they are feeling • How they perceive the situation • Be present with the situation yourself • Sometimes just being present is better than words

106

Be prepared! Let me see if I got that. You said… Did I get it? Is there more? That makes sense…

107

How we talk is important

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Replace negativity with curiosity

109

Connect With that attitude it’s no wonder you are failing. I called you in here to tell you to straighten up if you want to have any hope of passing this class.

I can see that you tried hard, and it isn’t easy. I wanted to check in and see what I could do that would be helpful?

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Connect

• Use effective communication skills • Acknowledge student’s needs and school/class expectations • Together brainstorm solutions and make a plan

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Behaviours Related to Identity • Identity and self-concept are co-created! • Self-evaluation is based on their experiences and others’ appraisals • What are the consistent, repeated cues they receive over time?

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Shame Epidemic • Avoid failure • Avoid criticism • Avoid punishment • Leads to: • Acting out behaviours • Perfectionism • Procrastination • Blame & failure to take accountability

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Key Skills for Adults

Understand ADHD

Effective communication

Positive reinforcement

Consistent Consequences

Positive interactions

Stress management

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What doesn’t work • Boot camps • Scare tactics • Force/coercion • Forced responding • Negative attention – we get more of whatever we pay attention to! • Complaints, warnings, and threats

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Remember! Kids want to be and do good! So let’s expect them to and support them when they are unable.

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Watch & Listen • Behaviours tell us A LOT Behaviours • “The student is are signals always right”

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

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Externalize

They are not their behaviour

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

Get on offense and make a plan! • When do they show up? • How do they show up? • What can you do? • What support do you need?

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What Does Work?

Positive Behavioural Supports & Restorative Practices 120

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15:1

121

Find the antidotes

122

Classroom contingency management has the strongest evidence-base support for ADHD for elementary and middle school The focus is on improving functional outcomes (versus reducing symptoms) • Relationships • Academics • Working in groups • Functional skills

123

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Example areas to target: Peer relations

Respects peers by allowing them focused time during work periods (i.e., does not interrupt them when they’re working) Treats peers with kindness and respects their individual differences Engages in cooperative and peaceful play during recess Has necessary materials and assignments to complete tasks

Academic work

Rechecks work for accuracy before handing in Completes and returns assignments on time Follows classroom rules

Rule-following

Follows teacher instructions Shows respect by listening attentively and responding courteously to the teacher. 124

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Home School Daily Report Card Operationalized list of target behaviours

o Can be flexible (e.g., getting work done or disruptive behaviours)

Specific criteria for meeting each goal

o Ensure it is realistic (e.g., NOT 100% of the time) o Start small and achievable (just above what they can do now)

Criteria to be met for each part of the day

o Overall target or daily goal for obtaining a reward

Focus on earning vs. losing

o Avoid all-or-nothing – incremental rewards for incremental success

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Home School Daily Report Card: Set them up for Success! • Focus on rewarding positive behaviour • Identify a few set of behaviours to focus on at a time • Make at least one behaviours uber easy • Optimize rewards • Motivating and meaningful to the student • Ideally, related to the target behaviour • Practical • Accessible every day after school • Immediate feedback from teacher • Vary rewards • Regular check-in and tweaking in collaboration with the student 126

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Preschool & Early Elementary Two or fewer prompts

9:00-10:30

10:30-10:50

10:50-12:20

12:20-1:00

Follows teacher instructions

Engages in cooperative and peaceful play during recess Stays on task to completion

Brought planner to school

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1 = 0-25% of the time 2 = 26-50% of the time 3 = 51-75 % of the time 4 = 76-89% of the time 5 = 90-100% of the time

Upper Elementary & Jr. High School Social

English

Math

Science

Works quietly

Stays on task

Remains at own desk

Raises hand to speak

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1 = 0-25% of the time 2 = 26-50% of the time 3 = 51-75 % of the time 4 = 76-89% of the time 5 = 90-100% of the time

Jr. & Sr. High School Social

English

1 = 2 or fewer days this week 2 = 3-4 days this week 3 = Everyday

Math

Science

Completes assignments on time

Comes to class prepared with pen, notebook, & text

Uses class time to work on assignments

Shows up to class on time

129

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Home School Daily Report Card https://bit.ly/ADHDDRC

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Classwide Good Behaviour Game

• 2+ teams • Review & post rules • Earn special privileges for having less than X rule violations • Teacher records broken rules • Contingency: rule following connected with GROUP consequence • Leverages major classroom motivator for following rules: peers

131

ADHD: Production difficulties

• Kids who seem to have skills but only do things that interest them • Mislabelled as manipulative, lazy, oppositional – especially when they don’t start or complete certain tasks

132

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Important! Activating executive functions are either internally or externally driven • Different routes for internally driven desires versus an external demands

133

Internally driven production much easier than externally demanded production

134

Learning vs. Showing What You Know Learning new things

Showing what you know

Some executive control needed, but not a lot – usually well supported

135

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Teach how to self-regulate that

motivates them to self-regulate

136

Interventions: Level of Motivation

137

Important! With ADHD, the brain release dopamine at low rates = unable to apply themselves to tasks that are not intrinsically interesting When incentive is low, they are unable to switch off the part of the brain involved in mind wandering, rumination, and irritability

Work cut short without immediate rewards Forget rules in the moment Caught up in predominant emotion

138

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Prefrontal Cortex

139

Task Incentive

140

Prefrontal Cortex

When motivation is high, brain activity is the same as all other kids

141

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Therefore, when getting them to show what they know or to follow your request, external motivation (BUY-IN!) is needed

142

Incentive Task

143

5-minute rule: Sets Boundaries You can do anything for 5 minutes!

Hard to get started

Don’t want to!

Can’t pay attention

Brainstorm

Only for 5 minutes and then donw

I can do anything for 5 minutes!

Start with the thing you know best (e.g., the middle of the story)

144

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Brain constantly seeks external stimulation (especially after focusing)

145

You’re only limited by your own creativity!

PASS THE BALL – student with ball tosses ball to another student who is the next one to answer a question from the teacher

TEAM PLAY – Make an academic activity a friendly competition

146

Effective Teaching

147

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Remember!

148

Consider basic demands put on ADHD students

Notice how you feel with the following activities….

149

Risk-taking Essential for learning

150

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$20 You can all see it. But not perceive it (bring meaning). ADHD students need strong teachers! • We cannot leave them alone to figure it out.

• Why can’t I understand this? Being the only one who can’t….

151

Video Game Model Dr. Judy Willis

152

Video Game Model

Video gamers: Buy-in despite

high failure rate

153

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Video Game Model Buy-in: • Individualized • Learn from their mistakes • Perseverance with increasing challenge • Achievable challenge • No judgment • See successes • Awareness of incremental goal progress • Timely and frequent feedback • Relevant & rationale

154

Get them Curious!

155

156

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What do the 100 folds in a chef’s hat represent?

157

Made a prediction

Stronger brain Did something with the prediction

158

Applied Video Game Model:

• Pleasure • Sustained attention • Motivation and perseverance • Engagement

159

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Beyond Accommodations: Closing the EF Gap

160

Developing EF Continuous development • Affected by: • Experience • Environmental expectations • Teaching ADHD students need to be TAUGHT skills!!!!

161

They will NEVER acquire executive skills through observation or osmosis.

162

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It will go in one ear and out the other

163

Goal: Focus Explain the rationale: Focusis an important skill for doing well in school because information cannot be understood or remembered if it isn’t heard in the first place.

What is important for them?

164

Teaching Focus • How did you miss this? • Discuss: • How do you decide what to pay attention to? • What is important to filter out? • At school? At home? • What are the biggest distractions? • What is the hardest thing to ignore? • When is it easy to focus?

• Plan what to ignore • Address barriers and keys to success

165

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Was I paying attention? YES

1 2 3

Teaching Focus as a Class • Brief description of what focus looks like. • Pick a time of day where the student(s) will practice. • Determine how the skill will be monitored during the practice sessions.

• Set timer at random intervals and when the bell rings, each student determines if they were attending. • Use electronic “beep tape” for monitoring attention. • Give each student a checklist and ask them to periodically self-monitor and indicate on checklist whether they were attending. • REINFORCE ACCURACY!!! (Not whether they were attending – at least initially)

4 5 6 7 8

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Teaching executive skills 1. Identify specific problem behaviours (disorganized papers, not paying attention).

2. Set a goal & establish a strong rationale.

3. Outline the steps to follow to achieve the goal.

4. Turn the steps into a visual they can follow.

167

Teaching executive skills 5. Supervise the student following the steps. Observe while the student performs each step, providing feedback to improve performance as needed.

Initial prompts to perform each step in the procedure. Offer praise when they successfully complete each step and when the entire procedure is completed.

168

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Teaching executive skills

6. Evaluate success and revise if necessary (e.g., change checklist to drop things that aren’t needed or to add new items)

7. Fade supervision. (e.g., cue students to start the task, look at their checklist, check in periodically)

169

Step 1. Identify the problem: Messy desk Directive:

Clean your desk

Response :

Nothing

170

Teach the Plan Step 2: Set a goal & establish a strong rationale Goal: An organized desk Rationale: Get a strong rationale for THEM. • Why do you think it is important to have an organized desk?

171

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Teach the Plan

Step 3 & 4: Outline the steps & provide a visual The brain needs to see the future. What does a clean desk look like? • Collaborate a plan with specific directions to meet that future. • What steps need to happen to make the desk look like that?

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Teach the Plan Step 5: Supervise & encourage • Initial prompts as needed to perform each step in the procedure. • Monitor each step • Provide feedback to improve performance as needed. • Offer praise with each completed step and when the entire procedure is completed. • Provide encouragement and feedback about the success of the approach. • Guide them to problem solve when something doesn't work. • Have them determine when the task is completed.

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Teach the Plan Model helpful statements:  Let’s start now.  What’s next?  Papers. Ok, they go.... (in this folder).  Pens and pencils go….(in this bin).  Books go…(on the shelf).  Let me know when you’re done so I’ll know you can go on the computer.  I know this is boring. You’re almost done and then you’ll get to choose something you want to do!  How does it feel to have a nice workspace?

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Teach the Plan Step 6: Evaluate success and revise as needed Step 7: Fade supervision • Provide the same information without being the direct agent: create a list, picture cues, audio tape, etc. • Prompt as needed • To ask themselves, what’s next? • Look at your list. • Begin to transfer responsibility to the student: What do you need to do? • Transfer complete: When they can ask themselves, “What do I need to do?” And “What’s next?”

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Begin practice sessions. Remind the class before beginning the session that they will be practicing paying attention.

Teaching Whole Class

Debrief with the class afterwards to determine how it went.

If necessary, set a class goal and add a reinforcer to enhance motivation to practice the skill.

176

ADHD & EF: Begins with Behaviour Inhibition Critical for ALL other EF

177

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“By the time I think about what I’m going to do… I’ve already done it” Disrupts behavioural inhibition: (Think before acting) 178

178

ADHD and EF

• Behavioural inhibition • Avoiding distractions • Persisting without giving up • Realizing what you’re doing is not working and stopping • Planning any tasks • Delay gratification • See into the future • Now vs. not now • Affects day-to-day activities 179

179

• 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?

180

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

181

Response inhibition: Teaching with Resistance Training

• Structured teaching trials to resist temptations • Do vs. not do • Proactive • Break negative-feedback cycle; 5:1 rule • Short redirection vs. lectures

182

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

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invisible

Develop and practice strategies

Difficulty waiting

Understand

Jump in, get

Drum fingers

frustrated

How to pass time Think about without frustration something enjoyable

Identify

Rationale &

Teach & Practice

Reward or adjust

Evaluate

Collaborate

184

Working memory:

Foundational to make decisions and control behaviour • Remember rules (Hold and process all the information we need to behave as expected) • Choose the right behaviour • Resist temptations and remember expected behaviour • Persist until done (vs. giving up) • Plan (if-then) • Problem-solve • Self-monitor, self-instruct, metacognition

185

Working memory • Here is your task _____ • Remember the 5 rules to get this done Limited cognitive workspace • Can’t hold two sets of directions • Can’t break things down automatically • Work harder to • Focus • Listen • Remember • Apply what they hear

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Working memory • Brain is for having ideas • Get open loops of info out of their head • Externalize information!

187

Supporting Working Memory: Typical strategies

One direction at a time

Build into existing routines

Break tasks into microsteps

Provide checklists & templates

Make it meaningful

Chunk, mnemonics

Verbal and visual cues

Multisensory

Link new to old

188

Non-Verbal Working memory Internal self-talk to guide behaviour • Think before acting • Remember rules • Consider consequences • Hindsight/foresight • Visualize events • Imitate complex behaviours

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Non-Verbal Working memory • Underdeveloped • Difficulty imitating and applying vicariously learned information • Live from crisis to crisis (diminished hindsight/foresight • Diminished sense of time • Kids are stuck in the immediate present • Do not learn from past behaviours • Difficulty generalizing skills they learn • Perceive time more slowly – waiting hard • Difficulty following rules too long • Delayed moral reasoning

190

The problem: Difficulty sequencing

THEN

If no if-then, Not thinking about consequences

191

Results in Dependency Traps • Monitoring behaviour • Evaluating behaviour • Jumping in with solutions • Planning and organizing activities • Setting goals • Checking homework 192

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Promote Learning Long-Term Memory • Semantic – facts-based knowledge learned over time • Episodic – autobiographical memory from lived experience (unlimited) • Information from experience • Emotions from experience • Meaning from experience

193

Must be able to: • See the future • Say the future • Feel the future • Play the future To do that future successfully. • Practice regularly

194

Can only attend to and remember so much information at a time

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See the whole before the parts

196

Develop Future Thinkers

197

Develop Future Thinkers Start with the end & Self-talk 1. What will it look like when it’s done? 2.What do I need to do to make mine look like that? 3.What do I need? *Each question informs the next

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Developing Future Thinkers: Get Ready, Do, Done

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Instructions 1. Add one drop of red food coloring and one drop of blue food coloring to 1/4 cup of honey and stir until combined. This is create a purple color liquid. Pour the purple liquid carefully into the tall jar. 2. Next add about 1/4 cup of blue dish soap to the tall jar. 3. Then add a few drops of green food coloring to 1/4 cup of water and mix until combined. Then carefully pour the green liquid into the tall jar. Tip: When pouring in the green liquid, tilt the jar so the liquid runs down the side of the jar slowly. 4. Wait a few moments and then slowly pour 1/4 cup of olive oil into the jar. Tip: Again, be very careful when pouring in the liquid. Make sure to tilt the jar and pour very slowly so the colors don’t mix. 5. Add a few drops of red food coloring to 1/4 cup of rubbing alcohol and mix until combined. Then carefully pour the red liquid into the tall jar. Tip: I can’t stress enough how important it is to tilt the jar and pour slow. 201 Otherwise the colors will mix together and you won’t get a distinct rainbow.

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Scaffold to Independence

• Photos

Visual

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Notice the picture of the locker in the locker to help keep it tidy

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Scaffold to Independence • Basic shapes for sketching

• Maps & diagrams • Future sketcher

VisualAbstract

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Scaffold to Independence Title Intro character – name + age + grade

• Basic shapes for sketching • Task

Character – lives + family

Conflict

Who helped him + how

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Scaffold to Independence

• Pointing, miming, talking through

• Visualize space • Pointer + closer proximity for smaller kids

VisualPhysical

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Free exploration zone

Writing zone

Reading zone

Science zone

Math zone 207

Listening

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Clash of time zones

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Developmental Progression for Future Thinking

K-2nd grade:

3-6th grade

6th-12th grade: 2-3 days

A few hours

8-12 hours

50/50 if you remind them in the morning to do something after school

Can see themselves doing their homework.

Can see themselves doing short-term assignments and studying for tomorrow’s test

Cannot see themselves handing it in tomorrow.

Cannot see themselves studying or doing long-term assignments, even due at the end of the 209 week.

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Developmental Progression for Future Thinking

30% Delayed

K-2nd grade:

3-6th grade

6th-12th grade: 2-3 days

A few hours

8-12 hours

50/50 if you remind them in the morning to do something after school

Can see themselves doing their homework.

Can see themselves doing short-term assignments and studying for tomorrow’s test

Cannot see themselves handing it in tomorrow.

Cannot see themselves studying or doing long-term assignments, even due at the end of the 210 week.

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Developmental Progression for Future Thinking 2 Grade: 5-20 minutes

4th grade might forget rules told in the morning by lunch

High school child who can’t remember to hand in their homework 211

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Help them master time • Match to planning • Mark on clock and work • ½ way point • Am I on track? • Do I need to change anything? • Time wasters? • Remove • Re-plan 212

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On a piece of construction paper, draw a colourful picture that represents what the song is about. At the bottom of your picture write one line of the lyric from the song that relates to your picture. On a separate piece of paper, write why you chose this song and what stood out for you. Be sure to include the name of the song and when it was first released. Also include two to three sentences about what the song is about.

Task

Predicted time

Actual time

Pick a song Choose a lyric Draw a picture Why chose What stood out What it is about #1 What it is about #2

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Teach from seeing time to planning time…. Step

What do I need? Computer Headphones Pencil Markers Paper

Predicted time

Pick a song Choose a lyric

Draw a picture

Why chose

What stood out

What it is about #1

What it is about #2

Actual time

Name + date released

lyric

I chose it because… I liked it…. About…

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…and adjusting as needed Step

What do I need? Computer Headphones Pencil Markers Paper

Predicted time

Actual time

Pick a song

Choose a lyric

Draw a picture

Why chose

What stood out

What it is about #1 What it is about #2

Name + date released

lyric

I chose it because… I liked it…. About…

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WHERE ARE YOU IN SPACE AND TIME?

WHAT IS YOUR JOB?

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www.wondertime.com

https://www.online-stopwatch.com/large-online-clock

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Larger Projects • Students are asked to choose a country to study. They are to learn about the country’s language, national sport, cultural ceremonies, common foods, and climate. Students will: • Write an essay • Create a poster board highlighting each of the key categories • Present their research to the class

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Set them up for success • Provide a sheet for future sketches with rubric • Provide an extra copy of the assignment (reduced in size) • Provide a calendar for students to complete

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Larger Projects Choose a country to study. Write an essay about what you learn, including why you chose this country, the country’s language, national sport, cultural ceremonies, common foods, and climate. Create a poster board highlighting each of the key categories and present your research to the class.

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Ceremonies & foods

Climate

Chpt. 3

Choose a country & why

Find sources

Conclusion & Edit

Adapt for poster

Language, & sport

Study for unit quiz

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Backwards Planning (e.g., Routines) • What time does the student need to _________________ (leave for school, leave for gym class, go to bed)? • Walk through the morning/period/timeframe. • Create a list of steps to be done. • Estimate how long each step will take. • Plan backward. • Plan for unexpected situations – breathing space! 222

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Address time wasters

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Meta skills

SPACE (TO THINK ABOUT THEIR APPROACH)

OPEN-ENDED QUESTIONS

SOLUTION FOCUSED

PROCESS ORIENTED

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Meta-Cognition & Self-talk • Reduce dependency • Cue them vs. prompt them what to do • Internalize self-talk through experience • As they do/complete the task: Create an episodic memory • What was the best part? • How did I come up with the idea? • How did I get started? • How did I get through the hard part? • How did I achieve this? • What strategies did you use? • Self-talk and mantras • If-then • Will only take a few minutes • “Just do it” • Maybe it’ll be fun • Enlist help • Music • Make predictions

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Difficulty scale Easy

Hard

What is easy that makes it 9 (and not 10)? What can I already do? What can I do to bring this down to 7 or 8?

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Meta-Cognition & Self-Talk • How will you 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? • How long did it take last time? • 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?

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• What do you need to do? • How will you get started? • What strategies will you use? • Where will you work? • When will you start?

• What was your goal? • Where did you start? • How did you get started? • How did you do that? • Have them talk through how they do it as they do

• How long will it take?

• What strategies did you use?

• How will you know if your plan is not working?

• How long did it take? • What did you notice? • What was helpful? Unhelpful?

• What will you do if your plan is not working?

• How did they help?

• How do you know it was helpful?

• What strategies will you use next time?

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Before

What does this remind you of that you have done before? What experiences do you have that will help you here? What part do you think will be the hardest? What can you do when you get there to keep going?

During

What part is going good? What parts are helping you learn? What makes this part hard for you? What do you need to help? More information? Practice? Other ideas? What did you do before that you can do again to help you now?

After

How did you grow as a learner? Did you learn something new? Did you learn something new about how you learn? How can you use this experience in the future when things get hard?

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Mindset

How did you feel before you started? What were you saying to yourself? How did you feel as you worked? What did you say to yourself as you worked? How did you feel after the activity? What did you say to yourself after the activity?

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Remembering tasks

Staying Focused

• What gets in the way of remembering things I need to do? • What makes it hard to remember? • What helps me remember? • What are things I can do to remember?

• What makes it hard to stay focused? • What makes it easier? • What are some distractors? • What happens when a distraction comes up? • What things are easier to focus on? • Where is it easier to stay focused? Harder?

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Use Stories • What worked? • What didn’t? • Where did she go wrong? • What could she have done if it wasn’t working? • What could you do to fix this?

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Create Opportunities Einstein's Riddle

Suppose there are five houses of different colors next to each other on the same street. There are also five children who each live in one of these houses (with each child not living with the other four). Every child has a single favorite drink, a single favorite food, and one pet. The street is straight. The houses are numbered left to right. Peter lives in the red house. Mary has a dog. Linus drinks tea. The green house is just to the left of the white one. The child in the green house drinks lemonade. The child who likes cookies has birds. The child in the yellow house likes chocolate. The child in the middle house drinks milk. Emma lives in the first house. The child who likes sweets has a neighbor with a cat. The child who likes chewing-gum drinks apple juice. The child who has a horse lives next to the child who likes chocolate. Anna likes cake. Emma lives next to the blue house. The child who likes sweets lives next to the child who drinks water. QUESTION: Who has fish?

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Who has the fish?

WHAT DO I NEED TO KNOW?

WHAT DO I KNOW?

HOW CAN I ORGANIZE THE INFORMATION TO MAKE SENSE OF IT?

WHAT IS MY PLAN?

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DK (Do know)

SK (Sort of Know)

DK (Don’t know)

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Daily Success Form Today’s Plan What am I going to do?

When will I do it?

Did I?

How well?

1. _______________________

__________________

Yes / No

2. _______________________

__________________

Yes / No

3. _______________________

__________________

Yes / No

(1-Terrible 2-Iffy 3-OK 4-Good 5-Awesome)

Things I need to remember (check off when done): Upcoming tests and responsibilities:

Date:

________________________________________________

__________________________

________________________________________________

__________________________ 236

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Homework Plan I will do my task at this time:

Before school Right after school At 4:30 after snack After dinner

I will be successful by:

• Putting my phone away in the cabinet • Keeping all electronics turned off • Staying out of my room until it is done • Asking mom for help if my brother bugs me

Other ________________ 237

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Talk

What makes a strong student?

What am I already doing?

• Planning!

Past successes • Who? What? Where? Feeling?

What can I do to get even stronger?

What helps me be successful? • Location • Time • Snack? Rest? Exercise?

What is my plan? Brainstorm! • Read questions before the story • Create a mind map of ideas before I write • Highlight the operations for math I will start_______ • I will stop______ • I will continue___

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Build Success

 Set high, but achievable, expectations  Problem solve together!  What can you do for the upcoming period/situation/task to be successful?  What do you need to be successful?  What strategies can you use if they need help?  Predict potential problems & how to address them 239

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Set them up for success Meet with students in the same boat at the start of the week to discuss how to set up success for the week. Review successes at the end of the week.

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Tasks to do

How much they have to do

Individual work systems

Work systems

When they are done

What to do when done

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Previously mastered tasks

Finished box

What is next

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Individual work system Provides concrete and meaningful information

Limits distractions

Helps with transitions

Highlight salient information

Provides concrete and meaningful information

• Clear expectations • Salient information

Creates predictability

Limits distractions

Creates predictability • Reduces anxiety & problem behaviours

Promotes engagement & success 243

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Individual work systems Increases engagement & on task behaviour

Improves productivity

Increases independence

Reduces problem behaviours

Reduces anxiety

Improves Success

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Improving Productivity (& motivation) • Personalize vs. direct • Develops nonverbal working memory • Creates structure • Minimizes away emotional reaction

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Improving Productivity (& motivation) Clean up the counter.

Be a counter wiper! Get out your science.

Write an essay.

Be a writer!

Get ready to be a scientist!

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Ok, we’re done math. Please put away all your worksheets and scratch paper into your blue math folder. Then put your folders in the blue bin at the back.

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Ok, we’re done math. Please be a colour-coder.

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Group roles Everyone has one job! • Read the problem to the group • As a group, discuss the one key message. Find one piece of supporting evidence. What problem is being solved? What do you predict will happen if the problem is not solved in 50years? • Write your ideas • Share your ideas with the class

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Self-monitoring

Self-management

Selfregulation Goal setting

Selfreinforcement drcarolinebuzanko.com

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SelfMonitoring

Involves the ongoing assessment and regulation of one's behaviour, thoughts, and emotions to meet situational demands and achieve desired goals.

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Academic Performance

Metacognition

Track performance and adjust strategies in real-time: vital for reading comprehension, problem-solving, and writing

Awareness and understanding of one's thought processes.

Produce higherquality work and achieve better outcomes

Time Management

Emotional Regulation

Social Interactions

Recognize emotional triggers and employ coping strategies

Assess and adapt their behaviour

Recognize when they understand a concept and when they need further

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Only expect students to self-monitor during previously mastered tasks, not when learning new ones!

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Rationale Cooperation

Implementing Self-monitoring

Benefits Contingency contract

Define target behaviour Discriminate target behaviour Explain self-monitoring procedures Teach

• Teacher model/verbalize • Student verbalize, teacher model • Student model/verbalize • Guided practice

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Provide initial prompt/review

Independent performance

Adult monitor to ensure accuracy/consistency • Reteach as needed

Implementing Self-monitoring Evaluation

Effectiveness Maintenance

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Video modelling Train to identify on vs. off-task behaviour Identify behaviours with examples and nonexamples.

Video child. Watch together. Rate behaviours. Prompt as needed.

Video doing work and rate behaviours (no prompts) Adult provides accuracy of recording after each.

Video doing work as student also self-monitors Review video and compare ratings.

Self-awareness maintenance before interventions.

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Metacognitive Monitoring Awareness and understanding of one's own thought processes • Self-assessment (e.g., what they know and don't know • Plans strategies to support learning

Studying for a test: • Predict: Estimate how well they think they understand the material before testing themselves. • Monitor: Quiz themselves, pay attention to which questions they struggle with. • Evaluate: Reflect on their quiz performance to identify gaps in understanding. • Regulate: Allocate more study time to the concepts they struggled with and testing again.

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Other Ideas

Think-aloud: verbalize thought processes as they work through a task

Journaling: actions, thoughts, and physical feelings during assignments

Mindfulness in tasks

Peer feedback

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Flexibility Ability to adapt to new information, unexpected situations, switch tasks, or think about multiple concepts simultaneously. Important for: • Problem-solving • Find alternative solutions • Adapt strategies when the initial approach is not working

• Creative Thinking • Think creatively and approach problems from multiple angles

• Learning Efficiency • Switch between different tasks • Learning strategies for learning success 259

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Practice Flexibility: Getting Unstuck • Looks like your amygdala has you stuck • What little change can help? • How can you try something different? **Brainstorm to build flexible problem solving.

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Flexibility Ideas Musical Chairs with Cognitive Tasks • Enhances task-switching (switch from a physical activity to a cognitive task swiftly) • When the music stops, each student sits and quickly completes a cognitive task (e.g., solve a math problem, identify a historical fact, etc.) before the music starts again 261

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What are all the ways you could use a… Pen?

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All the ways to use a pen Bookmark

Hairpin

Stylus

Stirrer

Straw

Emergency Whistle

Chip Clip

Cable Organizer

Pointer

Tent Stake

Screwdriver

Measurement

Cat Toy

Scratch Remover

Dowel

Drumstick

Ice Pick

Tick Remover

Plunger

Zipper Pull

Shoe Lace Threader

Fruit Tester

Digging Tool

Mixing Rod

Bubble Wand

Flotation Device

Mini Torch

Roller

Seal Opener

Nutcracker

Paintbrush

Finger Splint

Wind Chime

Pet Barrier

Fishing Bobber

Signal Mirror

Morse Code

Level

Seed Dibber

Toothpick

Gap Filler

Latch

Cake Tester

Weaving Tool

Peeler

Lid Opener

Slingshot

Conductivity Tester 263

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Be Creative!

MIXING UP THE DAY

FIND THREE WAYS TO LEARN ABOUT A TOPIC

FIND THREE WAYS TO SHOW WHAT YOU KNOW ABOUT A TOPIC 264

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Flexibility Ideas

Surprise of the Day or Daily Routine Changes • Periodically alter the student’s daily schedule or routine to introduce new activities or change the sequence of existing activities. • Simulate unexpected scenarios in a controlled setting and coach the student on adaptive responses. Prioritize and Execute • Provide a list of tasks to be completed, then midway through, introduce a priority system that requires the student to change their approach. • This forces students to reevaluate their plans and adapt to new conditions, thus improving task-switching abilities.

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Flexibility Ideas Interdisciplinary Learning • Integrate concepts from different subjects like science and art to apply knowledge flexibly Encourage Open-Ended Questions and Critical Thinking • Socratic questioning techniques to encourage students to explore • Introduce open-ended problems and encourage student to come up with more than one solution.

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“Change-Up" Reading • During a reading task, insert unrelated sentences or problems that the student must solve before moving on.

Flexibility Ideas

• This requires students to continuously switch between different types of cognitive processing (e.g., from reading comprehension to problem-solving).

Stop and Switch • During a physical activity (e.g., dribbling a ball), signal students to stop and switch to another activity (e.g., answer a math question) before returning to dribbling. 267

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Brainstorm and practice options I want to play Uno but my friend wands to play Monopoly Refuse to play anything but Uno

Practice being flexible

Get stuck

By myself. No fun.

Play Monopoly first then Uno

Play monopoly instead

Have fun

Find a new game we both want to play

Have fun

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Chain of flexibility

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We can strengthen our focus brain • Practice! • Build endurance • Strengthen activation of attention mode • Practice the right way. 270

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• Sustained attention • Buy-in • Engaging & meaningful • Collaborate • Supervise • Self-monitoring • Teach focus explicitly • Divided focus • One small thing at a time • Minimize competition • Timer

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Teaching Focus Get a baseline

Define it

Establish doable targets

Experiment

Identify and control brain drainers, mind snatchers

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Teaching Focus

SELF-COACH/ MANTRAS

BATMAN

SEE PROGRESS

BE ACTIVE

ESTABLISH CONSISTENT ROUTINES

PURPOSEFUL BREAKS

REWARD THE RIGHT THING 273

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Build Success with Predictions and Expanded Trials Predictions to create time awareness and management

Expanded trials to: Know how long 7 minutes is

Know they can do anything for 7 minutes

Boost motivation 274

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Mindfulness

Reinforce single-tasking

Improves impulsivity and productivity. Helps regain control over attention

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Other ideas Begin day with relaxation and focusing exercise Bring mindfulness to activities Create! Mindful activities using different senses Any repetitive action

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Initiation (Getting started on tasks) What makes it hard to get started?

What is helpful?

What things are easy to get started on?

What can you say to coach yourself?

What makes them easy? Where were you? What time of day was it? Who else was with you? Type of task How alert were you? How were you feeling? How did you manage distractions? What did you do to get started?

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Initiation: Getting Started! • Build momentum!

• Warm-up’s • Procedural thinking • Within capabilities • Break tasks down • Help set up the first step • Choice about order to do work • Note start/stop steps • Model and practice skills as needed

• Goal-setting • Scheduling • Visuals

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Getting started • Brain warm-ups • Self-talk & mantras • Reduce distractions • Warm up activities • Deliberate focus • Minimize distractions • Homework/classwork routines

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Optimize Successful Outcomes: Combine DRC with Organizational Skills Training

Targeted skills individualized for student • • • • •

Direct instruction

Rewarded across home and school for using skills

Notetaking Locker organization Managing schoolwork Assignment tracking Time management 280

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Organization • Everything has a home • Cleaning routines • Remembering belongings • Digital picture book of materials for each activity/class • Think in categories

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Homework, Organization, and Planning Skills (HOPS)

Structured skill-building to address common challenges in managing and organizing schoolwork (e.g., homework completion, assignment tracking, and time management). 282

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Organize, Prioritize, and Time Management (OPT) Same as HOPS but focused on daily life. • Time blocks for daily (e.g., 15 min. at the end of the day) and weekly (e.g., 30 min. at end of the week) for organizational reviews • Review tasks • File away work • Prepare materials • Update calendar • Time block (studying, chores, breaks, downtime) 283

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Organizing papers • To do tonight • To hand in tomorrow • Due later • Graded/to file

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Binder Systems • Colour code subjects • Labels • Create Rules • Tabs to divide subjects • Throw away old assignments • Put due date on the top of all assignments • Folder for incomplete and complete homework • Keep it with you all the time

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Bonus! 286

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Establishing Behaviour Expectations & Strategies

KNOW THE ABC’S!

INVOLVE CHILD & ENSURE MEANINGFUL

DEFINE GOALS CLEARLY & MAKE VISIBLE

START SMALL! FEW GOALS

TEACH & PRACTICE TO SUCCESS

STATE BEHAVIOURS POSITIVELY

USE ROLE PLAY TO KEEP KIDS ACTIVELY ENGAGED

TRAIN EVERY DAY

Use positive motivators vs. punishment

Make rewards appealing and immediate

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Establishing Behaviour Expectations & Strategies

Automatize (requires less brain energy!)

Tie new behaviours to existing ones

Acknowledge adaptive behaviours

Review expectations and offer support at point of performance

Provide ongoing structure, supervision, and support for 288 success

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Effective Behaviour Management: Reinforced trials! Success-oriented practice sessions Focus on PROACTIVE strategies Catch them being good Effective requests Planned ignoring

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Daily Displayed Timetable

Motivation & Engagement

WALT

Include something FUN so they have something to look forward to!

What are we learning today? How it’s applicable Survey monkey

Engaging debriefs on what they learned

Student-Centered Learning

Cahoots Tokens or scales to rate Set of topics to choose from What they want to learn

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Increase accountability to others

Motivation & Engagement

Reduce delay in feedback

Work collaboratively

Make tasks more interesting, incentives more rewarding

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Token or bank system

Motivation & Engagement

MUST BE RIGGED to ensure the kids who need it are successful!

Group rewards

Build Accountability • Have kids keep track themselves • Provide explanations when they don’t follow through and how they will fix it

Tone tape

Self-rewards

Watermelon seeds We recommend

Catch them being good

Praise Publicly

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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

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Reinforcement Vs. • Clear behaviour and expectation • Authentic • Personalized • Developmentally appropriate • Frequently • Quickly • Unpredictably • Ensure they learn from their behaviour

• Threaten • Bribe • Embarrass • Lecture

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Reward ideas Homework pass

Early escape from a class or task

Store (e.g., pencils or erasers)

Lunch with the teacher

Bringing 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 295

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8 Forces of Motivation Gregariousness

• Need to belong

Autonomy

• Need for independence

Inquisitiveness

• Need to know

Aggression

• Need to assert

Power

• Need to control

Recognition

• Need for acknowledgement

Affiliation

• Need to associate and belong

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Effective Teaching

• Intentional, Explicit, and transparent • You understand what you are teaching and why it is important • Students need to know: • What they are learning • Why it is important to learn it • What strategies help strengthen learning/success

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Effective Teaching

Prerequisites

• Do they have the skills? • If so, reinforcement problem vs. skill problem

Active learning

• Active, fast-pace, and moving • Frequent opportunities to respond for frequent reinforcement

Reinforcement

• Frequent, meaningful, and potent reinforcement

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Effective Teaching

Control

• Choice! (including task medium) • Incorporate preferences • Collaborate

Errorless teaching

• Task analysis • Teach a bit at a time with prompts as needed • Scaffold learning

Optimize tasks

• Make learning relevant to real life • Make them engaging and fun • Short, explicit, closed-ended • Match student’s capacity +1 • Visuals

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Effective Teaching

Strengths based

• Incorporates student interests and preferences • Allows student choice • Multimodal instruction and demonstration of knowledge • Students help design assessment criteria • Accelerated content • Passion projects • Real life • Success hour •Balance the day with opportunities for kids to complete tasks they can do already

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Caroline Buzanko, PhD, R. Psych. Koru Family Psychology caroline@korupsychology.ca drcarolinebuzanko.com

https://parentsoftheyear.ca

https://apple.co/3ysFijh

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Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

Addressing the emo.onal roots of

ANXIETY & AGITATION - an a%achment-based developmental approach -

The material for this seminar is exerpted from the Neufeld Ins,tute courses on Making Sense of Anxiety and the Alarm Spectrum

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

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

• triggered by where aRached • headquartered in the emo,onal or LIMBIC SYSTEM of the brain • mediated by the SYMPATHETIC branch of the autonomic nervous system

• ac,vates the ENDOCRINE and IMMUNE systems and aﬀects most every system

• mediated through special NEUROTRANSMITTERS in the nervous system

alarm system

• has high priority in func,oning, aﬀec,ng AROUSAL and hijacking ATTENTION

• begins opera,ng in the FETUS at about six months aPer concep,on

ATTACHMENT is our preeminent need so SEPARATION is our greatest threat • aRachment is about the drive towards TOGETHERNESS in all its various forms • the primary purpose of aRachment is move us to take CARE of each other – a7achment replaces survival in mammals

• it follows that facing separa,on is our greatest threat and the essence of STRESS • alarm is one of three primal emo,ons evoked to aRempt an instant FIX to the separa,on problem (the other two being frustra:on and separa:on-triggered pursuit)

facing separation

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

• the NATURE of the separa,on faced is directly derived from the nature of one’s aRachments

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

c n’t ca

fe eli not ma ng Rerin 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

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

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

• alarm is a PRIMAL emo,on that can exist without any awareness or cogni,ve 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 ac,vated, alarm seeks RESOLUTION in one way or another. Failure to resolve alarm results in RESIDUAL alarm.

alarm as an emotion

• alarm can DISPLACE other emo,ons as drivers of behaviour when more intense • is oPen 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 emo,on to feel as it brings us face to face with what threatens us

• triggered by where aRached • headquartered in the emo,onal or LIMBIC SYSTEM of the brain • mediated by the SYMPATHETIC branch of the autonomic nervous system

• ac,vates the ENDOCRINE and IMMUNE systems and aﬀects most every system

alarm system

• has high priority in func,oning, aﬀec,ng AROUSAL and hijacking ATTENTION

• mediated through special NEUROTRANSMITTERS in the nervous system • begins opera,ng in the FETUS at about six months aPer concep,on

• both the separa,on and alarm must be for the alarm system to func,on properly

ABOUT FEELINGS AND ALARM 1. One can BE alarmed without FEELING alarmed. - just as one can BE sick, hurt, hungry, :red, frustrated, angry, a7ached, in love, pregnant – without feeling it at any given moment or even at all for that ma7er 2. We only FEEL alarmed if the cogni,ve 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, se`ng 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 energe,cally as an adrenalin rush.

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

alarming separa:on must be correctly FELT for cau:on to be eﬀec:ve

the fu:lity of avoiding alarming separa:on must be FELT for adapta:on to occur

ALARMING SEPARATION WHERE AVOIDANCE IS FUTILE • bed,me, loss and mortality • separa,on resul,ng from going to school, moving, divorce of parents, parents working, hospitaliza,on, etc, etc • the dawning realiza,on 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 rejec,on • the lack of invita,on to exist in another’s presence • the loss of aﬀec,on or signiﬁcance to another • securing the contact and closeness in an aRachment

To a7ach is to face separa:on, but we must a7ach and so facing separa:on cannot ever be truly avoided.

Adapting to Alarming Separation that Cannot be Avoided

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

• develops the RESILIENCE to handle a world full of separa,on alarm • enables RECOVERY from alarming events and alarming aRachments

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

inner conﬂict must be FELT for alarm to be tempered

alarming separa:on must be correctly FELT for cau:on to be eﬀec:ve

the fu:lity of avoiding alarming separa:on must be FELT for adapta:on 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 ,me 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 func,onal. The capacity for considera,on has a LENGTHY gesta,on 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 fric,on

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

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 func,oning alarm system should move us … … to CAUTION if that is possible … to ‘CRY’ if that is fu,le … to take COURAGE if what alarms is in the way

cau:on that does exist is misplaced & thus ineﬀec:ve, OR not moved to cau:on at all

inner conﬂict is NOT felt and so avoidance impulses are not tempered WHEN FEELINGS ARE LACKING

the fu:lity of avoiding the alarming separa:on is NOT felt

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

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

LEVEL 2 – AGITATION & ATTENTION PROBLEMS - FLIGHT from apprehension and a%ending to what alarms results in signiﬁcant aRen,on deﬁcits, not being able to stay out of trouble, not being moved to cau,on, 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 aRracted to what alarms and a predisposi,on 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 dysfunc:onal

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

•• •• •

The Continuum of ALARM Problems alarm is displaced

alarm is dysfunc:onal

it t s nalarm is iperverted

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

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

A Continuum of Defendedeness ANXIETY - based

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

The defensive inhibi,on of feelings is significant AGITATION enough to keep from feeling nervous but NOT enough to keep from feeling agitated or restless. In addi,on, - based defensiveness in aRen,on results in a blindness to that which truly alarms. The result is agitaFon without apprehension plus significant deficits in a%enFon. ADRENALIN The defensive inhibi,on of feelings is severe enough to keep from feeling nervous, agitated or vulnerable, -based resul,ng 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

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 . ANXIETY n u e n NERV on e d OUS ia ase ci onfusi panic parano

OBSESSIONS

mistaken assump,ons regarding what’s wrong

ALARM triggered by facing separation

TRIGGERING EXPERIENCE

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

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 parasympathe.c ac.on (eg, sucking, ea,ng, chewing, nail-bi,ng, masturba,on [boys], physical exer,on, controlled breathing)

• drug-taking – depressants (eg - alcohol for alarm, marijuana for agita,on, myriad of an,-anxiety drugs & medica,ons) • drug-taking – s.mulants to evoke a return swing of the pendulum – caﬀeine, nico,ne, Ritalin, etc

• proximity fixes (stroking, hugging, transi,onal objects, contact comfort) • rhythmic ac.vity and pa\erning (rocking, pacing, rhythmic beat, drumming, swinging, worry beads, flickering fire, watching waves, hand wringing, etc )

• emo.onal playgrounds where alarm is de-ac,vated – 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

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

TRAITS DERIVED FROM AN AGITATION-BASED ALARM PROBLEM • restless, tense or hyperac,ve • predisposed to agita,on reduc,on &/or expression (eg, drugs, physical exer,on, frene,c ac,vi,es or s,mula,on) • impulsive & reac,ve • lacking • aRen,on apprehension deﬁcits where • can’t stay alarmed out of • lack of trouble or memory for harm’s way alarming events • overly • scaRered gregarious aRen,on & talka,ve where alarmed • doesn’t learn from mistakes and failure • predisposed to learning disabili,es

stuck in the ini,al either-or mode of aRen,on instead of progressing to the advanced this-and mode

immaturity -based

a%achment - based not properly aRached to, or engaged by, those aRemp,ng to command aRen,on

COMMON ATTENTION PROBLEMS

hypersensiFvity -based signal overload due to dysfunc,onal aRen,onal ﬁlters

ALARM-based A\en.on is hijacked by alarm, crea.ng signiﬁcant deﬁcits and concentra.on problems. A\en.on is sca\ered because of compe.ng biases – to a\end to what alarms and avoid looking at what alarms.

about alarm-based a7en:on problems • key signs are ‘highly agitated’ as IF highly alarmed but ‘without apprehension’ as if not at all alarmed • aRen,on system receives mixed messages from the brain: pay a7en:on 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 situa,ons (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 situa,ons) • typically will qualify for an a%enFon deficit diagnosis as the syndrome meets the three criteria: difficulty concentra,ng, restlessness or agita,on, and impulsiveness (only two of the three are required for the diagnosis)

Anxiety & Agita,on - Gordon Neufeld

a%racted to, & engaged by, WHAT ALARMS

Jack Hirose Seminars - Fall, 2023

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, cu`ng, burning) • seems rela,vely unaﬀected by what should alarm • FEARLESS • risk-taking

• unreﬂec,ve

• can become a troublemaker

• unconﬂicted • inconsiderate

• can lack a conscience

• unfeeling

• more able to engage in ‘cold’ cau,on

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

n e rv o u

s does alarming things

S SION BSES

y out A NX can’t sta ble u IET o tr f o Y

AGIT

reckless & careless

worry

O panic comp ulsio ns

CTED TMOS ATTRA LAR WHAT A

overconscien.ous N ATIO .cs

sity g curio lackin

facing separation

se ea un ut tay o y le to s unab arm’s wa ADRE of h SEEKNALINING

FEAR

LESS

tension SCATT E ATTEN RED on TION ntraF conceoblems cuang & burning r p stu% RESTL ering ESSNE hair-pulling phobias SS

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

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

• not safe to depend

HA LP

CIN GM OR

• peer orienta,on

M NG MI

• failure to develop the capacity for rela,onship

• failure of adults to inspire dependence

CO BE

• premature separa,on

and less able to deal with it

• peer orienta,on

LOSING THEIR FEELINGS • loss of the safe spaces for feelings to recover • increased peer orienta,on and digital preoccupa,on • increased drugs and medica,ons

RA T ES EP A

embed in cascading care

HA LP

CIN GM

M NG MI

CO BE

reduce the separation they are facing

IO N

ADDRESSING THE CAUSES OF ALARM AS WELL AS ALARM SYSTEM DYSFUNCTION USING RELATIONAL & PLAY-BASED INTERVENTIONS

LOSING THEIR FEELINGS Safe caring relaFonships

make it safe to feel

EmoFonal Playgrounds

EVIDENCE-BASED, POWERFUL and SAFE UNIVERSAL in APPLICATION

INDIRECT and NON-INTRUSIVE

RELATIONAL & PLAY-BASED interven.ons

ADULT-FOCUSED – adults are the ones RESPONSIBLE NATURAL and INTUITIVE (given suppor,ng insight)

do NOT require PROGRAMS for execu,on do NOT require EXPERTS or specialized training

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

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

The ul,mate challenge in addressing alarm problems is to reduce the separaFon being faced and restore the feelings of separa,on 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 fu,le … to take COURAGE if what alarms is in the way

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

• to ADDRESS peer orienta,on 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 interac,on

• to EMPOWER adults to help cul,vate a child’s rela,onship with alarm and resolve it via cau,on or sadness or courage

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

- hierarchical rela:onships with caring adults as well as younger children in need of their care and protec:on -

• NORMALIZE alarm, no maRer how exo,c the symptoms or pathologized by diagnosis • teach the LANGUAGE of alarm indirectly through reﬂec,ve mirroring • prime SADNESS if possible, indirectly and one step removed, if needed

• COME ALONGSIDE alarm, using your understanding to get to their side

• foster a RELATIONSHIP with ALARM, star,ng with accep,ng its inevitability from a place

of trusting dependence

• MODEL a healthy rela,onship with alarm including the op,ons of cau,on, ‘crying’ and courage

• lead into MIXED FEELINGS if inner conﬂict exists

• serve as TRAFFIC DIRECTOR if you can, helping to a resolu,on that is most suitable to the situa,on

Anxiety & Agita,on - Gordon Neufeld

Jack Hirose Seminars - Fall, 2023

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 resolu.on

• obsessions and compulsions can be DEFUSED in play

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

• ATTENTION problems are best addressed through play

Play Holds the Most Promise

attachment -based

• aRachment and alarm are at REST, allowing aRen,on some free ,me to play

ATTENTION PROBLEMS ALARM -based

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

hypersensitivity based

• CURIOSITY is the best ANTIDOTE to any aRen,on problem, as it can pull the child through in their area of interest immaturity -based

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

• aRen,on is DRAWN rather than driven in play, allowing for op,mal func,oning

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

TIO RA ES EP A OR

HA LP

CIN GM

embed in cascading care

R MO NG MI

reduce the separation they are facing

CO BE

ADDRESSING THE CAUSES OF ALARM AS WELL AS ALARM SYSTEM DYSFUNCTION USING RELATIONAL & PLAY-BASED INTERVENTIONS

LOSING THEIR FEELINGS make it safe for children to feel

drcarolinebuzanko.com

Optimizing Self-Regulation & Managing Big Emotions Dr. Caroline Buzanko, R. Psych. caroline@korupsychology.ca drcarolinebuzanko.com

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What are the biggest challenges or questions you have about selfregulation?

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What do you hope to learn today?

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Understanding Self-regulation Affects:

ATTENTION

BEHAVIOURS

SOCIAL INTERACTIONS

PERSISTENCE

MOOD

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Self-regulation is Important for:

LEARNING

POSITIVE SOCIAL INTERACTIONS

LONG-TERM HEALTH AND WELL-BEING

OVERALL SUCCESS IN ALL DOMAINS

drcarolinebuzanko.com

Self-Regulation Foundational for Overall Success • • • • • • • •

Adaptive functioning Learning Emotion regulation Communication Social functioning Long-term health and well-being Vocational success Managing self without others

Independence

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Self-regulation is NOT

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Understanding Self-Regulation The ability to process and manage thoughts, feelings, impulses, and behaviours

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Self-Regulation: Managing Self to Attain a Goal

Any action students direct themselves to

Create change in their behaviour

Change the likelihood of future consequence/ attain goal

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Self-regulation

Range of skills that help students to adapt to a situation or meet a certain goal (flexibility key!)

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How it works

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To adjust, we need to be aware of:

• Changes in our environment • How we are feeling • How we are behaving • How to respond adaptively when upset • How to be flexible and adapt to a situation • How to resist an emotional outburst

drcarolinebuzanko.com

Self-regulation

Is voluntary and effortful/intentional response

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Emerges at 5 months Aware of expectations

Self-regulation Development

2-18 months Change behaviour with direction

2 years

Self-control based on rules

3 years

Act how they think others would want them to

drcarolinebuzanko.com

Remember rules + anticipate consequences…

Effortful

…to manage thoughts and emotions… …to guide behaviour and make positive choices about what to do next

drcarolinebuzanko.com

Self-regulation Building Blocks Behaviour

Sensory Processing

Emotion development

Attention

Executive functions

Planning and sequencing

Receptive language

Social skills

Working memory

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Self-Regulation Executive Functions Prioritize

Compare

Evaluate

Decide

Sense Time

Pace

Sequence

Execute

Hold

Manipulate

Store

Retrieve

Balance

Monitor

Correct

Gauge

Anticipate

Est Time

Analyze

Generate

Associate

Plan

Organize

Analyze

Compare

Choose

Perceive

Focus

Sustain

Energize

Initiate

Inhibit

Stop

Interrupt

Flexible

Shift

Modulate

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Remember Prerequisites!

Internal self-talk to guide behaviour

Important to think before acting, remember rules and consider consequences

Look backward or forward

Mentally manipulate/visualize events Imitate complex behaviours

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Self-regulation Difficulties • Low CONFIDENCE to regulate emotions • Limited knowledge and clarity about emotions • Poor goal-directed behaviour when upset ***Stress becomes too overwhelming

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Self-regulation Difficulties • • • • • • • • • • • • • • • • •

Subjective reactions to events Difficulty covertly emoting and motivating Difficulty with delayed gratification Difficulty with perseverance Sensory sensitivities Day dreaming Tired easily Poor attention and easily distracted Poor motor skills Poor sleep Picky eater Hygiene tasks distressing Seek movement/pressure Poor social communication Rigidities Immature & social difficulties Emotional roller coaster

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Consider Brain Differences! (Makes self-regulation even harder) Sensory Processing

• Sensory overload • Unable to modulate emotional responses to sensory stimuli • Can interfere with self-soothing capacity

Sensory Accommodations

Language

• Difficulties accurately expressing emotions • Miscommunication • Limited emotional vocabulary, which impedes recognizing and regulating feelings

Communication Supports

Executive Functioning

• Poor impulse control • Poor planning and organization that can lead to procrastination and last minute stress • Working memory essential for self-regulation • Limited flexibility

Coaching and Supports

drcarolinebuzanko.com

Examples Sensory Processing

Language

Executive Functioning

• Sensory-friendly environment • Sensory breaks • Visual schedules (to prepare for sensory-rich activities or transitions) • Sensory tools and accommodations

• Effective communication • Visual supports and cues, prompting • Simplified language • Repetition and clarification • Alternative communication (AAC) devices

• Visual organization • Time management techniques • Break tasks down • EF coaching • Routines and predictability

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Effortful coping Use internal resources to manage effectively

Managing energy levels

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Spoon Theory: Self-Regulation Resources

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Be nice to your sister

Get dressed

Pack your backback

If not done no computer later

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Spoon Theory Get dressed

Be nice to your sister

Pack your backpack

Drains limited resource pool

If not done no computer later

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Fight with mom

Need to pee

Bump in hall

This class is too confusing

Too much info Hungry Get dressed

Be nice

Pack

If not done no cmputer

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Energy Depletion Problematic when stress exceeds their resources

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Stressors Depleting Energy Biological

Physiological response to stimuli Largely automatic, but can be influenced by factors such as hunger, fatigue, and illness.

Emotion

Cognitive

Social

Prosocial

Affective responses such as anxiety, sadness, or frustration.

Includes focus, planning, and problemsolving abilities.

Involves social interaction and understanding the subtleties of human relationships.

Emphasizes the importance of empathy, kindness, and connection with others.

drcarolinebuzanko.com

Stressors Depleting Energy Biological

Emotion

Cognitive

Social

Prosocial

Loud noises, sensory overload

Changes in routine, transitions

Put on the spot

Bullying

Empathy overload Moral dilemmas

Leaving parents

Uninterested in a topic

Social media pressures

Pain or discomfort

Injustice to self or others

Over-excitement

Information overload

Peer pressure

Inadequate or irregular sleep

Distractions

Friendship fires

Fast pace, time pressures

Family conflicts

Feeling undervalued or unappreciated

Lack of clear instructions

Social anxiety or shyness

Feeling unsupported

Language barriers

Miscommunications

Negative self-talk

Complex problem solving under pressure

Disagreeing with what someone is saying

Memory demands

Conflict between personal values and societal expectations Being undervalued or unappreciated

Lack of physical activity Sitting too long Screens Poor diet

Fear of making a mistake Trauma

Dehydration

Anxiety, sadness, anger, frustration

Too hot or cold

Guilt or shame

Allergies or intolerances

Clutter

Being in a social setting alone

Feeling overwhelmed with work Inability to express emotions

Unfamiliar or new environments Inconsistent routines

Sharing ideas as part of a group plan Missing friends

Lack of exposure to natural light

Feeling powerless Uncertainty

Lack of feedback on performance

Navigating complex social hierarchies

Discomfort in clothes

Loneliness

Concentrating for long

GI problems

Trouble making friends

Social exclusion

Homework

Overexertion

Pressure to perform

Making choices

Cultural assimilation challenges

Medication side effects

Relationship conflicts

Being a minority

Lack of natural light

Busy schedule

Feeling unloved or unsupported

Disorganization

Lack of empathy

Frequent task switching

Managing social commitments

Illness Poor air quality – classrooms!

Stress from life changes

EF challenges

Observing or learning about widespread suffering Witnessing distress without being able to help

Navigating societal norms and rules

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They need help! If stress is too overwhelming, students can’t self-regulate on their own. Reserve and replenish their resources as much as possible!

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Energy Restoring Activity Examples

Listening to Music

Nature Walks

Meditation

Yoga

Power Naps

Reading for Pleasure

Creative Arts

Gardening

Aromatherapy

Progressive Muscle Relaxation

Laughing

Social Connection

Pet Therapy

Cooking

Practicing Gratitude

Journaling

Tai Chi

Sitting by a Fire

Swimming

Nature • Watching the Sunrise/Sunset • Bird Watching • Stargazing

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Supporting Emotion Regulation

Biological

Prioritize sleep Promote healthy eating Promote physical activity Ensure hydration Manage health Address sensory processing Foster good hygiene Manage screens Create routines and predictable environments Relaxation Promote good gut health Embrace nature and outdoor activities Balance leisure and responsibility

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Emotion

Emotional literacy Model emotional expression Strengthen empathy Coping skills Encourage emotional expression through art Emotion regulation through physical activity Positive emotional experiences Music Validate and normalize emotions Emotional resilience training Communication skills Emotionally supportive environments Mindfulness Teach flexibility and adaptability Foster emotional independence Encourage self-reflection Delayed gratification

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Cognitive

Mindfulness Problem-solving Focused attention training, improve concentration EF training Supporting working memory Flexible thinking Enhancing decision making Promote intellectual curiosity Reduce cognitive overload Balanced thinking Strengthen metacognition Time management Nurturing interest and engagement Encouraging self-assessment Critical thinking Resilience in learning

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Social

Model social behaviour Nurture empathy Encourage team activities Teach conflict resolution Encourage perspective-taking Reinforce positive social behaviour Communication skills Encourage social initiatives Promote assertiveness Address social anxiety Social problem-solving & friendship skills Promote inclusivity and respect for diversity Practice patience Address bullying Facilitating positive peer interactions Build support network

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Prosocial

Encourage sharing and generosity Promote helping behaviours and encourage volunteerism Teach gratitude Practice kindness Model empathy Develop emotional literacy Teach inclusion Practice active listening and perspective-taking Support emotional expression Nurture social responsibility Develop negotiation skills Encourage emotional support for others Support moral reasoning Conflict resolution Enhance cooperation Promote social engagement Teach fairness and justice Support altruism Build compassion mindset

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Warning!

AVOI D TOO MUCH EMPHASIS ON THE INDIVIDUAL STUDENT

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Numerous factors influence our ability to cope

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Multiple systems around the child

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

• Individual • Skill building • Resource worker • Neighbourhood • Safe-school policy? • Closer washroom, playground, school bus monitoring • Students taught mutual respect • Participation vs. competition • Peer group encouraged to keep the child safe • Home dynamics • Screens

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GREATEST SUCCESS: CHANGE THE WORLD (Multiple systems)

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Self-regulation is a process • Multiple systems must be in place for success to occur • Motivate students to change behaviour by changing their environment and creating opportunities for them to succeed • Building child, family, and community’s capacity to cope

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Individual Factors

Self-regulation Pyramid

Opportunities Social connection Supportive environment

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Self-control, willpower, & motivation don’t work

What is more important are the student’s circumstances

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Individual Factors Opportunities

Social connection Supportive environment

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Social Connections!

Keys for success

Maintain balance to help them cope effectively

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Building Connectedness

Positive physical and mental health

Motivation

Academic outcomes

Academic selfefficacy

Reduces risk outcomes

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Lend me your brain please!

Self-regulation emerges from Co-Regulation 54

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Remember!

Effortful coping

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Starts with Us

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Optimal functioning:

co-regulation

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If not filled, affects emotional, cognitive, and behavioural outcomes

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Perceptions of the child

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Safe environment

Criticizing

Supports

Minimizing

Validates

Punishing

Perspective taking

Own emotion dysregulation

Own emotion regulation

Child emotion dysregulation

Adaptive child emotion outcomes

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Adult Emotion-related behaviours

Adult co-regulation and emotion control

•Avoid passing own stress on!!!

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Stress = Danger 63

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Perceptions of the child

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Reframe Thoughts about the child and their behaviours

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Warning! The traits that frustrate us might be their greatest assets! Bossiness

Aggressiveness Argumentative Stubborn Easily upset

• LEADER • ASSERTIVE (knows and gets what she needs) • Strong conflict resolver and negotiator • Persistent • Emotionally expressive (easier to help and quicker to recover!)

Expectations

Self-fulfilling prophecy

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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?

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Shame Epidemic • Avoid failure • Avoid criticism • Avoid punishment • Leads to: Acting out behaviours Perfectionism Procrastination Blame & failure to take accountability

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ODD: Greatest predictor is adult stress & negative perceptions of the child

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Enjoy the student

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Focus on the beauty of the whole. Instead of good vs. bad

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Find the antidotes

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Change lenses • Where is the good? • Books open? • Successes?

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15:1

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Connect

• Focus on the student not the behaviour • Connect • Use effective communication skills • Acknowledge student’s needs • Only when they feel heard, brainstorm solutions to address meet both their needs and class/situational expectations • Make a plan

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ODD vs. Anxiety?

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No such thing as bad kids.

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Function of Emotions

Disappointment

Hurt

Fear

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Function of Emotions Disappointed

Lonely

Sad

Anger Guilty

Hurt

Worried

Embarrassed

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Many have worries about abandonment.

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Unlovable

Worthless

Rejection

Unimportant

Abandonment

Unwanted

Failure

Unvalued

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Remember! • Strong emotions limit flexibility and perspective taking • Emotions guide behaviours that seem most helpful in the moment • To hit the peer who bumped into them • To avoid something that could make us vulnerable

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Emotions Help Us Navigate Situations Keep us safe or move us towards goals

No Anger

Picked on

No Fear

Get eaten

No Disgust

Eat pooh

No sadness

Unable to process loss

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98% experience significant stress levels Students with brain differences that make it hard to self-regulate experience much more severe and frequent stress that is more difficult to manage than typically developing peers.

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Students are Stressed!

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Self-Regulation & Stress

Hidden stressors Obvious stressors

Positive stress

Burns energy/ resources

Negative stress

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Positive stress

Negative stress

Improve alertness

Physical symptoms

Sustain attention

Sleep disturbance

Do our best

Low mood

Persevere

Anxiety

Energizing

Skin conditions

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Recognize Stress: Play detective • Why is this behaviour happening? What is going on for the child? Why now? Hiding under the desk Running away Becoming aggressive

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Misbehaviour vs. Stress behaviour 101

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

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• None of these capacities

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Signs of stress Low mood, anxiety, pessimistic

Bored

Easily irritated and moody; overreact

Low self-esteem

Poor sleep, overly tired

Avoid responsibility, avoid social situations

Physiological symptoms

Aggressive

Nervous habits

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Signs of stress • Low mood, anxiety, pessimistic • Bored • Easily irritated and moody; overreact • Low self-esteem • Poor sleep • Avoid responsibility • Overly tired • Nervous habits (e.g., biting nails, picking) • Frequent headaches/stomach-aches • Clingy or social avoidance

Internalizers (increase their own distress) Exertnalizers (increase others’ distress)

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Recognize Stress: Play detective • Why is this behaviour happening? What is going on for the child? Why now? • Recognize the stressors!

• What is going on for me? Am I being patient? Warm? Responsive? CO-REGULATION critical!!!

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Perceptions of the child

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Use mirror neurons B R A I N

C A N ’ T

T E L L

T H E

D I F F E R E N C E

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Being Helpful • Connection • Flexible • Show vulnerability Model effective coping • Seek and receive help • Recognize own unhelpful thoughts and behaviours • Self-care (even breathing regularly)

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• Context Is it safe? • Choice • Connection

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Keys to success: Co-regulation to Maintain Balance Adults to help students understand and adjust their thoughts, feelings, and behaviours.

Scaffolding support

Emotional balance

Coaching and modelling

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You have less than 6 minutes • Students need to feel liked and respected • What can you DO to strengthen your relationship with your students every day?

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Greet Every Day!

•Stand just inside or outside the door or go around the room •Greet each student by name •Have a short positive interaction •Follow student’s lead Handshake, fist bump, high five, pinkie shake • Direct them to the first activity

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Emotion Coach

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Give space for regulation

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Effective Communication 120

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Effective Talk less listen more Communication

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Talking will only escalate the problem

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Effective Communication

Disarming

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I don’t know what I did wrong!

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Communication Traps

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Truth

Insist you're "right" and the student is "wrong."

Hopelessness

You claim you've tried everything and nothing works.

Helping

Instead of listening, you give advice or "help."

Problem Solving

You try to solve the problem and ignore feelings.

Blaming

You imply the problem is the student’s fault.

Defensiveness

You argue and refuse to admit any imperfection.

Sarcasm

Your tone of voice is belittling or patronizing.

Labeling

You call the student a name.

Counterattack

You respond to criticism with criticism.

Scapegoating

You imply the student has a problem.

Diversion

You change the subject or list past grievances.

Demandingness

You complain when students aren’t as you expect.

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Effective Emotion Coaches Focus on connection & safety • Empathy & Physical safety • Validate & acknowledge • How they are feeling • How they perceive the situation Maintain presence with the situation and child • Presence is better than words

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Effective Communication

Unhelpful Communication

You acknowledge their feelings

You ignore their feelings

You acknowledge their perspective

Your attitude is not respectful and caring

Your attitude is respectful and caring

You try to lecture, teach, or fix the situation

You ignore their perspective

You respect their autonomy

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Let me see if I got that. You said…

Did I get it?

Be prepared! Is there more?

That makes sense…

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Effective Communicati on Tips

• Keep the waters calm! • Reduce nagging & prompt dependency • Not personal • Thank you! • Focus on goal

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How we talk is important

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Replace negativity with curiosity

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I don’t know what I did wrong!

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What sound do you hear?

ⓘ Start presenting to display the poll results on this slide.

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Be prepared! Let me see if I got that. You said… Did I get it? Is there more? That makes sense…

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Preschool-aged (3-5) • Brief attention. Use rules and strategies to guide behaviour. Delay gratification for longer. Perspective taking and empathy. Language begins to control emotional responses.

Self-regulation looks like:

Middle Childhood (6-10) • Internal speech to guide behaviour. More flexible. Increased attention. Manage emotions and social problem solving.

Early Adolescence (11-14) • Increased focus, self-monitoring, and task completion. Strategies to manage distress. Reward-seeking. Poor decisions in the moment.

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Preschool-aged (3-5)

Co-regulation Supports

• Model, prompt, and reinforce self-calming strategies. • Emotion talk • Teach and coach using words to express emotions and problem solving. • Coach rule-following. • Self-regulation supported through external consequences.

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• Largely influenced by child-adult relationship

Preschool co-regulation considerations

• Taught through direct instruction, modelling and coaching • Providing labels for observed emotions • Modelling appropriate calming (e.g., self-talk) • Prompt and reinforce child to follow the same process

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Receptive and expressive skills related to executive functions and impulse control • Parent verbal skills also predictive of impulse control

Role of Language also important in learning strategies for self-regulation Language

• Explain rules and talk through problems • Learn rationale for behaviours • Interpersonal communication • Negotiate adult demands and peer conflict • Verbal self-instruction to internal speech and later thoughts • Label emotions helps appraise their experience and how to react

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Middle childhood co-regulation considerations * Not a lot of growth BUT still an important time for skill development for those with lagging skills

Internal speech and reflecting on own thinking

Need to understand and respond to others appropriately

Recognize thoughts to modify them

Social problem-solving.

Increase self-awareness of on behaviour

Self-regulation becoming more independent Co-regulation still important (manage difficult feelings, problem solve social situations, and learn executive skills) More space to make decisions and self-monitor within structure and consequences

• Attention, flexibility, controlling impulses and emotions

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Middle Childhood (6-10)

Co-regulation Supports

• Model conflict resolution. • Provide time and space to manage emotions. • Model, prompt, and reinforce developing skills (e.g., problem-solving) • Encourage independence in task completion with external consequences as needed.

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Early adolescence co-regulation considerations More reactive to stress • Increase in reward sensitivity and sensation seeking • Stronger than cognitive regulation • Low impulse control • Peer context increases risky behaviours • Reduced avoidance behaviour • Experimentation and novelty seeking Self-regulation is out of balance!!!! More vulnerable to anxiety, depression, and risk behaviours

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Early Adolescence (11-14)

Co-regulation Supports

• Monitor task completion • Coach: EF skills, healthy stress management • Meta cognitive prompts • Collaboratively problem solve • Encourage decision-making when less emotional • Review goals • Set limits to reduce reward-seeking behaviours • Reduce emotional intensity of situations exceeding coping skills

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

Self-regulation Plan/supports 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

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Still need support!!

Signs for energy level

Self-regulation Plan/supports

OK Participation  Seeks attention/connection  Can choose and engage in tasks with frequent check-ins  Responds to strategies offered  OK with following rules  Transitions with support  Negotiates-can come to agreement

Self-regulation support  First-then  Visual schedule  Choices  Hands-on activities out and available to use  Social acknowledgment when requested  Frequent breaks with energy restoring activities  Regularly monitoring signs of stress

Signs for energy level

Self-regulation Plan/supports

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

Co-regulation support

Signs for energy level

Self-regulation Plan/supports

Struggling to participate  Unresponsive  Does not following prompts connected to routines  Pinching self  Runs away from group  Hyper, giggly, silly, highpitched squeal  Arguing  Noncompliant  Rigid  Trying to get control of the situation  Throwing things  Anxious

Calming co-regulation support:  Calm tone of voice  Listen vs. talk  Focus on connection  Reduce stressors draining energy  Acknowledge emotions  Say there for support  Provide low energy options for expectations  Cuddles

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Still need 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

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Still need support!!

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Signs for energy level

Self-regulation Plan/supports

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

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Learning to self-regulate and cope is still important!

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Individual Factors Opportunities Social connection Supportive environment

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From Co-regulation to Self-regulation Recognize stress • Child, routines, function of behaviour

Identify stressors & minimize until skills developed • Positive emotions too

Build awareness • Stress vs. calm

Teach skills • Build independence

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Developing Self-Regulation Continuous development Affected by: • Environmental expectations • Teaching • Experience

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Raise awareness of behaviour

Teaching SelfRegulation:

Teach them to identify expectations, define steps, strategies and self-assessing outcomes

Teach them to collaboratively problem solve & select goals

Teach them strategies and how to apply them

Focused attention and support across contexts

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Teaching Self-Regulation Purpose, benefits, and importance of strategies

Clarify

Specific steps Strategy's application with examples that resonate with students

Model

Strategy steps

Memorize

Use mnemonics to help

Support

Student practice

Independent application

Student apply the strategy independently and internally.

Collaboratively review

Student efficacy of using the strategy

Reinforce and encourage

Student use of strategy

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Teaching skills Less self-directed students need: • Intense intervention • Hands-on experience • Concrete representations • Step-by-step support

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Self-Regulation: Interconnected Domains Physical

Prosocial

Cognitive

Social

Emotional

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Influenced by Individual and External Factors

Physical

Prosocial

Cognitive

Social

Emotional

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Any point can be an intervention!!!! Physical

Prosocial

Cognitive

Social

Emotional

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Behaviour

Emotion

Cognition

Foundation: Emotional and cognitive regulation 165

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• Clean her room • Go through old clothes • Clean hamster cage • Vacuum and dust • Ringette practices • Study for science test • Finish ELA questions • Math worksheets

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Overwhelmed with too many tasks Can’t prioritize tasks nor time Immediate gratification (friends after school vs. study) **To have her sleepover, she must have both cognitive and emotion skills

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Plan to complete tasks on time Behaviour Prioritize tasks Regulation Manage time Inhibit impulses & delay gratification Break tasks down Know where and how to start Remember goal (vs. going to friend’s house) Know what to do when Know what strategies work best Know when done

Cognitive

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 Manage stress of tasks  Manage stressBehaviour of time pressure Regulation  Stay calm to focus  Manage disappointment of not seeing friends now to complete tasks  Manage self-criticism  Manage emotions to focus on work without worrying about everything else that needs to be done or FOMO

Emotion

Affects attention and motivation

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Behaviour

Emotion

Cognition

Actively tolerating and managing uncomfortable feelings effectively. Awareness and understanding of feelings.

Attention, executive functions, perspective taking, problem solving, decision -making

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Emotion Regulation

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Emotion regulation

Awareness, understanding, and acceptance of feelings • Modulate emotional arousal • Act in expected ways regardless of emotions

vs. Dysregulation

Inability to cope with elevated emotions (positive or negative)

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Dysregulation

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Emotion Regulation It’s not about avoiding, ignoring, or supressing emotions

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Emotion Regulation It’s not about avoiding, ignoring, or supressing emotions Being aware of them, acknowledging them, and responding in helpful ways

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Emotion regulation – Smart Hulk! 178

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Core skills

Mindful emotion 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

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Starts with Awareness Reaction

Interpretation

/ Evaluation

Awareness of Awareness Feelings Situation

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Curiosity is a key response to emotional experiences Becoming an Emotion Detective

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Emotional Literacy • Students with strong expressive abilities are better able to selfregulate •

Build vocabulary, language, problem-solving

•

Strengthen effective communication

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Expressing Feelings Adaptively Students need to: • Know all feelings are ok and important • Know why they need to label feelings To make sense of them Know how they guide us

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Anger • Alerts us to threats or injustices • Protect our well-being

Emotions are OK and Adaptive!

Fear • Alerts us to danger • Protects us from harm Joy • Positive reinforcement for doing things that promote our wellbeing and survival Shame • Prompts self-reflection, processing, and change • Maintains social harmony

Tell us something about reality

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

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Emotions Help Us Navigate Situations

Keep us safe or move us towards goals

No Anger

No Fear

Picked on

No Disgust

Eat pooh

Get eaten

No sadness

Unable to process loss

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Understanding this connection makes it easier to respond differently

Feelings

Emotions

Behaviours

Thoughts

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But, they can be unhelpful at times

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Teach the connection!

Feelings

• All are just as strong and important • All influence each other and retrigger emotions

Emotions

Behaviours

Thoughts

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Expressing Feelings Adaptively Students need to: • Label feelings effectively • Be comfortable talking about feelings • Know that their feelings matter • Know/figure out what to do next • Important to engage in emotion coaching by supporting these skills and validating emotions

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Emotional Literacy Name it to tame it • Builds confidence • Helps with staying present

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Labelling Feelings

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Saying it out loud gives us more power  To expose  To use coping strategies

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Externalize Behaviours

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Externalize

They are not their behaviour Things to watch for: Time wasters Mind robbers Brain drainers 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 is really working hard to make me think the worst today!  Yeah, we 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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Physiological

Understand Emotion & What it does….

Motivational (response)

Emotion

Cognitive

Body language

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How do emotions show up?

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Emotions Manifest Physically

• Most powerful • Usually shows up first • Triggers emotional response before we even realize it • Helps us to prepare to react to the situation

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Our body always responds based on its best guess

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Our brain isn’t going to wait around

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Our brain doesn’t care if its hazardous or not Our brain will respond based on what we need to survive in the immediate moment

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•

When the alarm goes off, the body gets ready to fight or run

Even when it is a false alarm! The brain (and body) cannot tell the difference.

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…What it feels like…

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…What it feels like…

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…What it feels like…

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…What it feels like…

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…What it feels like…

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…What it feels like…

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…What it feels like…

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…What it feels like…

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Physical Symptoms are a Problem 211

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Physical feelings: -> Can reinforce there is a problem -> Can be distressing, which they will do anything to stop Become reactive Misinterpret, which increases sensations…

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Feel more but can’t interpret what the feelings mean Do whatever they can to get rid of them…

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Physical Sensations are Subject to Distortion • Wrong context • Need to learn to correctly interpret interoceptive signals

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• Information from our senses are only loosely connected to what we experience  Fragmented  Ambiguous  Lots of effort

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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: we interpret the information to create meaningful PERCEPTIONS of the world

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Essential to Reconnect Physiologically D

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Model, Validate & Normalize Feelings

That makes sense! No wonder - your adrenal glands have sent out all that yucky stuff.

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Teach: Physiological awareness

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Can’t just talk about it. Practicing Emotional Awareness Key!

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Dizzy drcarolinebuzanko.com

Shivers

Racing

Increased heart rate

Tension

Weak legs

Achy

Ringing ears

Sore

Blurred vision

Hot

Muscle tension

Cold

Shaking

Tingly

Trembling

Numb

Chest pain

Sharp

Headaches

Breathless

Burning skin/sweating

Shivering

Blushing

Sweating

Changes in breathing

Trouble swallowing

Stomach-ache/ Nausea

Tired

Relaxed

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Focus on Physical Sensations • Be with it • Observe it vs. think about it • Breathe into it • Expand it • Allow it to be there Sensations might change but they might not. It doesn’t matter!

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Mindful Mood Induction

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Mood Induction Practice • Observe physiological reactions in an objective and nonjudgmental way • Third party reporter e.g., Bob feels warmth in his chest • Focus on the PRESENT MOMENT • Debrief in an objective and nonjudgmental way

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66-year-old Bodybuilder William Reed sees colour for first time

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Baby born profoundly deaf. This is her response to hearing aids!

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Nonjudgmental Awareness of the NOW is Foundational • Must develop mindful awareness of emotions • Otherwise, can’t work on strengthening more adaptive responses • Therefore, need LOTS of practice and experiences

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

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

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The # 1 thing students need to learn?

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How they manage the experience of emotion Not the actual trigger

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90% of what students learn is from what they experience When students avoid things they don’t feel comfortable with, they lose the chance to practice and grow

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Create Opportunities: Stress Inoculation • Need students to practice managing stressors and emotions effectively • Exposure with a focus on success – within tolerance window at first

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Practice to build awareness of emotions Not being first in line Losing a game Meeting a cute puppy iPad unavailable Someone cheats at soccer Making a mistake

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AND what those emotions want us to do Not being first in line

Shove someone out of line

Losing a game

Flip the board over

Meeting a cute puppy

Cuddle it

iPad unavailable

Yell at the teacher

Someone cheats at soccer

Push them down

Making a mistake

Throw my pencil

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Emotions Lead to Behavioural responses to respond quickly to our environment Anger

Assert, defend

Fear

Shame

Avoid

Sadness

Flee, freeze

Support, withdrawal

Joy

Excitement

Connect, engage

Attend, explore

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What am I going to do next?

Not being first in line

• Unhelpful: Shove • Opposite: Smile and go to the back

Losing a game

• Unhelpful: Flip the board over • Opposite: Say good game

Meet a cute puppy

(Know what is unhelpful and do the opposite)

• Cuddle

iPad unavailable

• Unhelpful: Yell at the teacher • Opposite: Ask when I can have a turn

Someone cheats at soccer

• Unhelpful: Push them down • Opposite: Keep playing

Make a mistake

• Unhelpful: Throw my pencil • Opposite: Submit my first draft

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What Unhelpful things do emotions want me to do? Do the opposite.

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How are you feeling right now?

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Sing!!!

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How are you feeling right now? What unhelpful choice does your emotion want you to do?

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How are you feeling right now?

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Teach process to keep cortex working EVEN WHEN THEIR AMYGDALA GETS F R U ST R AT E D A N D WANTS TO TAK E OVER WITH THE STRESS RESPONSE.

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Name it

Teach process to keep cortex working

Where is it in the body? How does it feel?

Left or right?

What’s next?

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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

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Example: Billy • Collaborate “I noticed in math yesterday you threw your pencil and put your head down. What’s up?” • Billy tried doing the worksheet and, even though he could do it before, he couldn’t figure it out again – his “brain shut off” and then he got frustrated

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Example: Billy • Collaborate • Use student’s words “Let’s figure out how to make math go better so your brain doesn’t shut off. Let’s brainstorm some goals and strategies together.” • Write down ALL ideas without judgment

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Example: Billy • Collaborate: Goals • Keep brain on • Manage Frustration McGee when it shows up • Finish all tasks – even boring or hard ones - in class

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Example: Billy • Collaborate: Importance • Discuss importance of the goals • Our reasons: Stay in control to feel better, complete work, and feel proud of work • Billy’s reason!!!: Can play video games at home instead of homework, friends don’t think I’m a baby or dumb

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Example ideas

Example: Billy • Collaborate: How to achieve goals • Create a plan with strategies

Stop, Think, Act PMR

• Discuss it, the purpose of it, benefits, and importance

Self-talk coping cards

• Break it into specific steps

Break tasks down

• Create a visual resource with how to use the strategies – Billy can make it!

Focus object

• For Billy • For teachers to know how Billy was working on his goal(s)

Calming down room See Mrs. K

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Keep brain on during schoolwork

My Goals

Acknowledge FM when it shows up and do the opposite of what it wants

Finish all tasks – even boring or hard ones - in class

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When Frustration McGee shows up:  Acknowledge it ( I knew you were going to show up now!)

 Identify what it wants me to do ( I know you want me to throw my pencil and give up)

 Do the opposite

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Say: Even though this is frustrating, I am going to use my cortex grounding strategy. When I use CG, I keep my problemsolving brain online to manage McGee and finish my work

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Cortex Grounding Strategy 2

Dizzy Racing Tension Achy Sore Hot Cold Tingly Numb Sharp Breathless Shivering Sweating Trouble swallowing Tired

Shivers Increased heart rate Weak legs Ringing ears Blurred vision Muscle tension Shaking Trembling

Ask: • How do I feel right now? • Where do I feel this in my body? • What does it feel like? • Is it more on the left or right?

Ask:

Ground: • What do my feet feel like? • Feel my feet firm on the floor

Chest pain Headaches Sweating Blushing Cramping Nausea Relaxed

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Say: I am in control! My brain is online.

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Ask: What do I need to do next? Got it. Not sure. I will ask for help

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I knew you’d show up and want me to____. I will do the opposite and keep my brain online to finish my work. I am going to use my cortex grounding strategy to keep my problem-solving brain online and finish my work. How am I feeling? Where do I feel it? What does it feel like? Left or right? What do my feet feel like? Feel feet firm on ground.

I am in control now! My brain is online. .

What do I need to do next?

Not sure. I will ask for help.

Got it.

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Initially, 1-3 prompts per task - Reduced to 1-3 prompts per class • Prompt 1: Cue for self-awareness (Looks like FM might be showing up) • Billy to become aware he needs to use his strategy • Prompt 2: Prompt for strategy (Billy, time to use CG)

Teacher Role

• Billy to follow teacher suggestion • Prompt 3: Prompt for reset strategy ( (Billy, you need to use your reset strategy) • Billy moves to reset in a place that won’t be disruptive

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If FM gets too strong, I need to reset. I am going to use my reset strategy to use up the energy and get my brain back online. 10 jumping jacks 10 knee tucks 3 hopscotches How am I feeling? Where do I feel it? What does it feel like? Left or right? What do my feet feel like? Feel feet firm on ground.

Reset

. I am in control now! My brain is online.

What do I need to do next? Not sure. I will ask for help.

Got it.

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Model the strategy using a scenario Billy can relate to

Memorize the steps • Create a mnemonic or catchy phrase

Practice with teacher support and scaffolding (in controlled situation)

Gradually reduce support until independent application • Can still ask for help if needed!

Teaching the Plan

Collaborative Evaluation • Regularly check in – see what is working, what needs to be tweaked • Praise progress and use of skill continuously

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Monitor Success

Rating 5 5

Fully engaged without frustration Frustration managed with self cued strategy

Criteria Engaged throughout the class and worked on all tasks with no visible signs of frustration. Although Billy seemed to get frustrated, he managed it within a few moments and then continue his work. Likely using CG independently.

Frustration managed with teacher self-awareness cue

Frustration managed with teacher CG cue

Billy exhibited signs of frustration and did not get back to work within a few minutes. Able to manage with teacher awareness cue of FM and then continue his work. Billy continued to show signs of frustration after awareness cue. Able to manage with teacher CG strategy cue and then continue his work.

Frustration managed with teacher reset cue

Billy continued to show signs of frustration after CG strategy cue. He reset with teacher reset cue and then completed his work.

Frustration managed with any cue (no completion)

Billy used strategies with teacher cues but did not complete his work.

Frustration not managed

Billy continued to show frustration after all cues and did not continue his work.

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Selfreinforcement

Selfmonitoring

Goal setting

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Self-Monitoring Involves the ongoing assessment and regulation of one's behaviour, thoughts, and emotions to meet situational demands and achieve desired goals.

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Knowing my goal

Self-Monitoring

Recognizing when my behaviour is not on track to meet that goal Adjust my behaviour as needed

E.g., a child who really wants to play with the new train set needs to sit on his hands for circle time (so he doesn’t touch anyone) so he can go play

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Academic Performance

Metacognition

Track performance and adjust strategies in realtime: vital for reading comprehension, problem-solving, and writing

Awareness and understanding of one's thought processes.

Produce higherquality work and achieve better outcomes

Time Management

Emotional Regulation

Social Interactions

Recognize emotional triggers and employ coping strategies

Assess and adapt their behaviour

Recognize when they understand a concept and when they need further

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Self-Monitoring

Self-monitor Behaviours

Self-monitor Performance

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Only expect students to self-monitor during previously mastered tasks, not when learning new ones!

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Self-monitoring Rationale

Train

Teach behaviour

Teacher monitor

Recording method

Reinforce

Fade prompts

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Keys to Success: Self-Efficacy I believe I can (cognitive) I feel good about trying (emotions) I have a plan and going to do my best (behaviour)

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Was I Paying Attention? - Sitting in my seat - Facing the teacher - Doing my work Yes

Keys to Success: BUY-IN Clear objectives and Relevance for them External Reinforcement Visual Progress

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Keys to Success Patience! Supportive guidance Collaboration Consistency Modeling Easy to use self-recording tools Flexibility

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Rationale

Cooperation

Implementing Self-monitoring

Benefits Contingency contract

Define target behaviour Discriminate target behaviour Explain self-monitoring procedures

Teach

• Teacher model/verbalize • Student verbalize, teacher model • Student model/verbalize • Guided practice

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Independent performance

Provide initial prompt/review Adult monitor to ensure accuracy/consistency • Reteach as needed

Implementing Self-monitoring Evaluation

Effectiveness Maintenance

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Video modelling Train to identify on vs. off-task behaviour Identify behaviours with examples and nonexamples.

Video child. Watch together. Rate behaviours. Prompt as needed.

Video doing work and rate behaviours (no prompts) Adult provides accuracy of recording after each.

Video doing work as student also self-monitors Review video and compare ratings.

Self-awareness maintenance before interventions.

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Self-Regulation & Self-talk Need to internalize self-talk through experience • Self-talk: • If-then • Will only take a few minutes • “Just do it” • Maybe it’ll be fun • Strategies • Enlist help • Music • Make predictions

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Self-talk

• As they work on/ finish the task: create an episodic memory • What was the best part? • How did I come up with the idea? • How did I get through the hard part? • How did I achieve this?

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Implementing Self-talk  Taught in natural settings  Aimed at specific target behaviours/tasks  E.g., I need to focus; What do I need to do for this task? I need to recheck my work;

Take a deep breathe; I need to remember my strategy

Rationale

Create selfstatements together

Model selfstatements

Practice

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Metacognitive Monitoring

Example: Studying for a test:

Awareness and understanding of one's own thought processes • Self-assessment (e.g., what they know and don't know • Plan strategies to support success

Predict: Estimate how well they think they understand the material before testing themselves. Monitor: Quiz themselves, pay attention to which questions they struggle with. Evaluate: Reflect on their quiz performance to identify gaps in understanding. Regulate: Allocate more study time to the concepts they struggled with and testing again.

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Meta skills

Reduce dependency: Cue them to think about what they need to do (vs. prompting)  How will you 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?  How long did it take last time?  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 how hard it would be? What was easy? What was hard?

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Difficulty scale Easy

Hard

What is easy that makes it 9 (and not 10)? What can I already do? What can I do to bring this down to 7 or 8?

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Want to scale Hate it

Love it

What do you like that makes it 3 (and not 1)? What can I do to bring this up to 4? 7 or 8?

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Selfreinforcement

Selfmonitoring

Goal setting

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Goal-Setting • We need to be specific and explicit – they have a hard time seeing the big picture and what’s important • Help identify a target, how to get there, information on progress and motivation

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Goal-Setting

Problems with goal- related behaviours are common May be unaware of the goal associated with a task May have difficulty remembering goals (limited working memory) May set maladaptive goals – to avoid, or unsure of what they are supposed to be doing (e.g., wasting time writing the date perfectly and running out of time doing the work) May not be aware of obstacles getting in the way

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Visually tracking progress is powerful

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Goal

Plan

Implementing Goal Setting

Execute

Evaluate 298

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• Clear expectations

Goal

• Discuss current performance • Be specific with expectations • Appropriately challenging • Meaningful • Frequent reinforcement • Proximal • Short-term goals to lead to long-term goals

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Start within every day life.

Goal

• Making dinner: find a recipe, buy ingredients, make • Playdate with friends: having fun (vs. winning) • Transitions • Completing tasks

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Plan

• Collaborate • Make it motivating/ensure buy-in • Step-by-step • Feasible and perceivably doable • Identify barriers • Time limited so can check in and tweak • Make back-up plans

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• Include visual supports • Facilitate success early on • Establish timeline • Frequent feedback and reinforcement

Execute

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• How did it go? • What worked? What didn’t? • What needs adjusting?

Evaluate

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Goal: Complete my work in class calmly Plan A: Get started right away and get as much work as I can right away.

Plan B: Ask for help to get started and get as much work as I can.

Plan C: Ask for help to get started and do one question and make sure I am on the right track. I can finish any work that is not completed during lunch or after school so I don’t need to take it home.

Check: How well could I sit calmly until I finished my work? What worked well? What got in the way? What do I need to tweak? Do: Try Plan B then C if needed

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Selfreinforcement: Selfreinforcement Done throughout

Selfmonitoring

Goal setting

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BONUS! Promoting Prosocial Emotions

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Feelings to promote: Gratitude

RELATIONSHIPS

EMPATHY

HAPPINESS

PERSEVERANCE

DELAY GRATIFICATION

DISTRACTION

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Easier to ask for help – everyone is! Initiate helping others on their own Promotes generosity

Promotes contribution

Creates connection

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What did someone do today to make you happy?

What did you do to make someone else happy?

Gratitude Rituals

What have you learned today?

What inspired you today?

What surprised you today?

What do you appreciate, mom, dad, sibling for?

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Tree of Gratitude drcarolinebuzanko.com

Gratitude Rituals

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Model Gratitude Show appreciation and highlight the good I noticed! notes Openly talk about what you and others appreciate and are grateful for Show them acts of kindness

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Feelings to promote: Compassion

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Criticism buries

Kindness and Connection!

Compassion

Motivates through failure

Helps overcome anxiety, avoidance, procrastination

Promotes academic engagement

Promotes empathy and cooperation

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Christmas Truce WH AT B R O U G H T T H E M TO G E T H E R ?

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Building Compassion Through similarity  Create social belonging o Any cue: wristbands, colour shirts, birthdays, class shirts, team jerseys o Collaborative tasks. Use skills to contribute in their way o Giving or receiving help on something important o Common goals chart o Classroom ritual o Unity wall (pictures, quotes, items)

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Building Compassio n: Belonging

 Cultural highlights  Student-led discussions  Personal check-ins  Interactive ice breakers/team building  Community circles  Peer mentorship  Classroom jobs  Affirmation cards  Shout out board

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Building Compassion

 Model compassionate behaviour  Morning check-ins  Random acts of kindness week  Empathy circles  Group projects  Compassion journals  Wall of compassion  Community service

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Feelings to Promote:

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

Independent

Positive outlook

Pride Initiative

Realistic Responsible Empathetic & trustworthy

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Pride! Master of fate

Feeling good through hard task

Have fun to boost motivation!

Success

Instil a love for learning

Intrinsic motivation and momentum with tasks

Persistence despite frustration

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Finishing something hard = wonderful feelings to capitalize on

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PASSION?

ENVIRONMENT?

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Who we work with

Environment!

Our work is valuable • Contribution • Recognition

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Build Expertise • Valued skills = authentic pride Become an area expert • Assign specific, important responsibilities Planning important events Important jobs Include in decision making

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Building Pride: Focus on Connection and Cooperation! • Students work longer and on harder tasks when they think they are contributing to the group • Collaborative learning Skill development: cooperation, negotiation, and collective problemsolving Cooperative quizzes

This Photo by Unknown Author is licensed under CC BY-SA-NC

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Create connection through contributions

• Build compassion and pride through valuable contribution Find ways they can support others • Brainstorm ideas how to support others • Acknowledge classmate/teacher/supervisors birthdays (1:1 responsibility)

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Other considerations Sleep is key

Regular sleep routines

Balanced nutrition

Hydration

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Regular physical activity

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Appropriate leisure activities

Collections Physical recreation Creative pursuits Nature

Positive social interactions

Other considerations Humour

Downtime

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Caroline Buzanko, PhD, R. Psych. caroline@korupsychology.ca drcarolinebuzanko.com

parentsoftheyear.ca

https://bit.ly/overpoweringemotions

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Sequential Self-Regulation Phases

 Focus interventions here rather than outcomes  Do they have the skills in each phase? What needs to be developed?

Forethought

Performance

Reflection

Planning

Helpful Self-talk

Goal-attainment

Setting goals

Attention

Self-efficacy

Self-observation

Identify their process

Enjoyment Meaningfulness/ Value

Selfreinforcement

Identify success and areas to work on Self-evaluation Attributions Adaptative inferences

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Figure out what must do

Planning strategies Decide how they will approach the

task, what’s the best plan?

Forethought: Happens before the behaviour and guides behaviour (Do they have these skills?)

Setting Identify the goal – getting it done as goals fast as possible? To do it perfectly? SelfWhat strengths, resources, efficacy strategies can they use?

Enjoyment

Value

How can we make this more enjoyable?

Why is this important?

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How to go ahead with the task Helpful Self-talk How to manage thoughts or feelings that show up

Performance: Behave in a Goal Directed Way (Do they have these skills?)

Attention

Selfobserve

Focus Avoid distractions and ruminations

Monitor behaviour Monitor work

Self- Reinforce themselves for reward completion

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GoalHave they met their goal? Or not? attainment

Reflection: Have they met their goal? (Do they have these skills?)

Identify their process

Can they figure out how they did it and why?

Identify What can they do the same or different next success time? and areas to work on What went well? What can be improved? SelfDo they know if they met the criteria evaluation (accurately)? Do they identify the correct reason for the Attribution outcome? Attributing success and failure to the right things? Adaptative How can we support them when unsuccessful? inferences What do they need for next time?

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Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

Troubled & disordered a.achments and the current

Youth Mental Health Crisis

Gordon Neufeld, Ph.D. Developmental & Clinical Psychologist Vancouver, Canada

the Youth- some Mental Health Crisis facts and figures • school-aged children suffered an approximate 40% increase in depression, anxiety, irritability and aMenNon problems over the span of the pandemic • during the pandemic, adolescent psych wards were filled, children’s help lines were overwhelmed, and self-reports of anxiety and depression were unprecedented • suicides and cuVng was increasing before the pandemic and conNnued to do so through the pandemic • some studies reported that up to 70% of children experienced harm to their mental health when isolated from their peers (in contrast to about 20% who thrived when sent home from school) • most experts assumed that being socially isolated from peers must be bad for the mental health of children and so prescribed more peer interacNon as the anNdote

making sense of the

Youth Mental Health Crisis

Youth Mental Health Crisis - G. Neufeld

THEORY:

Jack Hirose Seminars Fall, 2023

ARGUMENT for MENTAL HEALTH being ROOTED in ATTACHMENT

• togetherness is our preeminent drive and as such, has the most profound and widespread impact on emoNonal, mental and developmental processes and dynamics • togetherness replaces survival as a drive in evoluNon, as survival becomes a natural outcome of togetherness • the ‘trouble spots’ in our brain have evolved from emoNon extending the reach of insNnct - aMachment being our primary drive

EVIDENCE:

• the most consistent and widesspread ﬁnding is that those embedded in a context of caring aMachments are found to be less at risk for mental health issues and problems

mental health

Attachment NATURE’S TEMPLATE FOR GIVING AND RECEIVING ... ... signals

... care

Attachments are specifically structured for giving & receiving CARE

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

PROVIDING CARE

SEEKING CARE

dependent insNncts dependent instincts • for an invitation to exist

alpha instincts

• for contact and connection • for sameness & belonging

• for warmth & love • for recognition • for significance

seeking

• to get one’s bearings

PROVID

ING

• for safety and comfort

• for understanding • for a relational ‘home’ • for a sense of togetherness

We are meant to fit together in hierarchical attachment arrangements of CASCADING CARE

a NATURAL arrangement in harmony with the dynamics of aMachment and the principles of development

as opposed to contrived arrangements based on social roles, gender stereotypes, prevailing assumpNons of equality, or parNcular dynamics between parents and children or between partners of a couple or in friendship

Our objective should be to embed in CASCADING CARE as opposed to pushing for independence or promoNng self-care

mental health

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

NEGLECT losing face both me n paren tio ts wo bedti a rking liz ta personal injury pi s failure ho e

ol dis scho ab loneliness ilit y isola tion ATH g DE facin

ar yc a d e ve loss of lo d on

mov ing

STRESs

threats to iden tity

on adopN

sec rets

ling er sib h t o n a ST

DIVORCE

E NT US RETIREME AB

CHANGE

LO ng bei resi d sch enNal ool

of .. lacknging losing face with . can’t NEGLECTED . be w o .. bel ith ... ct by cNon ne reje

n not important to ... tood co n’t feel s a ing c er fe unlo eli not ma nd ved ng Merin u b y ... t dif g to . fe .. no re

d by ... not recognize

t isola tion g ngin belo n ot

ced repla

by ...

ed nt d i sc threats a loneliness to iden ou n tity o ... ot w ted ecial t n by . n o t sp .. ld on . n’t hoapart . B . a E c T Y R B AYED n O e T h w ON HELD NOT LIKED BY ... NOT

closure separa$on-triggered

PURSUIT

ALARM

FRUSTRATION

cau$on

change

Youth Mental Health Crisis - G. Neufeld

Stress Response

PRIMAL SEPARATION EMOTIONS ARE ACTIVATED FEELINGS that would interfere with performing or funcNoning in stressful circumstances are inhibited

Jack Hirose Seminars Fall, 2023

Resilience Response Feelings that have been inhibited bounce back to enable opNmal funcNoning and the realizaNon of full potenNal

the return of feelings requires a sense of SAFETY that is best provided by SAFE RELATIONSHIPS and EMOTIONAL PLAYGROUNDS

TIME (ideally the end of the day or end of the week at most)

Stress Response

s Resilience Response lem b ro hp

G N I L

lt aFeelings he have been lthat ainhibited t bounce n PRIMAL SEPARATION meback to enable opNmal g n EMOTIONS ARE funcNoning and the i rly realizaNon of full potenNal ACTIVATED de

un on FEELINGS that wouldiLinterfere nd or with performing co funcNoning al in stressful n circumstances Lo moare inhibited e e or ec h T

M EE

N TIO

TL U B

FE S ES

the return of feelings requires a sense of SAFETY that is best provided by SAFE RELATIONSHIPS and EMOTIONAL PLAYGROUNDS

R MO TIME (ideally the end of the day or end of the week at most)

mental health

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

EMOTION IS AT THE HEART OF THE MATTER • emoNon is in charge of managing the brain, including development, prioriNes, aMenNon, and memory • the stress response is emoNonal in nature • emoNonal processes precede and undergird mental processes – in evoluNon, in development, and in everyday funcNoning

• most problems in learning, aMenNon, and maturaNon are rooted in emoNon

EMOTION NEEDS TO MATTER TO US

• adaptaNon (including healing & recovery) is an emoNonal process • mental processes are primarily derivaNves of emoNon, rather than the other way around

• almost all troubled thinking and • emoNons need to be resolved to behaviour (including diagnoses) reduce symptoms as well as to are found to have roots in emoNon eﬀect deep and lasNng change

EMOTION IS STILL & EMATTER IS AT ISCOUNTED CLIPSED EMOTION HEART THE D OF THE W D& ON • SmostOproblems ISREA ED of managing • emoNon TILL MEN & in learning, EAS ILL Mis inPRcharge ET development, STbrain, C IL BLA and TO R the including R aMenNon, E R T MED HmaturaNon DRE IO TOare MISIN aMenNon,INand N prioriNes, FER memory F R emoNon O Erooted MO Oin RED TION BEING E D I S AL N O • theILstress L C response is • adaptaNon (including ST emoNonalDIC MB EMOTION an ATIONS NUEMOTION WITH is healing &ED recovery) MOST ME process M FRO T ERN C an emoNonal process ’ N WITH LITTLE PROTES O NEEDS TOMORE C ING DOWN M • emoNonal processes SO-CALLED EXPERTS OO LM R A G ‘C MATTER IN precede and undergird UP’ are •Nmental MAK processes MOR E CO–NC mental processes in ERNED WTO IRRED THAprimarily ITH US MAN E ‘ST derivaNves of B ING EMOTIO O evoluNon, inAG development, T emoNon, rather than the NS THAN UNDERS and in everyday funcNoning TANDING TH wayBY around STILL other ECLIPSED EM THEIR EFFECTS ON • almost all troubled thinking COGNITION & to be resolved to S STILL • emoNons need SEand IAGNO MOTION reduce symptoms behaviour E(including as well as to BEHAVIOUR E DICAL D diagnoses) F O M E L are found to Ehave RO in emoNon eﬀect deep and lasNng change THEroots ECLIPS

KEY INSIGHTS REGARDING E M O T I O N • there is PURPOSE to emoNon it is Nature’s way of moving us and taking care of us • each emoNon has specific WORK to do (ie, emoNons are Nature’s workforce) • emoNons need sufficient REST in order to do be effecNve in their work • emoNons seek RELIEF through expression but this will be thwarted if working aMachments are threatened

• emoNons need to be RESOLVED in some way or another or they will get stuck • the emoNonal system needs to DEVELOP for opNmal funcNoning but can only do so if condiNons are conducive • the emoNonal system begins in the ‘EITHER OR’ mode and is meant to mature into ‘THIS AND’ funcNoning where inner conﬂict is felt • emoNons need to be FELT for opNmal funcNoning and for children to ﬂourish

Youth Mental Health Crisis - G. Neufeld

Stress Response

Jack Hirose Seminars Fall, 2023

s Resilience Response lem b ro hp

IN EL

lt aFeelings he have been lthat

SF S E

tainhibited bounce

n eback PRIMAL SEPARATION to enable opNmal g m funcNoning and the n EMOTIONS ARE i y l r realizaNon of full potenNal ACTIVATED de n nu

o FEELINGS that wouldiLinterfere d with performing on or c l in stressful funcNoning na circumstances Lo o m are inhibited

e or ec h T

M EE

N TIO

TL U B

the return of feelings requires a sense of SAFETY that is best provided by SAFE RELATIONSHIPS and EMOTIONAL PLAYGROUNDS

R O M TIME (ideally the end of the day or end of the week at most)

The Continuum of ALARM Problems alarm is dysfunc;onal

alarm is perverted

ANXIETY problems (obsessions & compulsions)

AGITATION, ATTENTION, & DISCIPLINE problems

ADRENALIN SEEKING problems

feel unsafe but alarm not linked to the separa$on faced

driven by alarm that is not felt

devoid of feelings of alarm, fu$lity & vulnerability

alarm is displaced

including cuUng & burning ••• • •

• • HIGHLY ALARMED

•• •• •

The Continuum of Aggression Problems

EXISTENCE of attacking impulses

ERUPTIONS of attacking energy

not feeling the fu$lity of changing the frustra$ng circumstances including suicidal impulses ••• • •

VIOLATING aggression problems

devoid of feelings of alarm, fu$lity & vulnerability

• • HIGHLY FRUSTRATED • • • •

••

Youth Mental Health Crisis - G. Neufeld

Resilience Response

Stress Response

Feelings that have been inhibited bounce back to enable opNmal funcNoning and the realizaNon of full potenNal

PRIMAL SEPARATION EMOTIONS ARE ACTIVATED FEELINGS that would interfere with performing or funcNoning in stressful circumstances are inhibited

Jack Hirose Seminars Fall, 2023

the return of feelings requires a sense of SAFETY that is best provided by SAFE RELATIONSHIPS and EMOTIONAL PLAYGROUNDS

TIME (ideally the end of the day or end of the week at most)

ADULT

- wounding by others - not being held on to - losses and lacks - peer or sibling rejection

• not only serves as a SHIELD against external wounding but also as a SAFE SANCTUARY for feeling • this SAFETY is not a funcLon of reality but a funcLonal ILLUSION created by an a.achment characterized by trusLng dependence

CHILD

- shaming or put-downs - not feeling liked, wanted or valued - feeling too much to handle

ADULT

- wounding by others - not being held on to

we must HAVE their hearts before we can protect their hearts

- losses and lacks - peer or sibling rejection

CHILD

- shaming or put-downs - not feeling liked, wanted or valued - feeling too much to handle

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

mental health

T EN h)? M t l CH e a TA al h T A nt ED me R E s RD thu PEER ORIENTATION O d IS n f D g (a ALPHA COMPLEX o n c t bei a DEPERSONALIZATION p im well e l th na t iso$o a h W em on

Attachment 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 compeLng 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.

THE PROBLEMS WITH PEER ORIENTATION • does NOT serve survival as children were not meant to take care of each other • destroys the natural context for raising & educaNng children • robs adults of the power they need to parent, teach and treat • the more peers maMer, the more separaNon to be faced, resulNng in escalaNng emoLonal distress • robs children of the shielding and protecNon they need to live in an wounding world

• breeds ALPHA children, with all the problems that ensue • fuels a preoccupaNon with digital devices and social media, which further compete with family • is not conducive to feeling, as the vulnerability is too much to bear • can result in chaoNc polarizaNon & tribalizaLon which in turn can create a ‘lord of the ﬂies’ scenario

Youth Mental Health Crisis - G. Neufeld

positive polarity seeks to be with makes contact endears looks up to a.ends & listens to imitates & emulates possesses is loyal to holds dear a.empts to ﬁnd favour makes things work for seeks to ma.er to seeks to please befriends loves shares secrets with or keeps the secrets of

Jack Hirose Seminars Fall, 2023

negative polarity shies away from resists contact alienates looks down upon ignores & disregards mocks & mimics disowns opposes & betrays holds in contempt ridicules and derides spoils things for discounts as not ma.ering annoys and irritates eschews loathes keeps secrets from or creates secrets about

children are not meant to take care of each other

The PEER-ORIENTED ...

society is not structured to facilitate peer togetherness

suﬀer more separaLon ... elevaLng the separaLon-triggered emoLons of alarm, frustraLon and pursuit ...

increasing tribalizaNon renders peer interacNon unsafe

while losing the very feelings that would lead to their resoluLon.

IMPACT OF PEER ORIENTATION

CUT OFF from the care of parents and other caring adults

NOT SHIELDED by aMachments with caring adults

highly DEFENDED against the uncaring ways of peers

lacking SAFE SPACES for vulnerable feelings to return

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

INSIDIOUS IMPACT OF PEER ORIENTATION fragmented tribalization & polarization

fragmented and depersonalized pursuit creates contrived hierarchies that do not deliver care

insatiable attachment pursuit via digital devices and social media

increased alarm-based problems & vulnerability to wounding

elevated attachment frustration resulting in increased aggression including suicide

INSIDIOUS IMPACT OF PEER ORIENTATION fragmented tribalization & polarization

fragmented and depersonalized pursuit creates contrived hierarchies that do not deliver care

insatiable attachment pursuit via digital devices and social media

increased alarm-based problems & vulnerability to wounding

elevated attachment frustration resulting in increased aggression including suicide

Three Common ATtachment Disorders ... and how they impact received care and recovered feelings

1. PEER ORIENTATION 2. ALPHA COMPLEX 3. DEPERSONALIZED ATTACHMENT

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

Common manifestations of the DISPLACEMENT instinct • to take charge, to take over, to take the lead • to command aMenNon, to take centre stage • to talk louder, to talk over, to talk for another • to be ﬁrst, to be the best, to be on the top • to demand deference, to give the orders, to take command • to give the direcNons, to provide the meanings • to trump interacNon, to have the last word • to be in the know / to be the most knowledgeable

Common manifestations of the DISPLACEMENT instinct ize

m ter he ac for t r • to take charge, to take over, to take the lead ha e c ar tes o c • to command aMenNon, to take centre stage ibu wh r J ts e aadul esfor • to talk louder, to talk over, to talk h t ith another en s w h ip on the top • to be ﬁrst, to be the best, d wtoshbe me $on r o s f elato give the orders, to take command • to demand deference, ha eir r x h e t pl direcNons, • to give m the to provide the meanings or co lity a a h n p •alto trump rso interacNon, to have the last word an ir pe e th • to be in the know / to be the most knowledgeable

IMPACT OF AN ALPHA COMPLEX

- lack of dependence renders them unable to receive the care that may be there for them

their lack of dependence also renders them unable to experience aMachment as a safe sanctuary for feeling

Alpha children are highly alarmed and frustrated, without ever being able to feel the fuNlity of not being able to control their world

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

ALPHA CHILDREN ARE MORE PRONE TO ... ALARM-BASED PROBLEMS LEARNING PROBLEMS - anxiety, agitaNon, - literacy problems, & adrenalin seeking dysfuncNon due to The alpha problem has learning disabiliNes, (cannot make oneself feel safe) been totally ECLIPSED by diﬃculNes with seeking assistance misinterpreNng alpha as ATTENTION ISSUES ‘independence’, by our - cannot command COMPLIANCE their aMenNon / aversion to the construct of ISSUES elevated alarm - resistance & ‘hierarchy’, by our lack of scaMers aMenNon / opposiNonality must be the centre understanding of the nature of aMenNon & purpose of aMachment, ENTITLEMENT ISSUES and by the lack of any FRUSTRATION ISSUES - self-evident to supporNng language – - aggression, violence them that they are and self-aMack rendering the symptoms most important including suicide unexplained and resul$ng PEER ISSUES in a fu$le baJle against them - conﬂict, bullying, EATING ISSUES dominance, and - anorexia & food supremacy issues issues of all kinds

How FEELINGS develop the Alpha Caring Response

Ca rin

“neurons that FIRE together WIRE together”

nsi eR spo

bi l i ty

when devoid of feelings of caring and responsibility as well as mixed feelings, alpha can evolve into alpha perversions including bullying

the making of the bully response

highly moved to displace

Lacking feelings of caring & responsibility

the BULLY response to perceived vulnerability, neediness, threat or weakness

- to assert dominance by exploiting vulnerability -

Renders today’s children increasingly UNSAFE and highly ALARMED, whether peer-oriented or not

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

PEER ORIENTATION, the ALPHA COMPLEX and MENTAL HEALTH

- the perfect storm peer orientaNon creates CONTRIVED hierarchies devoid of care and safety

DEPENDENT peer-oriented children, having lost their adult shields, suﬀer signiﬁcant WOUNDING at the hands of their peers

increasing numbers of ALPHA peer-oriented kids who are devoid of taming feelings, evolve into BULLIES who make life unsafe for EVERYONE

the lack of received care and recovered feelings results in escalaNng and pervasive MENTAL HEALTH PROBLEMS

Three Common ATtachment Disorders ... and how they impact received care and recovered feelings

1. PEER ORIENTATION 2. ALPHA COMPLEX 3. DEPERSONALIZED ATTACHMENT

The DepersonalizaLon & FragmentaLon of Pursuit the DEPERSONALIZATION of attachment the PURSUIT of PROXIMITY with a PERSON ATTRACTING

the

ATTENTION

WINNING

the

APPROVAL

MEASURING UP

to be

VALUED

DEMANDING

to be

SPECIAL

IMPRESSING

to be

ESTEEMED

HELPING

to be

IMPORTANT

BEING NICE

to be

LIKED

BEING CHARMING

to be

LOVED

SEEKING STATUS

to be

RECOGNIZED

Sarah Matthew Genevieve Rorie Scott Ms.Kerr Kendall Sherry Uncle Jack

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

The DepersonalizaLon & FragmentaLon of Pursuit the DEPERSONALIZATION of attachment Depersonalized aMachment the PURSUIT of PROXIMITY with a PERSON Sarah is not able to deliver care Matthew ATTRACTING the ATTENTION of nor serve to recover feelings and so, like peeroforientaNon WINNING the APPROVAL Genevieve and an alpha complex, MEASURING UP to be VALUED by Rorie is dysfuncNonal and disordered.

Scott Ms.Kerr

DEMANDING

to be

SPECIAL

IMPRESSING

to be

ESTEEMED by Not only is depersonalized

HELPING

to be

BEING NICE

to be

BEING CHARMING SEEKING STATUS

aMachment fundamentally disordered, IMPORTANT to but it competes with exisNng Kendall and LIKED by potenNal aMachments that could Sherry to be LOVEDdeliver care by as well as actually safe sanctuary Uncle Jack to be provide RECOGNIZED by for feelings

mental health

CASCADING CARE vs ROLE-based, including expertbased care vs SELF-care

SAFE SANCTUARY - trus$ng dependence - end-ofday rituals

Right Relationships & Emotional Playgrounds

Youth Mental Health Crisis - G. Neufeld

Jack Hirose Seminars Fall, 2023

Allowing the popular construct of ‘mental health’, thrice removed from a working reality - a euphemised spin on mental illness which is itself an instrumental analogy vs evidence-based reality, and an indirect ‘fruit’ versus useful point of intervenNon to thus ECLIPSE its developmental ROOTS in ATTACHMENT and EMOTION

MISDIRECTING and thus EXHAUSTING our valuable resources and energy with regards to the emoNonal well-being of our beloved children and youth.

Diagnosing syndromes and vs Cutivating the Conditions Battling against Symptoms for Emotional Well-Being - crusades against bullying, meanness, discriminaNon, violence, RIGHT RELATIONSHIPS insensiNvity, injusNce, intolerance WITH CARING ADULTS - prosocial programs aimed at ... that can deliver CARE and children being nice and kind provide safe sanctuary for FEELING - discipline approaches aimed at teaching a lesson, socializaLon approaches aimed at declaring PLAYGROUNDS for huroul interacNon unacceptable, EMOTION and legal approaches punishing the violators ... so that emo;on can ﬁnd REST, - skill-based programs aMempNng working aHachments can be PROTECTED, vulnerable feelings to teach empathy, self-control, can be RECOVERED, and the emoNonal literacy, graNtude, etc CARE that has been delivered via - mental health advocacy and safe aHachments to caring literacy programs as well as selfadults can be FELT care programs