+ why we should teach empathy to improve education (and test scores) elise bennett, ms, plmft
TRANSCRIPT
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Why We Should Teach Empathy To Improve Education (And
Test Scores)Elise Bennett, MS, PLMFT
+ Where would you plot yourself?
ENERGY
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“Schools are not in the mental health business; their mission is to educate the young. However, as a Carnegie Task Force on Education stressed some time ago: While school systems are not responsible for meeting every need of their students, when the need directly affects learning, the school must meet the challenge. For many children, schools are the main or only providers of mental health services.”
Source: http://smhp.psych.ucla.edu
+Mental Health Promotion VS Mental Health Prevention Prevention: intervening to minimize mental health
problems by addressing determinants of mental health problems before a specific mental health problem has been identified in the individual, group, or population of focus.
Ultimate goal: reducing the number of future mental health problems in the population.
Promotion: intervening to optimize positive mental health by addressing determinants of positive mental health before a specific mental health problem has been identified,
Ultimate goal: improving the positive mental health of the population.
+ Mental health promotion emphasizes two
key concepts: POWER AND RESILIENCE. POWER: a person’s, group’s or community’s sense
of control over life and the ability to be resilient (Joubert & Raeburn, 1998)
RESILIENCE: the ability to manage or cope with significant adversity or stress in ways that are not only effective, but may result in an increased ability to respond to future adversity (Health Canada, 2000, p.8)
+Goals of mental health
promotion
1. To increase resilience and protective factors
Mental health promotion aims to strengthen the ability of individuals, families and communities to cope with stressful events that happen in their everyday lives, by: increasing an individual’s or community’s resilience increasing coping skills improving quality of life and feelings of satisfaction increasing self-esteem increasing sense of well-being strengthening social supports strengthening the balance of physical, social,
emotional, spiritual and psychological health.
+Goals of mental health
promotion 2. To decrease risk factors
Mental health promotion aims to reduce the factors that place individuals, families and communities at risk of diminishing mental health, by reducing or eliminating: Anxiety Depression stress and distress sense of helplessness sexual abuse family conflict problem substance use Suicide violence.
+ A New Skill Set to Improve the Old One
Psychologists, Neuroscientists, Economists, and Educators have envisioned a new direction for education emphasizing on a different set of qualities, that are “non-cognitive skills” (ie: Empathy)
“Researchers say that about two-thirds of American kids have a secure attachment, one-third don’t And the two-thirds with a secure attachment are more socially competent and confident through their
lives. They’re better at dealing with other people and making friends. They’re better able to deal with setbacks. They’re more likely to be engaged in the classroom. They’re more likely to graduate high school.”
Research from John Converse Townsend (Forbes Magazine)
+Empathy Matters
Cognitive development has been the focus of education Test scores for reading
and math are not just how students are graded, but also how their schools are evaluated, most notably since 2001 with the passing of the No Child Left Behind Act
+Empathy Training
There is research to suggest that a person’s resilience can be enhanced by improving a students’ coping skills, reducing risks and improving protective factors.
Like a muscle, Empathy gets stronger and stronger with practice and can be developed by any grade school child. This is the muscle that allows you to stand up for something, not just stand by.
Also like a muscle, empathy is easy to forget, particularly when operating in a crisis mode, always putting out fires.
+Empathy Pays Off
Researchers at McGill University in Montreal who studied parent-pup interaction among rats found that the rat pups that got a little T.L.C. from mom in their first few weeks in the lab lived better: they were more confident, better at mazes and less fearful than the pups which did not
Secure attachment in rat pups is built through grooming, but in humans it is provided by an adult comforting a child during tough times
In humans, stress negatively affects learning and brain development in children, mostly affecting the prefrontal cortex which manages non-cognitive skills like self-control along with memory and reasoning
“For our kids, if they had four or more adverse childhood experiences, their odds of having learning or behavior problems in school was 32 times as high as kids who had no adverse childhood experiences” (Dr. Nadine Burke Harris)
+ Potential protective Factors against mental health problems
SCHOOL
Sense of belonging Positive school climate Prosocial peer group Required responsibility and helpfulness Opportunities for some success and Recognition of achievement Social norms against violence
INDIVIDUAL Easy temperament Adequate nutrition Attachment to family School achievement Internal locus of control Social skills Good coping style Sense of purpose Religious affiliation Moral beliefs Positive values Social competence Problem-solving skills Optimism Above-average intelligence Positive self-related cognitions History of competence and success
COMMUNITY AND CULTURE
Sense of connectedness Attachment to the community Participation in church/community group Strong cultural identity and ethnic pride Access to support services Community cultural norms against violence
+What Teens Can Do
When feeling angry, worried or troubled, discuss your feelings with a trusted adult, or a trusted friend. Teachers and coaches are two examples of adults who can help.
Find safe and healthy interests that you enjoy outside of school and home.
Write down some goals for the future to help you stay focused on things that really matter. This can help you put day-to-day problems into perspective.
Avoid using alcohol, tobacco and other drugs; these don’t help with problems and often make things worse. Instead, think about positive ways to handle problems and the feelings that go along with them.
If you’re in trouble with your mood, drug use, or sexuality, get help. You never need to feel alone.
+What Parents Can Do
Listen to your teenager—let him talk out his problems with you before jumping inwith a solution. Teens need adults to believe in them unconditionally and expect them to succeed.
Encourage your teenager to get involved in activities that engage her with the community in a positive way. For some this may be sports or drama, for others it may involve tutoring younger kids or volunteering in the community.
Set clear expectations that you want to know where your teen is and when he’ll be back. Discuss with him the consequences of the use of alcohol, tobacco, and other drugs.
Help your teen to identify other adults to turn to when she wants to talk.
Let your high schooler know that it’s okay to seek help from a counselor, health care professional, or trusted adult, if needed. Students and parents are encouraged to be aware of the services available at their school and how to access those services.
Encourage your teen to explore solutions. In many cases, she will know about the solutions—for example, extra help after school —but may need your encouragement to try them.
Everyone experiences anger and stress! Help your teen to find acceptable ways of working through these feelings.
Teenagers can be quite impulsive—never let a moment of despair become true tragedy. If your child is depressed or moody, be certain that he cannot access firearms, prescription drugs, or other dangerous items in your home.
+What Schools Can Do
Schools can help students to feel safe and connected. They can provide meaningful interactions with caring adults on a daily basis and offer engaging after-school opportunities.
Each student should have a sense of ownership, attachment, responsibility and input into school life. Schools can also help students find opportunities in the community where they can engage in positive roles.
Some schools provide mental health services on site; others can help students connect with community resources and providers of these services.
+FACT: New Skills=Better
ScoresThe research shows incorporating empathy skills have the following results:
Improved Test Scores on average 11 percentile points
Improved Subgroup Test Scores
Increased Engagement in Learning
Increased Motivation to Learn
Increase in School Attendance
Fewer Suspensions and Expulsions
Fewer Disciplinary Referrals
Increased Teacher Retention
Fewer Classroom Disruptions
Reduction in Bullying
Reduction in At-Risk Behaviors
Improved School Climate
Improved On-the-Job Skills
Increased 21St Century Learning Skills
Increased Teacher Morale
+Characteristics of Successful Mental Health Promotion Interventions
Willinsky & Anderson (2003) found that successful mental health promotion interventions include the following characteristics:
Clearly stated outcome targets
Comprehensive support systems with multiple approaches, including emotional, physical and social support, together with tangible assistance. intervention in multiple settings, (e.g., home, school, daycare centre and community)
Provision of screening and early interventions for mental health problems at all stages of the lifespan
Involvement of relevant parts of the target group’s social network
Intervention over an extended period
Long-term investment in program planning, development and evaluation.
+Outcome Indicators (Examples)
Reduction of mental health problems and symptoms related to a range of disorders (e.g., depression, substance abuse, conduct disorder, eating disorders)
Enhancement of mental health and well-being (e.g., increased resilience and quality of life)
Improved family functioning
Increased social supports and community connectedness
Greater investment in evidence-based programs, with a view to promoting mental health and preventing and reducing mental health problems and disorders.
+Process Indicators (Examples)
Monitoring and surveillance of mental health problems, mental illness, risk and protective factors, etc.
Evidence-based programs and initiatives that take into account promotion, prevention and intervention aspects
Increased early identification of mental health problems and mental disorders
Increased student and parent education related to mental health (e.g., mental health literacy, community capacity)
More public policy and practices that promote mental health in all relevant settings (including family, schools, workplaces, and recreation and community settings)
Increased professional education and training
Increased collaboration and partnerships, between and within organizations
increase in mental health research and evaluation activities (appropriate to available resources)
+Programs that are considered Best-Practice and Incorporate these Guidelines are:
The School Mental Health Program (SMHP)
Substance Abuse Program for African Canadian and Caribbean Youth (SAPACCY)
The Yale–New Haven Primary Prevention Program
Miyupimaatisiiuwin Wellness Curriculum (MWC)
Gatehouse Project
Penn Prevention Program
Olweus Bullying Prevention Program (OBPP)
Strengthening Families for the Future (SFF)
+Schools are a Key Setting for
Intervention
Intervene in multiple settings, with a particular focus on schools as a key setting for intervention with children and youth, by:
Looking at all aspects of the setting environment that affect children and youth (e.g., norms, policies, social environment, physical environment)
Looking at how children use space and interact with each other and how this affects their mental health
Aiming to improve the overall social environment of the setting
Providing early identification of behavioral problems and disorders, and early intervention for poor adaptation to peers and the school environment.
Examples of interventions in multiple settings include:
School-wide social events
Links between the school and the community around youth-friendly issues
Parenting programs in libraries, community settings and schoolsBest practice guidelines for mental health promotion programs: Children & Youth (© 2007)
+ Focus on Skill Building, Empowerment, Self-Efficacy and
Individual Resilience, and Respect Providing individual skills training
Providing parental skills training
Providing family communication skills training
Dealing with feelings of loss, conflict and anger
Dealing with students’ feelings in a respectful and dignified manner
Examples include:
Building young peoples’: social skills self-control emotional awareness peer relations problem-solving skills cognitive and social development self-esteem academic skills
Best practice guidelines for mental health promotion programs: Children & Youth (© 2007)
building parents’: parenting skills family management skills
+Train Non-Professionals to Establish Caring and Trusting Relationships Training supervised non-professionals to establish caring and trusting
relationships with children and youth.
Involving and training youth to be peer supports and educators where appropriate
Examples include:
Youth Mental Health First Aid
Peer Helpers
Mentorship programs within community settings (e.g., schools, Big Brothers/Big Sisters, etc.)
Youth clubs, recreational facilities, community groups
Best practice guidelines for mental health promotion programs: Children & Youth (© 2007)
+Involve Multiple Stakeholders
Including students, school staff, parents, family members, community members and others in program planning, development and implementation
Ensuring the intended audience is directly involved in the planning and decision-making process
Examples include:
Establishing ongoing retreats and/or planning days with specific client group(s)
Establishing and maintaining ongoing partnerships with community members, coalitions and networks
Including many stakeholders on program advisory committees and school councils parent/student education sessions
Best practice guidelines for mental health promotion programs: Children & Youth (© 2007)
+ Use strategies that reinforce each other to reach a common
goal Planning a comprehensive approach using multiple strategies, which include:
Building healthy policy Creating supportive environments Strengthening community action Developing personal skills Reorienting health services
Using strategies to reach multiple audiences in formats appropriate to their needs and preferences
Examples include:
Out-of-school-time programs
Parent education (Parent University, PIE nights, forums)
Integration of mental health topics in to classroom curriculum
Skill-building workshops (e.g., behavioral management, anger management)
School policies
Community engagementBest practice guidelines for mental health promotion programs: Children & Youth (© 2007)
+ Address Opportunities for Organizational Change, Policy Development and Advocacy
Mobilizing parents, teachers, and youth
Being aware of and monitoring upcoming legislation and government initiatives, in order to identify and influence change that incorporates a mental health promotion approach
Implementing student and/or staff surveys to assess the organizational climate
Working with management, students and staff to create a health promoting school and workplace
Identifying policy initiatives to influence school culture
Examples include:
A safe schools policy
Advocacy for physical activity in the school
Implementation of programs like S.O.S. Signs of Suicide, Olweus Bullying Prevention Program, Blue Dot, and Youth Mental Health First Aid
Giving opportunities to community members, parents, teachers and youth to voice issues and engage in dialogue and problem solving lobbying for legislative change.
+ Ensure that information and services provided are culturally
appropriate, equitable and holistic
Facilitating access for parents and children to culturally relevant, supportive social networks
Providing relevant information (e.g., about child and adolescent development and mental health) in an understandable and culturally appropriate manner
Facilitating participation from minority groups
Considering the possible consequences to socially disadvantaged families
Considering the person as a whole, and taking into account the physical, emotional, spiritual, mental and social factors that affect their mental health
Providing a holistic and integrative approach to dealing with mental health issues.
Best practice guidelines for mental health promotion programs: Children & Youth (© 2007)
+Mirror Neurons: The Empathy
Neuron
Mirror Neurons (the empathy neurons) are part of the soft wiring in the brain. This discovery was made about 20 years ago by a group of Italian neuroscientists in a laboratory in Parma, Italy. During those 20 years, mirror neurons have been applied to the education of autistic children.
+ Building Right-Brain Interpersonal Intelligence
Howard Gardner (Frames of Mind, 1983)
The right side of the brain handles many of these skills, such as attending to nonverbal cues and nuances in facial expression and body language. The right side takes into account the whole picture based on context and a holistic view of the person.
The left side of the brain may analyze only the actual words being spoken.
+ Unfortunately, many students lack social-emotional competencies and become less connected to school as
they progress from elementary to middle to high school- This lack of connection negatively affects their
academic performance, behavior, and health
In a national sample of 148,189 sixth to twelfth graders, only 29% to 45% of surveyed students reported that they had social competencies such as empathy, decision making, and conflict resolution skills; and only 29% indicated that their school provided a caring, encouraging environment (Benson, 2006). By high school as many as 40% to 60% of students become chronically disengaged from school (Klem & Connell, 2004)
Approximately 30% of high school students engage in multiple high-risk behaviors (e.g., substance use, sex, violence, depression, attempted suicide) that interfere with school performance and jeopardize their potential for life success (Dryfoos, 1997; Eaton et al., 2008)
+Problem Based Learning
Teaching empathy involves discussing and analyzing real life situations or problems that students may be facing in their own lives or have seen experienced by others. Young students can learn to deal with bullying and treating others kindly, older students may tackle issues such as differences in religion or race, teaching them to be empathetic gives these students skills to deal with these problems.
+ Examples of how Kansas incorporated these concepts in to their state school board priorities
The following are excerpts from documents in the Kansas Social, Emotional, and Character Development Standards (SECD) which were adopted by the State
Board of Education on April 17, 2012 and revised on December 3, 2012.
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