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STRONG KIDS ProgramsSTRONG KIDS Programs

Promoting Children Mental Health Promoting Children Mental Health Through Social and Emotional Through Social and Emotional

LearningLearning

STRONG KIDS ProgramsSTRONG KIDS Programs

Promoting Children Mental Health Promoting Children Mental Health Through Social and Emotional Through Social and Emotional

LearningLearning

Duane M Isava, PhD, NCSP Duane M Isava, PhD, NCSP Anne Arundel County Public SchoolsAnne Arundel County Public Schools

Duane M Isava, PhD, NCSP Duane M Isava, PhD, NCSP Anne Arundel County Public SchoolsAnne Arundel County Public Schools

July 14, 2009

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Mental IllnessDiagnosable disorder;

alterations in thinking, mood, or behavior associated;impaired functioning

Mental HealthProductive in activities,

maintains fulfilling relationships, possesses ability to adapt and

cope

Mental Health ProblemsDistressing symptoms, but

insufficient intensity or duration to meet the criteria for any mental

disorder

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Student-professional ratios are exceedingly high

Percentage of students “at-risk” continues to increase

Many individually-delivered interventions have strong empirical support but…

We have heard the big words but…

Student-professional ratios are exceedingly high

Percentage of students “at-risk” continues to increase

Many individually-delivered interventions have strong empirical support but…

We have heard the big words but…

The ChallengeThe ChallengeThe ChallengeThe Challenge

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Systematic efforts to enhance social and emotional competence, promote interpersonal and emotional adjustment, using effective curricula

A foundation for academic success: students with social-emotional deficits are more likely to experience school failure

Systematic efforts to enhance social and emotional competence, promote interpersonal and emotional adjustment, using effective curricula

A foundation for academic success: students with social-emotional deficits are more likely to experience school failure

What is Social Emotional What is Social Emotional Learning?Learning?

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Supports pupil’s mastery of academic skills Nurtures their emotional life Teaches them how to get along well with

others and make responsible decisions Provides them with a strong moral compass Promotes concern for others

Supports pupil’s mastery of academic skills Nurtures their emotional life Teaches them how to get along well with

others and make responsible decisions Provides them with a strong moral compass Promotes concern for others

SEL Promotes Success SEL Promotes Success for All Studentsfor All StudentsSEL Promotes Success SEL Promotes Success for All Studentsfor All Students

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An average student enrolled in a social and emotional learning program ranks at least 10 percentile points higher on achievement tests, has better attendance and classroom behavior, likes school more, has better grades, and is less likely to be disciplined.Source: August, 2005 New York Times article by Weissberg and Shriver, based on research by Weissberg and Durlak (www.casel.org)

An average student enrolled in a social and emotional learning program ranks at least 10 percentile points higher on achievement tests, has better attendance and classroom behavior, likes school more, has better grades, and is less likely to be disciplined.Source: August, 2005 New York Times article by Weissberg and Shriver, based on research by Weissberg and Durlak (www.casel.org)

From the New York Times: From the New York Times: Academic Benefits of SELAcademic Benefits of SELFrom the New York Times: From the New York Times: Academic Benefits of SELAcademic Benefits of SEL

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Semi-scripted, social-emotional learning curricula: prevention/intervention of emotional problems and promotion of resilience

Developmentally appropriate Practical and easy to use- wide range of

appropriate settings, purposes, and leaders Brief: 10-12 lessons, 35-50 minutes each Empirically-based & built on principles of

instruction Based on the premise that social-emotional skills

must be specifically taught and learned, just like academic skills

Semi-scripted, social-emotional learning curricula: prevention/intervention of emotional problems and promotion of resilience

Developmentally appropriate Practical and easy to use- wide range of

appropriate settings, purposes, and leaders Brief: 10-12 lessons, 35-50 minutes each Empirically-based & built on principles of

instruction Based on the premise that social-emotional skills

must be specifically taught and learned, just like academic skills

About the Strong Kids About the Strong Kids ProgramsProgramsAbout the Strong Kids About the Strong Kids ProgramsPrograms

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Materials needed Purpose and Objectives Review previous lesson Introduce new lesson Vocabulary Practice Application Closure Homework handout

Materials needed Purpose and Objectives Review previous lesson Introduce new lesson Vocabulary Practice Application Closure Homework handout

Lesson OrganizationLesson OrganizationLesson OrganizationLesson Organization

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Introductory lesson Administer pre-test Explains purpose, rules Key Concepts Makes curriculum relevant to students Introduces emotional strength training

Introductory lesson Administer pre-test Explains purpose, rules Key Concepts Makes curriculum relevant to students Introduces emotional strength training

LESSON 1: LESSON 1: IntroductionIntroductionLESSON 1: LESSON 1: IntroductionIntroduction

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Focuses on identifying and understanding emotions

Trains how to think about emotions Define emotions- comfortable or

uncomfortable Fun-word activity Scenarios

Focuses on identifying and understanding emotions

Trains how to think about emotions Define emotions- comfortable or

uncomfortable Fun-word activity Scenarios

Lesson 2: Lesson 2: Understanding Your Understanding Your Feelings Feelings (Part 1)(Part 1)

Lesson 2: Lesson 2: Understanding Your Understanding Your Feelings Feelings (Part 1)(Part 1)

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Expressing feelings appropriately All feelings are valid All emotions are “normal” How context influences expressing

emotions Guided discussion

Expressing feelings appropriately All feelings are valid All emotions are “normal” How context influences expressing

emotions Guided discussion

LESSON 3: LESSON 3: Understanding Your Understanding Your Feelings Feelings (Part 1)(Part 1)

LESSON 3: LESSON 3: Understanding Your Understanding Your Feelings Feelings (Part 1)(Part 1)

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Define anger and relevance of anger Anger vs. aggression Anger model Identify steps for delaying impulsive

anger reactions Appropriate ways to express anger

Define anger and relevance of anger Anger vs. aggression Anger model Identify steps for delaying impulsive

anger reactions Appropriate ways to express anger

LESSON 4: LESSON 4: Dealing Dealing with Angerwith AngerLESSON 4: LESSON 4: Dealing Dealing with Angerwith Anger

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Based on principles of empathy training Learn to identify feelings and

perspective of others Considers body language and facial

expressions Role playing scenarios

Based on principles of empathy training Learn to identify feelings and

perspective of others Considers body language and facial

expressions Role playing scenarios

LESSON 5: LESSON 5: Understanding Other Understanding Other People’s FeelingsPeople’s Feelings

LESSON 5: LESSON 5: Understanding Other Understanding Other People’s FeelingsPeople’s Feelings

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Principles of cognitive restructuring, cognitive therapy

Teaches students to become aware of their thinking and reasoning

Six thinking errors Assigning values to emotions Determining the level of the emotion

Principles of cognitive restructuring, cognitive therapy

Teaches students to become aware of their thinking and reasoning

Six thinking errors Assigning values to emotions Determining the level of the emotion

LESSON 6: LESSON 6: Clear Clear ThinkingThinking (Part 2)(Part 2)

LESSON 6: LESSON 6: Clear Clear ThinkingThinking (Part 2)(Part 2)

Binocular vision: looking at things in a way that makes them seem bigger or smaller than they really are.

Black-and-white thinking: looking at things in only extreme or opposite ways. For example, thinking of things as being good or bad, never or always, all or none.

Dark glasses: thinking about only the negative parts of things.

Fortune-telling: making predictions about what will happen in the future without enough evidence.

Making it personal: blaming yourself for things that are not your fault.

Blame game: blaming others for things you should take responsibility for.

Supplement 6.2Six Common Thinking Errors

Supplement 6.3 Situations and Thinking Errors

1. Dakota’s parents are getting a divorce. He thinks that this is all his fault because he has been getting into trouble lately.

2. Marcella’s teacher suggested that she run for class president. She decided not to run because she knew that no one would vote for her. 3. Farah got a bad grade on her spelling test. Now she thinks that she is the worst student in the class. 4. Ahmad’s soccer coach gave him a lot of praise and encouragement in soccer practice. As Ahmad was leaving practice, the coach mentioned that Ahmad should practice his dribbling skills at home. Ahmad was upset about how poorly he played at practice.

5. Ling was grounded for not doing her chores. She thought to herself, “I am always the bad kid. My sister Kimmy is always the good kid.”

6. Latisha got in trouble from her parents for taking grape juice into the living room. Her brother bumped into her and the grape juice spilled all over the floor and stained the carpet. Her parents told her she had to clean it up because they had told her not to take the grape juice out of the kitchen. Latisha felt that her brother should be the one to clean it up.

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Demonstrates techniques to challenge and change negative, irrational, maladaptive thoughts, and beliefs

Reframing thinking errors Re-labeling thinking errors

Demonstrates techniques to challenge and change negative, irrational, maladaptive thoughts, and beliefs

Reframing thinking errors Re-labeling thinking errors

LESSON 7: LESSON 7: Clear Clear Thinking Thinking (Part 2)(Part 2)

LESSON 7: LESSON 7: Clear Clear Thinking Thinking (Part 2)(Part 2)

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Identifies negative thoughts and thinking patterns

Tells how to replace them with more realistic positive thoughts

Optimism defined Learned optimism training: ABCDE plan for

optimism Locus of control training

Identifies negative thoughts and thinking patterns

Tells how to replace them with more realistic positive thoughts

Optimism defined Learned optimism training: ABCDE plan for

optimism Locus of control training

LESSON 8:LESSON 8:The Power The Power of Positive Thinkingof Positive ThinkingLESSON 8:LESSON 8:The Power The Power of Positive Thinkingof Positive Thinking

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Steps for interpersonal problem-solving

1. Identify problem/2. Brainstorm solutions3. Choose one4. Agree

Conflict defined Practice “problem” scenarios

Steps for interpersonal problem-solving

1. Identify problem/2. Brainstorm solutions3. Choose one4. Agree

Conflict defined Practice “problem” scenarios

LESSON 9: LESSON 9: Solving Solving People ProblemsPeople ProblemsLESSON 9: LESSON 9: Solving Solving People ProblemsPeople Problems

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Teaches self-awareness of stress levels Defines and identifies physical and

mental signs of stress Active and passive methods of relaxation:

1. Slow breathing2. Muscle relaxation

Techniques for dealing with tension:1. Talking to friends2. Facing your fears

Teaches self-awareness of stress levels Defines and identifies physical and

mental signs of stress Active and passive methods of relaxation:

1. Slow breathing2. Muscle relaxation

Techniques for dealing with tension:1. Talking to friends2. Facing your fears

Lesson 10: Lesson 10: Letting Letting Go of StressGo of StressLesson 10: Lesson 10: Letting Letting Go of StressGo of Stress

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How to set and attain goals Focuses on increasing engagement in

positive activities Recognize that defining personal values are

important for goal setting Shows a link between being active and

having a healthy mood

How to set and attain goals Focuses on increasing engagement in

positive activities Recognize that defining personal values are

important for goal setting Shows a link between being active and

having a healthy mood

Lesson 11: Lesson 11: Achieving Achieving Your GoalsYour GoalsLesson 11: Lesson 11: Achieving Achieving Your GoalsYour Goals

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Review and re-teach where neededReview and re-teach where needed Closure activities and education on Closure activities and education on

what to do if more help is needwhat to do if more help is need Optional post-testingOptional post-testing

Review and re-teach where neededReview and re-teach where needed Closure activities and education on Closure activities and education on

what to do if more help is needwhat to do if more help is need Optional post-testingOptional post-testing

Lesson 12: Lesson 12: Finishing Finishing Up!Up!Lesson 12: Lesson 12: Finishing Finishing Up!Up!

Teaching StrategiesTeaching StrategiesTeaching StrategiesTeaching Strategies

Do as I say and no one gets hurt!

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Class is mandatory Incentives Build a consensus and partnership Familiarity of the students Class expectations Tag teaming Splitting the lesson Instructor models first Generalizing beyond class

Class is mandatory Incentives Build a consensus and partnership Familiarity of the students Class expectations Tag teaming Splitting the lesson Instructor models first Generalizing beyond class

Teaching StrategiesTeaching StrategiesTeaching StrategiesTeaching Strategies

Researched in the following settings:• General education classrooms (prevention) (British Columbia,

Oregon, Utah, Wisconsin, and Illinois)• Pull-out program for at-risk students (early intervention)

(Oregon and Utah)• Special education ED/BD classrooms (Illinois)• Residential treatment/day treatment settings (Kansas)

The evidence is encouraging:• All studies have shown meaningful changes in students’

knowledge of healthy social-emotional behavior• All studies have produced strong user satisfaction and social

validity• Some studies have shown significant improvements in

student affect, reductions in problems• Minimal cost and time commitment, and strong user

satisfaction

Researched in the following settings:• General education classrooms (prevention) (British Columbia,

Oregon, Utah, Wisconsin, and Illinois)• Pull-out program for at-risk students (early intervention)

(Oregon and Utah)• Special education ED/BD classrooms (Illinois)• Residential treatment/day treatment settings (Kansas)

The evidence is encouraging:• All studies have shown meaningful changes in students’

knowledge of healthy social-emotional behavior• All studies have produced strong user satisfaction and social

validity• Some studies have shown significant improvements in

student affect, reductions in problems• Minimal cost and time commitment, and strong user

satisfaction

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For more information:• http://strongkids.uoregon.edu/• http://www.brookespublishing.com/store/

strongkids.htm For Technical Support:

• Dr. Duane Isava- duaneisava@hotmail.com • Dr. Kenneth Merrell- kmerrell@uoregon.edu

For more information:• http://strongkids.uoregon.edu/• http://www.brookespublishing.com/store/

strongkids.htm For Technical Support:

• Dr. Duane Isava- duaneisava@hotmail.com • Dr. Kenneth Merrell- kmerrell@uoregon.edu

Information and Information and SupportsSupportsInformation and Information and SupportsSupports