promoting positive and perma-nent mindsets and behaviors in … · 2016-06-15 · promoting...

Promoting Positive andPERMA-nent Mindsets

and Behaviors in Students

Tammy Davis, EdD - tdavis@marymount.edu

Elena Perrello, EdD – eperrello@rsu63.org

eperrello@rsu63.org

Goals of the Session:

• To integrate Growth mindsets and ASCA mindsets to promote flourishing in student academic and social/emotional behavior

• To provide school counselors with tools and strategies to promote positive attitudes and behaviors in students

Let’s talk about mindset….

Social Cognitive Theory (SCT) requires educators to . .

• 1. Understand that kids’ social/behavioral challenges flow from a mismatchbetween their cognitive capacities/individual constructions of reality and the environments that help shape the constructions.

• 2. Develop intervention packages that target both the cognitive/personal and environmental contributors! What might you target in your school?

Positive Psychology and Flourishing

P = Positive emotions

E = Engagement

R = Relationships

M = Meaningfulness

A = Achievement

-These factors promote resilience and flourishing!

-www.authentichappiness.com

Mindsets & Behavior

Growth Mindset

ASCA MindsetFlourishing &

Positive Behavior

Growth Mindset v. Fixed Mindset

Effects of Praise on Mindset

Photo nigel holmes

• the power of yet

Children’s brains are learning machines

• They are more powerful than they will ever be again

• Process new information 50-80 times faster than the adult brain

• Learn and remember anything that interests them or meets an immediate need

• Have curiosity, and love novelty and innovation!

But.. the adolescent brain is about half developed!!

YOUR BRAIN

Your fantastic elastic brain

I’m not good at this.

This is too hard.

I’ll never be as smart as her.

I made a mistake.

I’m awesome at this.

I can’t make this any better.

I can’t do math.

I give up.

It’s good enough.

Tier/Level 1 Interventions

• Classroom lessons for all students at all grade levels

• Curriculum based

• System wide consistent behavior management strategies including positive recognition of appropriate behavior (PBIS)

Tier/Level 2 Interventions

• Small group interventions:

• Social skills groups

• Practice strategies taught in classrooms in counselor’s office with peer support

• Review videos/skills as a small group

Tier/Level 3 Interventions• Individual practice with students that

includes teacher support

• Create individual strategies to put on a clip ring

• Create my “mindfulness box”

• Contact/share strategies with parents for practice at home

• FBA- to create an individualized plan

• Referral

Sometimes it’s our mindset that needs some “work”….

Just Breathe

Tarp Activity explanation

Sometimes it’s our mindset that needs some work!

2013 Chris Trout, Strengths in Focus www.strengthsinfocus.com

2013 Chris Trout, Strengths in Focus www.strengthsinfocus.com

Go Noodle

Soft skills

Positive Parenting: A protective factor of Resilience (how can we help?)

1. Parental Resilience- increasing parents ability to problem solve and build relationships with their child and others.

2. Nurturing and Attachment- Listening and responding to a child in supportive ways and discovering and paying attention to the child’s physical and emotional needs.

3. Social Connections- Having family, friends, or neighbors who are supportive and willing to help or listen when needed

4. Concrete supports- Having their child’s basic needs met: housing, food, clothing and health care.

Protective Factors cont.5. Knowledge of parenting and child development-Increasing parents’ knowledge of their child’s development and appropriate expectations for their child’s behavior

6. Social and emotional competence of children-Helping their child to interact positively with others, manage emotions and communicate feelings.

WHAT’S HAPPENING IN YOUR SCHOOLS TO PROMOTE THESE

PROTECTIVE FACTORS?

www.srhd.org

Positive Parenting Workshop

• Strengths and Talents

• Who Surrounds You? (Relationships)

• I.P.O.D. (I Pick my Own Destiny)

For a copy of the Powerpoint, email Tammy @ tdavis@Marymount.edu; I also have it in Spanish!

Resources• ASCA Mindsets and Behaviors Documents

http://www.schoolcounselor.org/asca/media/asca/home/mindsetsbehaviors.pdf• ASCA Mindsets & Behaviors: Program Planning

Toolhttps://schoolcounselor.org/asca/media/asca/RAMP/M-BProgramPlanningTool.pdf

• Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Random House

• Seligman, M.E.P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Free Press

Other Resources:• Trauma Sensitive Toolkit http://srhd.org/123care.asp• APS https://itunes.apple.com/us/app/mindfulness-app-guided-silent/id417071430• http://cdn2.hubspot.net/hub/119538/file-2471411322-pdf/docs/brain-

lp.pdf?t=1465437038769• http://www.littlepicklepress.com/our-story/

T. Davis Parenting Workshop 2016

STRENGTHS & TALENTS

STRENGTHS How does this Strength

help me? TALENTS How does this talent

help me?

T. Davis Parenting Workshop 2016

Relationships: Who Surrounds You?

* Identify five people in your life that surround you. The middle is YOU!

How do these relationships help or hurt you? _____________________

__________________________________________________________

What can you do to maintain or improve these relationships?

__________________________________________________________

If you could, would you add more “circles”? On a scale of 1 to 5 (one being

needing more circles, 5 being need “enough” circles), where would you like to be?

© Dr. Tammy Davis, Marymount University, 2011

YOU

_______

_______

______________

_______

T. Davis Parenting Workshop 2016

I.P.O.D. – “I Pick (My) Own Destiny”

Where do you see yourself in 5 - 10 Years? _______________________________________

How do you get there? ___________________________________________________

What skills will you need? _________________________________________________

What attitude will you need? ______________________________________________

What resources will you need? _____________________________________________

Who will help you get there? ______________________________________________

What challenges will you face? _____________________________________________

Who or what might stand in your way? ______________________________________

How will you overcome those challenges that get in your way? __________________

______________________________________________________________________

On a scale of 1 to 10, with 1 being Totally Unlikely and 10 being Totally Likely, how likely are you to

reach your destiny?

1 2 3 4 5 6 7 8 9 10

© Dr. Tammy Davis, Marymount University, 2011

T. Davis Parenting Workshop 2016

10 Ways to Build a Child’s Trust and Soothe Troubled Feelings

(What Children Need to Be Happy, Confident, and Successful by Jeni Hooper)

1. Let children know you have recognized that they are upset and that you can accept

how they are feeling. Give reassurance through body language and tone of voice as

well as what you say.

2. Help children to recognize what they are feeling without guilt or expectations of

reprisal. Name their feeling: ”It seems you are feeling angry.”

3. Communicate that you are willing to help them to resolve their distress and support

them during the process.

4. Create a safe space for the child to regain calm.

5. Give a clear message that powerful feelings are not punished or rejected but

destructive behavior is not acceptable.

6. When the child has recovered from the initial upset, explore what has happened and

discuss how the child could have reacted differently.

7. Ensure a vulnerable child is regularly reminded of their strengths and is encouraged to

value themselves. Suggest they use the strength as a distraction or to resolve an issue.

8. Make sure the child has a strong sense of belonging and need not fear rejection.

9. Create opportunities to build and reinforce the child’s relationships with adults and

peers.

10. Don’t be discouraged by the slow pace of change; distrust may be a protective barrier

to keep people at a distance.