Catherine Bradshaw, Ph.D.Dana Marchese, Ph.D.

Sandy Hardee, M.S.

Johns Hopkins University & University of VirginiaAPBS 2017

Introductions: Who we are◦ Catherine Bradshaw, Ph.D. ◦ Dana Marchese, Ph.D.◦ Sandy Hardee, M.S.

Who is in the audience?

travel to the future or the past? be a character in an action packed thriller or a

romantic comedy? vacation in Europe or a Caribbean resort? have nosy neighbors or noisy neighbors? have Jason Bourne or The Terminator on your

side?

Provide overview of social-emotional learning (SEL)◦ Rational for focus on SEL◦ Research supporting SEL

Integration of SEL & PBIS◦ Implementation through tiered PBIS framework◦ Coordination of services and programs ◦ Data systems

Action Planning Resources

• Appraisal-based– “relationship between the person and the environment that is

appraised as taxing or exceeding his/her resources and endangering his/her wellbeing” (Lazarus & Folkman, 1984)

• Objective-based – “environmental events or chronic conditions that objectively

threatened the physical and/or psychological health or wellbeing…” (Grant et al., 2003)

(Spenser et al., 2006)

Goals

Stressor

Appraisal

Coping Efforts

Adjustment/Maladjustment

Prior Experience

Correlates of stress◦ Psychological distress & psychiatric disorders (Thoits, 1981)

Most episodes of depression preceded by major life event (Brown & Harris, 1978; Nazroo, 2001)

◦ Lower productivity Academic/work performance, accidents, injuries, socioeconomic

status

◦ Poorer physical health (Jemmot & Locke, 1984)

Overall health, upper respiratory problems, allergies, hypertension, heart disease, cancer

(Turner & Wheaton)

◦ Hypersensitivity to stress Easily ignited

Repeated exposure to stress and multiple risk factors lowers threshold

(Hankin & Abela, 2005)

Diathesis Stress Model

Neurobiology◦ Genetic, neurochemistry, brain development◦ Adverse childhood experiences◦ Allostatic load

Process information Make decisions Interact with others Respond to subsequent stressors Attention, focus, and persistence

Suspension Punishment Office disciplinary referrals Group ‘deviant’ kids together Zero-tolerance policies

◦ Don’t provide replacement skills◦ May reinforce problem behavior◦ Disproportionately used◦ No evidence of effectiveness◦ May do more harm than good

(APA, 2008; Skiba & Peterson, 1999; Mitchell & Bradshaw, 2013)

Supportive school environment and caring adults can buffer individual, family, and community risks◦ Supports for all students & staff◦ Trauma-informed approaches◦ Tiered interventions

Video http://www.casel.org/preschool-and-elementary-edition-casel-guide/

Turn & Talk: ◦ What do you want for your children/students? ◦ What is your best memory from school? ◦ Who was your favorite teacher and why?

Reflect intrapersonal and interpersonal domains (National Research Council, 2012)

self-awareness and self-management are consistent with the intrapersonal domain

social awareness and relationship skills represent dimensions within the interpersonal domain

responsible decision-making is both an individual and social process and therefore overlaps both domains.

Ability to accurately recognize one’s emotions and thoughts and their influence on behavior

Includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

Ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations.

Includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

Ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

Ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.

Includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

Ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

Video and Discussion: https://www.youtube.com/watch?v=ECI8IzBnmbI

Universal

TargetedIntensive

All

Some

FewContinuum of

Support for All Students

PBIS.org

Tiered Positive Behavioral Interventions and Supports (PBIS) Framework/MTSS

Response to Intervention

(MSDE, 2008)

A Multi-tiered System of Support: A Public Health Approach to Prevention

Students within Schools

Universal PreventionCore Instruction,

all students,preventive, proactive

Selective or Targeted Intervention

Supplemental, some students, reduce risk

Indicated or Intensive InterventionIndividualized, functional assessment,

highly specific for few

(IOM, 2009; Walker et al., 1996)

Tier 1: Programs1.2.3.4.5.6.

Tier 2: Programs1.2.3.4.

Tier 3: Programs1.2.3.4.

Identify SEL promotion as a school-wide goal Start with tier 1 supports Data use Communication to promote buy-in Youth voice Consider the implementers’ own SEL skills Importance of a strong leadership team and

administrator support Skills and approaches of an effective coach Coordination & integration Commitment to sustainability

(Bradshaw et al., 2014; Adolescent Psychiatry)

Please find your SEL Core Competency Group as assigned.

Using the resources and materials provided, create a poster about your Core Competency.

Be Creative!

You will be using the copies of the Gallery Walk Matrix provided to you to guide your walk.

You will rotate around the room, spending 5 minutes at each poster to complete the matrix. Listen for the timer to indicate time to rotate to the next poster.

Choose a group member or two to briefly share your poster and the thoughts that went behind its development.

Discussion: ◦ What did you take away from the gallery walk? ◦ What questions do you still have?

What challenges do you face or anticipate?

Challenges we have heard…

Action Planning ◦ Use the provided Action Plan to come up with some

concrete and explicit activities that you can do this spring to address the need to incorporate SEL into your school’s PBIS framework.

CASEL website: http://www.casel.org/

Resources: http://www.casel.org/resources/

CASEL Program Guide: http://www.casel.org/guide/

Thank you! ◦Catherine Bradshaw, Ph.D.◦Dana Marchese, Ph.D. dmarchese@jhu.edu

◦Sandy Hardee, M.S. shardee@jhu.edu