breathe, name, feel ace, the brain and daily practices for health, resiliency and primary prevention...
TRANSCRIPT
Breathe, Name, Feel
ACE, the Brain and daily practices for health, resiliency and primary
prevention
“Leading for educational excellence and equity. Every day for every one.”
Primary prevention for bullying and other harm
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Empathy
Pause. Listen. Breathe.
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• Talking piece goes around the circle in order. When you have the talking piece, you get to speak.
• When you don’t have the talking piece, you get to listen.
• Say your name and answer the two questions all in the same turn.
Circle Process
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Introductions• Name
• who are you on the outside?
• and who are you on the inside? 5
Adverse Childhood Experiences (ACE) include:• Child physical abuse, sexual abuse, emotional
abuse
• Emotional and physical neglect
• Mentally ill, depressed or suicidal person in the home
• Witness to domestic violence
• Loss of a parent-death or abandonment
• Incarceration of a family member» http://www.acestudy.org/
The Amygdala and Mindful Awareness
Sen-sory Input
AmygdalaPrefrontal
Cortex ConsciousResponse
Amygdala PrefrontalCortex
Fight, Flight, Freeze Response From The MindUp Curriculum
ACEs and School Performance
• Students dealing with trauma: – Are 2 and ½ times more likely to fail a grade
– Score lower on standardized achievement test scores
– Have more receptive or expressive language difficulties
– Are suspended or expelled more often
– Are designated to special education more frequently
– http://www.wfcn.org/pdf/ACE%20Presentation.pdf
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Implications for Education
• Policy– Formative discipline vs. punitive discipline
– Universally applied social emotional learning
– Tiered levels of support for all students
– Universal precautions for trauma
• Example: Washington State Compassionate Schools http://www.k12.wa.us/CompassionateSchools/Resources.aspx
RESPONDING TO CHILDHOODTRAUMA: THE PROMISE AND PRACTICE OF TRAUMA
INFORMED CARE
• “…each adult working with any child or adolescent (should) presume that the child has been trauma exposed… providing unconditional respect to the child and being careful not to challenge him/her in ways that produce shame and humiliation.
• Such an approach has no down side, since children who have been exposed to trauma require it, and other, more fortunate children deserve and can also benefit from this fundamentally humanistic commitment.”
– Gordon R. Hodas MD . Pennsylvania Office of Mental Health and Substance Abuse Services , February 2006
Continuum of Restorative Practices
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Building Community Repairing Harm
Restorative dialogue between several students
Conference/circle with a small group
of students
Community conference /circle with students, parents and teachers
Affective Statements
Community building circles
From Thorsborne & Vinegrad, also, Costello, Wachtel & Wachtel
Classroom circle with a whole class
Breathe
Focused Awareness
• Teaching children to focus on and control their breathing can help them become less reactive and more reflective when feeling anxious or stressed.
• Daily practice helps create and strengthen nerve cell connections.
• The more controlled breathing is practiced, the more self-managed and mindful we become.
– MindUp Curriculum
Continuum of Restorative Practices
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Building Community Repairing Harm
Restorative dialogue between several students
Conference/circle with a small group
of students
Community conference /circle with students, parents and teachers
Affective Statements
Classroom circle with a whole class
Community building circles
Breathe
“The conversation is the relationship.”Susan Scott, Fierce Conversations
• “I” statements that express a feeling
• Make students aware of either the positive or negative impact of their behavior.
• Time, place and manner
• Are respectful in tone
• Focus is on behavior, not the worth of the person
• Encourage students to express feelings» Costello, Wachtel and Wachtel
Affective Statements
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Typical response Affective statement
• Stop teasing Sandy. • It makes me uncomfortable when I hear you teasing Sandy.
Activity: fill in affective statementsTypical response Affective statement
• Stop teasing Sandy.
• Talking during class is in appropriate
• You shouldn’t do that.• Sit down and be
quiet.• I don’t what to see
you fighting with him.
• It makes me uncomfortable when I hear you teasing Sandy.
• In circle, with the talking piece
• Brainstorm one way you might use a talking piece in your class or program either for:– 10 minutes
– 30 minutes
– An entire lesson
• If you can’t think of some way, you may pass
• If time, discuss the pro’s and con’s of teaching focused awareness
Reflection
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Learning circles
Smile at kids.Call them by name.Show interestin their lives.
• Aces Too High website: http://acestoohigh.com/ • Adverse Childhood Experiences International Questionnaire: http://acestoohigh.com/. World Health
Organization Violence and Injury Prevention website.• Circle in the Square: Building Community and Repairing Harm in Schools, Nancy Riestenberg, 2012.
Living Justice Press, www.livingjusticepress.org.
• Compassionate Schools : The Heart of Teaching and Learning , Washington State Superintendent of Public Instruction, 2009. http://www.k12.wa.us/CompassionateSchools/Resources.aspx
• Corrigan, M. (2012) Restorative Practices in New Zealand: The Evidence Base. Ministry of Education. Contact [email protected].
• Joyce, B. and Showers, B. (2002). Student Achievement Through Staff Development, National College for School Leadership, http://literacy.kent.edu/coaching/information/Research/randd-engaged-joyce.pdf.
• MindUp Curriculum: Brain-focused Strategies for Learning—and Living. The Hawn Foundation, Scholastic, 2011. www.thehawnfoundation.org.
• PrevNet Resources: Bullying In Schools: Guidelines for Intervention and Prevention, http://prevnet.ca/ .
• Restoring Safe School Communities: a whole school response to bullying violence and alienation , Brenda Morrison, Federation Press, 2007, www.federationpress.com.au.
• The Restorative Practices Handbook, Costello, Wachtel & Wachtel, 2009. International Institute for Restorative Practices http://www.iirp.edu/.
References
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