Neuropsychology of
Social, Emotional, and Behavioral Challenges
Margaret A. Sedor, NCSP ABSNP, LEP
2015 WSPA Spring Convention
March 26, 2015
Learning Objectives
WHAT’S UP?
Mendes, E. (2003). Empty the Cup…Before you Fill It up: Relationship-Building Activities to Promote Effective Learning Environments.
Mendes Training & Consulting, Inc., Carlsbad, CA.
Acronyms
Aren’t Just for Special Ed. Anymore
• Understand the brain structure and implications for academic
and social development.
• Learn of the interplay between genetics and environmental
factors for social emotional literacy.
• Review the psychiatric medications most commonly used for
youth.
• Learn prevention strategies within a positive school climate
framework.
• Discover a range of neuroscience based interventions.
UDL
The Violence Continuum
Our Students and MENTAL HEALTH
adapted from the National School Safety Center
Murder
Suicide
Rape
Hostages
Gangs
Hate Crimes
Weapons
Fights
Vandalism
Threats
Sexual Harassment
Verbal Harassment
Trash Talk
Insults
Put Downs
Brock & Reeves, 2013
• The Surgeon General’s report on mental health 20% of
children need active mental health interventions, 11% have
significant impairment, and 5% have extreme functional
impairment.
• School de facto mental health system for children in this
country.
• Schools are critical in the provision of the breadth of
mental and behavioral health services.
• Schools can reduce barriers to access for children and
families, such as stigma and affordability.
• Schools provide maximal coverage for universal prevention
and early intervention programs. (Kutash, et. al. 2006)
Prevalence of Child and Adolescent
Mental Disorders
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50% of Lifetime cases of Mental Disorders Begin by Age 14
20% of Children Identified with Mental Disorders Receive Treatment
50% of Students 14 and Older Living with Mental Illness Drop out of school
21% of 9-17 Year Olds Have a Diagnosable Mental or Addictive Disorder
Psychological Distress
• Going through a rough time
• Starting to show signs of mental disorders
• 21% of 9 to 17 year olds have a mental disorder
causing at least mild functional impairment.
• 5-9% estimated to have severe impairment.
(U.S. Surgeon General Report 2000)
Adverse Childhood Experience Study
ACE Study
• Center for Disease Control & Kaiser Hospital
• 17,000 Patients participated between 1995-1997
• Measured 10 childhood traumas
“Secondary prevention of the effects of adverse
childhood experiences will first require increased
recognition of their occurrence and second, an effective
understanding of the behavioral coping devices that
commonly are adopted to reduce the emotional impact
of these experiences.”
• Key findings are that adverse childhood experiences:
Kaiser ACE Study (1997)
o Vastly more common than recognized or acknowledged
o 3-6 time higher rate of academic failure, chronic
truancy, behavior problems, poor health
o Powerful relation to adult health a half-century later.
http://www.cdc.gov/violenceprevention/acestudy/
Essentials for Childhood Framework
Framework for Safe & Successful Schools
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Supportive school environment
Evidence-based
Coordinated/comprehensive
Engagement/Evaluation
Consistency/Sustainability
Families/Community involvement
Access to School Psychologists
School Safety Team
Staff Training
Positive Discipline Policies
Assess School Climate
Nasp, 2013
http://www.cdc.gov/violenceprevention/pdf/efc-building-community-commitment.pdf.pdf
12
What MTSS is not…
From
MTSS Defined
MTSS is a coherent continuum of evidence based,
system-wide practices to support a rapid response to
student needs, with frequent data-based monitoring to
inform decision- making and
To
Empower each student
dent
to achieve
their potential.
l.
Adapted from Dan Reschly, 2002
What does MTSS Look Like?
Universal Prevention
All Students
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Core Instruction
Preventive
Proactive
Common Rules &
Expectations
Common Referral
System
Common Core
First Instruction
Life Skills
Career Readiness
1-5%
7-15%
80%
Intensive Intervention
Few Students
• Individualized
• Function-based
• High intensity
• Direct Skills Development
Targeted Intervention
Some Students
• Supplemental (reduce risk)
• High Efficiency
• Rapid Response
MTSS for Student Wellness
School ~District ~ Community
Prevention
Social Emotional Wellness
Suicide Prevention
Behavioral Regulation
Positive Discipline
School Engagement
Attendance
All students in school
Tier I: Universal Interventions
Positive Environments, Network of Trainers
All Students
Eliminating Barriers to Learning
Kognito
NAMI on Campus
Teaching Resilience
Universal Design for Learning
Empty the Cup… Before You Fill It Up
Engage 4 Learning
Brain Rules
MindUP
Brainology & Mindset
http://www.pent.ca.gov/
Treatments that DON’T Work
Effect Size
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Magnitude of the effect of a particular intervention
Positive values= GOOD results
Negative values= BAD results
Effect sizes > 0.50 considered large
Changes in behavior and performance are
noticeable by the lay person
Browning Wright, 2014
Popular Treatments that DO Work
Treatment/Interventions
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Positive Behavioral Supports
Social skills Training
Group-Based Contingency
Token Economy
Social Emotional Learning
Formative Evaluation +
Graphing + Reinforcement
o Mentor-based Program
(CICO)
Treatment/Intervention
o Meeting with student
o Punitive discipline
o Alternative placement
o Special education
*Effect sizes > 0.50 considered large
Effect Size
.00
-.13 to +.06
-.10 to +.04
-.03
Browning Wright, 2014
Behavior Management
• Stimulus –Response
Seek-Avoid
• Challenging behavior stems from lack of incentive to
behave properly
• Promotes specific task performance
• Practical for managing classroom behavior K-12
• Overreliance on reinforces
• Conditions self-centeredness (What’s in it for me?)
• Rarely generalizable
• Can be harmful with some emotional conditions, not
stemming from reinforcement
Effect Size
+.90
+.68
+.81
+.60
+1.00
+1.20
+1.00
*Effect sizes > 0.50 considered large
Browning Wright, 2014
Paradigm Shift
Feifer, 2012
Temperamental Sensitivity
Behavior Management is Effective to
MANAGE behavior…..
We need to move beyond manage and
TREAT behavior
• 1 of 5 children born with temperamental sensitivity.
• Difficulty self-soothing & regulating physiological
arousal.
• Low frustration tolerance
• Longer time to recover, need time to cope and
implement skills.
Browning Wright 2013
Feifer, 2012
Hi-Lo’s
What is Neuropsychology?
The study of brain-behavioral relationships
with respect to learning and behavior.
• Changes learner states
• Provides for venting
• Builds connections with
classmates
Mendes, E. (2003). Empty the Cup…Before you Fill It up: Relationship-Building Activities to Promote Effective Learning
Environments. Mendes Training & Consulting, Inc., Carlsbad, CA.
Amazing Facts About Your Brain
• Two Rapid Growth Spurts
Networks of Learning
• Recognition Network: The WHAT of Learning
9Multiple Means of Representation
o Before birth to age 3
o Age 11 to Age 12
• Sleep and Freeze
• Powering your Brain
• Neurons at Work
• Strategic Network: The HOW of Learning
9Multiple Means of action and experience
• Affective Network: The WHY of Learning
9Multiple Means of engagement
MindUP Curriculum: Grades 6-8. The Hawn Foundation, Scholastic Teaching Resources.
Universal Design for Learning
udlcenter.org
www.udlcenter.org
Brain Structure
How the Brain Works
• The brain has three main parts:
1. Cerebrum
2. Cerebellum
3. Brain Stem
• The brain is divided into regions that control
specific functions.
Balance, Respiratory
Cerebrum
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Frontal Lobe
Parietal Lobe
Occipital Lobe
Temporal Lobe
Right Hemisphere
Left Hemisphere
Corpus Callosum
Cerebrum ~ Frontal lobe
• Behavior
• Abstract thought
processes
• Problem solving
• Attention
• Creative thought
• Some emotion
• Intellect
• Reflection
• Judgment
• Initiative
• Inhibition
• Coordination of movements
• Generalized and mass
movements
• Some eye movements
• Sense of smell
• Muscle movements
• Skilled movements
• Some motor skills
• Physical reaction
• Libido (sexual urges)
Cerebrum ~ Parietal Lobe
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Sense of touch (tactile sensation)
Appreciation of form through touch (stereognosis)
Response to internal stimuli (proprioception)
Sensory combination and comprehension
Some language and reading functions
Some visual functions
Cerebrum ~ Occipital Lobe
• Visual
• Reading
Cerebrum ~ Temporal Lobe
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Auditory memories
Some hearing
Visual memories
Some vision pathways
Other memory
Music
Fear
Some language
Some speech
Some behavior& emotions
Sense of identity
Brain Structure & Function
THE CEREBELLUM
9 Lower part of the back of the brain
9 Balance
9 Posture
9 Cardiac, respiratory, & vasomotor centers
THE BRAIN STEM
9 Lowest part of the brain
9 Consists of midbrain
9 Motor and sensory pathway to body and face
9 Vital centers: cardiac, respiratory, vasomotor
9 Subconscious control mechanisms: anger, fear, thirst, love,
hate….
Brain Structure & Function
• Right Hemisphere-representational hemisphere
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9
9
9
controls the left side of the body
Temporal and spatial relationships
Analyzing nonverbal information
Communicating emotion
• Left Hemisphere-categorical hemisphere
9 controls the right side of the body
9 Produce and understand language
• Corpus Callosum
9 Super highway- bridge of communication between the left and right
side of the brain
Success Focus
Mendes, E. (2003). Empty the Cup…Before you Fill It up: Relationship-Building Activities to Promote Effective Learning
Environments. Mendes Training & Consulting, Inc., Carlsbad, CA.
Self Regulation Types
o Behavioral Self-Regulation
poor inhibition of impulses and motor control
o Emotional Self-Regulation
an inability to regulate moods & reactions to social
situations.
BRAIN STRUCTURE & EMOTIONAL
FUNCTION
o Attention Self-Regulation
an inability to modulate and sustain attention.
Feifer, 2012
Neurobiological Architecture of Emotions
• Presumes that a child’s ability to adapt to the social
demands of their environment begins with the
functional organization of the brain.
• Observable behavior is a striving for homeostasis and
balance occurring in the brain.
• Treatment for behavioral and emotional disorders
should focus on both intrinsic & extrinsic factors.
• Trigger may be internal.
Feifer, 2012
The Cerebral Orchestra of Emotions:
Subcortical Region
1.
2.
3.
4.
5.
6.
The Stressed Brain ~ Amygdala
• Brain’s response to stress; linked to Amygdala
• Information filter regulated by our emotional state
• Fight-Flight-Freeze stress hormones atrophy area
that controls emotional development.
Amygdala
Hippocampus
Nucleus Accumbens
Orbitofrontal Cortex
Ventrolateral prefrontal cortex
Anterior Cingulate Cortex
Feifer, 2012
The MindUp Curriculum, The Hawn Foundation, Scholastic Teaching Resources
Happy Brain
The Mindful Brain
• Work better
• Flushed with Dopamine
• Dopamine highest when students are fully engaged
with their learning & filled with positive feelings
(optimism, hope, gratitude).
• Released when indulging in
high-risk activities
(drug use, drive fast, promiscuity).
The MindUp Curriculum, The Hawn Foundation, Scholastic Teaching Resources
Awareness of impulses, thoughts, feelings, and
behavior which enhances confidence, pleasure, and
sense of agency in own learning process.
The MindUp Curriculum, The Hawn Foundation, Scholastic Teaching Resources
Subcortical Region ~ Amygdala
• Responds to unexpected and unfamiliar
events (Kagan, 2007).
• Ascribes emotional valence to stimuli.
• Primarily responsible for fear conditioning by
providing a rapid, precognitive assessment of
the situation.
• Serotonin can calm.
• SSRIs ~ Prozac, Zoloft, Paxil, Luvox, Celexa, Lexapro
Feifer, 2012
Subcortical Region ~ Nucleus Accumbens
• Located in the forebrain and part of the basal
ganglia.
o Reward center of brain which is activated in anticipation of
reward.
o Most recreational drugs including cocaine and
amphetamines increase dopamine in this area.
o Involved in task motivation and rewards.
o Under-activity of reward center of our brain associated
with anhedonia (inability to feel pleasure) and depression.
Feifer, 2012
Subcortical Region ~ Hippocampus
Located in the medial temporal lobe and
responsible for facilitating memory functioning.
This structure also involved with
o Emotional learning
o Chronic stress from abuse or neglect
o Hypervigilant hippocampus
Feifer, 2012
Cortical Region ~ Orbitofrontal Cortex
• Region of the brain responsible for ascribing an
emotional valence or value judgment to another’s
feelings. Often triggers an automatic social skill
response (Rolls, 2004).
o Has rich interconnections with the limbic system.
o Responsible for emotional executive functioning.
o Self-Regulation of behavior as highest levels of emotional
decision making dictated by this brain region.
o Medications and cognitive behavior therapy needed; learn
to deal with physical/emotional situation; adaptive
response.
Feifer, 2012
Cortical Region ~ Ventrolateral Prefrontal Cortex
Cortical Region ~ Anterior Cingulate Cortex
• Ventro (bottom) / Lateral (side)
• Behind frontal orbital cortex
• Responsible for response inhibition and emotional
regulation.
• Front part of cingulate cortex
• Task motivation and reward based decision making.
Severe damage leads to akinetic mutism.
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Rich interconnections with the limbic system.
Also involved with emotional executive functioning.
Situated adjacent to the oritofrontal cortex
Involved in the ability to take another’s perspective on an
emotional event (theory of mind).
o Example: rapid Zero to 100, can’t self soothe/calm. Student has
issues with self regulation, interrupts teacher, no impulse
control, no ability to inhibit.
Feifer, 2012
o Selective attention allows us to shift our focus from the
outside world of objects and events toward the inside
world of thoughts and ideas (self awareness).
o Helps provide constraint over behavior
o The brain gear shifter between cognition and emotion.
When stuck, can result in obsessive and ritualistic types of
behaviors, as well as cognitive inflexibility (Swingle, 2007).
o Key brain region in developing “theory of mind”
Feifer, 2012
Disruptive Mood Dysregulation Disorders
MENTAL HEALTH & WELLNESS
• Mainly stems from over-arousal in lower brain regions
(limbic region) coupled with under-aroused higher brain
regions (prefrontal cortex) leading to poor emotional selfregulation skills.
• Behaviorally, top-down cognitive control occurs between 36 years of age and continues through adulthood.
• Language is a necessary, but not sufficient condition
younger children to regulate emotion.
• Children with emotional regulation disorders often have
authoritarian parents.
• Security of attachment at 24 months and ability to delay
gratification often key predictors of emotional stability by
the time a child has reached school age.
Feifer, 2012
Bipolar Disorder ~ 4 Brain Regions
Involved
Bipolar Disorder ~ Brain Region
Amygdala
smaller amygdala size is a consistent finding. Plays role in
the perception of threatening information, the appraisal of
social signals that convey a threat, and the acquisition of
fear condition responses. Responds to unexpected or
unfamiliar events.
Cingulate Gyrus
The anterior portion of the cingulate gyrus provides constraint
over emotion and cognition, and is also involved in task
motivation and effortful control. Smaller in volume for individual
diagnosed with bipolar disorder, the left anterior cingulate.
Hippocampus
smaller volume is evident in depression, and prolonged
periods of emotional stress.
** The hippocampus and amygdala are interdependent
emotional memory systems.
Feifer, 2012
Basal Ganglia
Individuals diagnosed with bipolar disorder have an enlarged
right nucleus accumbens, an area housed within the basal
ganglia. It has rich interconnections with the limbic system, and
plays a central role in the reward circuit of the brain and manic
behavior.
Feifer, 2012
Bipolar Disorder ~ Treatments
Lithium
First mood-stabilizer medication with FDA approval for
treatment of mania, very effective in manic and
depressive episodes. Side effects include acne, hair
loss, and weight gain.
Anticonvulsant medications
Such as depakote, Tegretol, can have a mood stabilizing
effect and maybe be especially useful for difficult to
treat bipolar episodes. Newer meds: Lamictal,
Neurontin, Topamax. Interacts with GABA to inhibit
neural firing.
Bipolar Disorder ~ Treatments
Atypical antipsychotics
Abilify, Risperdal, Clozapine, and Seroquel. Functions
to enhance dopamine in mesocortical regions.
Antidepressants (SSRIs)
Zoloft and Prozac. Functions to enhance serotonin,
though can increase mania.
Feifer, 2012
Theories of Depression
Biological
Depletion of the monoamine neurotransmitters
including dopamine, serotonin, and norepinephrine.
Neuropsychological
Under activity in the prefrontal cortex, particularly in
the motivation regions of the brain (anterior cingulate
gyrus) and positive reward centers of the brain (nucleus
accumbens).
Feifer, 2012
Generalized Anxiety Disorders
• Elevated amygdala activity
• Anterior cingulate cortex primarily functions
as the brain’s gear shifter
• Children may be too fixated at monitoring
their own internal states.
Feifer, 2012
Social Anxiety Disorders
• Two Fear Systems:
o Initial flash of fear, primarily reflective. Amygdala
brain region for responsible to process & generate
behavioral response.
o Second fear functions to keep first fear alive, at
cerebral level, automatic negative thoughts
(ANTS).
Social Anxiety Disorders ~ Interventions
• Cognitive Behavior Therapy (CBT) involving:
o Psychoeducation
o Exposure Therapy
o Skill Building Tasks
o Homework Assignments
• Treatment of Choice
Anxiety Disorders ~ Treatments
• SSRIs for disorders occurring outside of conscious
control.
Anxiety Disorders ~ Treatments
• Exposure Therapy quiets overactive amygdala
• Strong interpersonal attachments to caregivers increases
resiliency to stress.
• Shortage of serotonin:
o Anxiety
o Panic
o Phobias
o PTSD
o Obsessions
o Compulsions
o Eating Disorders
• Cognitive Behavior Therapy
• Structured class settings
• Neurofeedback aimed to diminish arousal
Neurofeedback
Depression
• A learning paradigm which helps develop control over
the brain functions regulated autonomously.
• Provides excellent way to treat the underlying causes
of emotional dysregulation from an inside-to-outside
manner.
• Student learns to self-regulate their own brain
functioning, increased “availability for therapy &
behavioral interventions.
• Allows brain to re-set itself in an optimal emotional
state.
• Twice as likely in women, 3 times higher in families
with positive history, highest for unmarried males and
married females.
• Not common for younger children, more common in
adolescence (5%), implicates prefrontal cortex.
• 35-50% depressed make suicide attempt.
• 15% severely depressed complete suicide.
• Prozac (SSRI) is only FDA approved antidepressant for
children over age 8.
• 4% of children on Prozac have suicidal ideation, twice
that of placebo.
Feifer, 2012
Depression ~ Treatments
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Cognitive Behavioral Therapy
Play Therapy
Neurofeedback
Psychopharmacological approaches (SSRIs)
Increased number of interpersonal connections
Depression ~ Treatments
Psychodynamic
A sense of loss, either by death of loved one, or
rejection of loved one, where self-loathing emerges
due to an overwhelming sense of being responsible for
the loss.
Cognitive Behavioral
Failure and hopelessness becomes an accepted way of
life.
Depression ~ Treatments
Neurofeedback
Techniques aimed at diminishing the amplitude of
theta (slow) waves in the cortex area.
Psychopharmacological approaches (SSRIs)
Increasing the number of interpersonal connections in
a child’s life.
Common Medications
Medications
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Stimulants
Non Stimulant
Anti-hypertensives
Antidepressants
SSRIs
Atypical
MAOs
Antipsychotics
Mood Stabilizers
Anxiety-Breaking
Benzodiazepines
Atypical
Treatments
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ADHD
ADHD
ADHD, Tourette’s, Sleep, Autism
ADHD, OCD, Anxiety, Tics, Enuresis
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Depression, Anxiety, panic disorder, ADHD
Mood lability, severe aggression, schizophrenia
Mood lability, bi-polar disorder, self-injury
Anxiety, panic disorder-worry, nervousness
Sedative & Symptoms of alcohol withdrawal
• Neurotransmitters:
Component in the nerve cell that makes
chemicals. (40 different chemicals act as
neurotransmitters).
• Presynaptic neuron:
Makes the neurotransmitters (chemicals) and
secretes/dumps them into the right place at the
right time.
Common Medications
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Stimulants
Non Stimulant
Anti-hypertensives
Antidepressants
SSRIs
Atypical
MAOs
Antipsychotics
Mood Stabilizers
Anxiety-Breaking
Benzodiazepines
Atypical
Vyvanse, Dexedrine, Ritalin, Concerta, Adderall
Strattera
Tenex, Intuniv, Propranolol, Clonidine
Imipramine, Norpramin, Nortiptyline, Elavil (rare w/Kids)
Fluoxetine, Prozac, Zoloft, Paxil, Lexapro, Celexa, Luvox
Wellbutrin, Effexor, Cymbalta, Remeron, Trazadone
Nardil, Parnate
Risperdal, Zyprexa, Seroquel, Abilify, Geodon
Lithium, Tegretol, Trileptal, Neurontin, Lamictal, Topamax
Benadryl, Vistaril, Atarax
Klonopin, Xanax, Halcion, Ativan, Serax, Valium
Buspar, Ambien, Sonata
Synapse
• “right place” between
neurons
• “right time” when neuron
wants to activate or inhibit
it’s neighbor neuron
Receptor site
• Lock n Key concept
• Each type of
neurotransmitter will react
with one specific type of
receptor site & no other
Common Neurotransmitters
Serotonin
• Function usually inhibitory, helps control moods,
influences sleep & inhibits pain pathways in the
spinal cord.
• Disorder such as depression, headache, diarrhea,
constipation, sexual dysfunction.
• Medications used-SSRI (Selective Serotonin reuptake
inhibitors), most common are antidepressants, work
specifically on the neurotransmitter system
Common Neurotransmitters
Dopamine
• Function usually inhibitory, basal ganglia in
the subcortical area of the brain
• Disorder in the dopamine system-psychotic
disorders, meds work on dopamine receptors
• Medications used-antipsychotic and
antidepressants
Common Neurotransmitters
Norepinephrine
• Function usually excitatory, some inhibitory, in
subcortical area, controlling wakefulness, overall
activity & mood.
• Disorder such as depression; autonomic nervous
system
• Medications used-anti-depressants which work on
the neurotransmitters and receptor sites
The Learning Brain
NEUROBASED INTERVENTIONS
http://www.youtube.com/attribution_link?a=gV_9NGQhcB4&u=/watch%3Fv%3DcgLYkV689s4%26feature%3Dem
-share_video_user
Universal Design For Learning
“I don’t know”
The left prefrontal cortex appears to be
the brake center for impulses, and the
neurons are not fully myelinated
(developed) until late adolescence
or early adulthood.
Key Concepts
• Adolescent brain still developing, environment
shaping
• Prefrontal Cortex most growth during adolescent
• Gray matter declines in adolescents in prefrontal
cortex, connected to synaptic pruning
9Used= strengthen
9Not used= eliminated/fine tunes
• Limbic System- emotions, “kick” of risk taking.
• Issues are developmental, careful with stigmatizing.
PREVENTION ~
POSITIVE SCHOOL CLIMATE FRAMEWORK
Blakemore, TED.com
Academic Success….
Mental Health Matters
Congressional Briefing:
1st Anniversary Sandy Hook Elementary
Take Away Messages
Nelba Marquez-Greene
Founder Sandy Hook Promise
Lost a child at Sandy Hook
Elementary
NASP, 2014
• Preventative measures
• Identifying warning signs
• Access to Mental Health
Services
• Overcoming Stigma
• Teach the new R ~
Resilience
A Paradigm Shift
Nationwide Discipline Initiative
Traditional Discipline
• Council of State Governments
Justice Center & Public Policy
Research Institute of Texas A & M
University
• School to Prison Pipeline
• Zero Tolerance Discipline Policies
• Disproportionality African
American Males
• Promotion of positive school
climate
• Nation-wide research initiative
• David Osher
Goal:
• Stop undesirable behavior
through punishment
Focus:
• The student is the problem
Conceptual Framework:
Retributive
• Misbehavior should be
punished
• Removal of offender, exclusive
• Reactive approach
Fable, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P. III, and Booth E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and
juvenile justice involvement.New York , NY; College Station, TX: Council of State Governments Justice Center; Public Policy Research Institute of Texas A&M University.
http://justicecenter.csg.org/files/Breaking_Schools_Rules_Report_Final.pdf
School-Wide PBIS
Goal:
• Replace problem behavior with
appropriate behavior
• Adapt the System
Focus:
• Prevention and Intervention
Conceptual Framework:
Restorative
• Reparative
• Inclusive
• Pro-active approach
Foundation of Learning
• We ALL display problematic behavior in
response to this unnatural pressure.
Self regulated state of balance
in the nervous system
required for
Learning and adaptive behavior
• Often misunderstood symptoms of
disorders.
• Need to understand cumulative effect of
stress/trauma on nervous system over time.
Dr. Regalena Melrose
Dr. Regalena Melrose
Interventions that DO work:
Social Emotional Literacy
Interventions that DO NOT work
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Anger management
Reasoning/talking
Power Struggle
Time-out
Loss of points/privileges
Punching a pillow
Isolation
Dr. Regalena Melrose
A relatively quiet safe place
Compassionate containment
Community and belonging
Earning/keeping rewards
Time-away “take a break”
Few words
Chances to start over/repair
Dr. Regalena Melrose
92
Positive Encouragement
What Works cont.….
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Positive acknowledgment
Success and competency
Building resources (external, internal)
Positive communication with parents
Dr. Regalena Melrose
Facts about Social & Emotional Issues
Why School-wide Framework?
For Common Core State Standards to fulfill their
potential, schools need strong teachers focused
on the whole child, aligned with a unified and
comprehensive system for addressing barriers to
learning and teaching and re-engaging
disconnected students.
Adelman & Taylor, 2013
• Social, emotional, and behavior issues interfere
with learning
• Boys engage in higher rates of social & emotional
issues than females (4:1)
• Certain students have a genetic predisposition to
social, emotional, and behavioral problems but,
many must be turned on by environmental
factors (60% genetic/40% environment)
Diana Browning Wright 2013
99
Neuroscience of Optimal functioning of
brain and body
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Decrease heart rate, blood pressure, stress
hormone levels (cortisol)
Sleep
Nature
Play
Nutrition
Water
Dr. Regalena Melrose
Creating Necessary Conditions
Physical Space
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Order & organization
Color Coding & Schedule
Limits & boundaries
A relatively quiet space
A safe place in the room “time-away”
Pictures of Nature
Sensory Materials
Dr. Regalena Melrose
MTSS and Brain Changes
Mirror Neurons
• Neural plasticity
brain can change structurally and functionally as
a result of input from environmental interventions.
• Neurons which fire when another person acts; thus
the neuron “mirrors” the behavior of the other (smile,
yawn).
• School-based supports
can alter the way students’ brains
are structured and function.
Browning Wright 2013
• Implications:
o Students learn via modeling from educators/peers
o Student will treat us how we treat them
o Work on ourselves first before working with
students
o Those who smile more often live 7 years longer
Browning Wright 2013
Myelination
Kognito At-Risk simulation
• Myelin Sheath
an electrical layer that forms around a neuron
that helps it fire faster and more smoothly
(rubber coating around neuron).
• Practicing a skill leads to myelination or the
development of fluent/automatic firing autopilot
less cognitive effort needed to perform skill when
called upon.
http://california.kognito.com/
HELPGUIDE.ORG
http://www.helpguide.org/articles/depression/teen-depression-signs-help.htm
National Suicide Prevention Lifeline
http://www.suicidepreventionlifeline.org/
Suicide Prevention Resource Center
NAMI on Campus High School (NCHS)
• NCHS Clubs on campuses with
TETRIS/EBL trained staff or staff
with Mental Health Background
• Advisors are school staff members with an interest in helping change the
campus climate towards mental health and wellness
• NAMI California offers monthly Coaching Webinars for Advisors and a
staff person to provide support and technical assistance
• Building a framework in the district, the school, the staff and the students
to support mental health and wellness
http://www.sprc.org/featured_resources/customized/teachers.asp
Family and youth voice
NAMI on Campus High School (NCHS)
What NAMI California Affiliates Bring to EBL
Trainings:
•
Peer clubs led by an
Advisor that bring
mental health
awareness to campus
• Overview of Ending the Silence, a mental health education and
stigma-reduction program for students
•
Clubs open to all students, regardless of mental health status
• Information on how to bring ETS to their school
•
Clubs promote mental health activities on campus
•
Strive to create a safe and stigma and discrimination-free
environment on campus
•
Creates life-long mental health advocates
• Connect schools to local community partners (NAMI)
• Direct contact through youth voice
• Lived Experience
• Provide information about resources for schools and families
Mental Health First Aid
Reconnecting Youth
• 8-hour course that teaches you how to help someone
who is developing a mental health problem or
experiencing a mental health crisis
75 lessons in the RY curriculum. It is typically offered as a semesterlong, for-credit class by a teacher/facilitator
• Helps you identify, understand, and respond to signs of
mental illnesses and substance use disorders
9 A ssess for risk of suicide or harm
9 L isten nonjudgmentally
9 G ive reassurance and information
9 E ncourage appropriate professional help
9 E ncourage self-help and other support strategies
RY program goals:
• Increased school performance
• Decreased drug involvement
• Decreased emotional distress
Activities Focus On
• Self-esteem Enhancement
• Decision Making
• Personal Control
• Interpersonal Communication
Applied Suicide Intervention Skills
Training ~ ASIST
Applied Suicide Intervention Skills
Training ASIST
• For caregivers who want to feel more comfortable, confident
and competent in helping to prevent the immediate risk of
suicide
• Two-day, highly interactive and practice-oriented workshop
• Develop skills
9 Learn how to communicate with a suicidal individual
9 Recognize and review risk
9 Intervene to prevent the immediate risk of suicide
9 Understand resources available
Activity: 60 Seconds
Dr. Regina Melrose
1.
2.
3.
4.
5.
6.
Feel your feet on the ground.
Take in the support of the chair.
Breathe in through your nose.
Visualize yourself in a safe, beautiful place.
Notice what is happening inside your body.
Focus only on the pleasant, comfortable
sensations that arise.
7. If thoughts or unpleasant sensations enter into
your awareness, simply go back to the beginning
of the exercise and do the steps again, as many
times as need be.
Dr. Regalena Melrose
Empty the Cup ~ Dr. Ernie Mendes
Create mental & emotional
space for Learning
Brain Based Interventions
• An emotional event school-wide or
classroom relevant
• You hear thematic “off-task”
conversations
• After a long weekend or holiday break
• At the beginning of class as a writing
process
• Excessive talking
20 Ways to Build Emotional Bank Account
with STUDENTS
•
•
•
•
•
•
•
•
•
•
Address student by name daily.
Use their name, interests, skills & knowledge while instructing.
Provide feedback with sandwich method; strength/improvement/positive.
Acknowledge all student responses.
Acknowledge their current strengths, as well as their potential
Use eye contact.
Share your own vision, passion, hobbies, for life in general.
Listen without judgment.
Know your student’s interests, get to know their values and beliefs.
Make visual, auditory, and kinesthetic connections as they enter, during
transitions, during seat work, etc.
Brain Based Interventions
• Writing about w
t
can improve s
before m
.
• Writing about s___________ can boost your
i___________ s_____________.
20 Ways to Build Emotional Bank Account
with STUDENTS
• Practice empathy which each encounter, however, always hold them
accountable.
• Help them problem solve: listen and ask questions more often than
speaking, lecturing, or advising.
• Get their input on some decisions.
• Eat lunch with students on occasion.
• Greet them at the door.
• Wish them well as they leave.
• Be conscious of their bid attempts and respond toward their bids.
• Hold high expectations.
• Be aware of your nonverbal messages, i.e., the tone of your voice.
• Avoid sarcasm and never put a student down, regardless of your own
frustration.
Engage 4 Learning ~ Dr. Ernie Mendes
Tap Brain’s 4 is BEST
1. C_________ System.
2. E _________ System.
3. P _________ System.
4. S _________ System.
Engagement Matters
Brain Based Interventions
B. E. M. Principle
What’s Up?
3 Questions
• Most important information f_______
•
•
•
•
•
• Thankful for right now?
• Learned yesterday?
• Promise for today?
• Use hands-on activity during the m ______
portion.
What’s pressing right now?
What’s working (success)
What’s not (challenge)
Today’s topic?
Anything else?
• Provide a r_______ at the end of your class.
• Teach in small c _______.
Language Patterns
Emotions
• I don’t know (but what I do know is…)
• C ____________
• I see your point
• L ____________
• I hear what you’re saying …and…
• D________ B ___________
Emotions
• Negative ones are s_____________.
• _____ are hardwired.
• + ones are good for your h__________.
Self-Control
Emotions
Hardwired Emotions
• Fear
• Anger
• Sadness
• D _________
• S _________
• Joy
Emotions Learned
•
•
•
•
•
•
•
•
•
Empathy
Humility
Sympathy
Sharma
Gratitude
Optimism
Compassion
Patience
cooperation
…Self-Control
• Effects are p _________
• Self regulation can be t ___________
• Sensitivity to environmental cues affects
suppression of action
• Will power is depleted by usage (decision fatigue)
• The fuel is g ________
• Low Levels of g_________ after an initial selfcontrol predict poor performance on a
subsequent self-control task
Application
Application
• Food or drink (raises blood sugar)
• Movement (releases glucose stored as
glycogen in the liver)
• Strong emotions (trigger release of glucose)
• Make things actionable for your brain to-do
list only things that can be done asap (reduce
depletion risk)
• Meditate-mindfulness – 5 min
• Exercise-even for 10 min (GABA)
• Sleep-tired-brain cells loose ability to absorb
glucose
• Use wait-time-desire has ebb & flow wait 10
min
• Forgive yourself- plan for next time
Two-Step Composure
1. Two deep breaths
2. Calming Thought:
State your name,
“Just relax, you can handle this”
To process, you can ….
•
•
•
•
•
Write about it
Talk about it
Move about it
Stay open to it
Change gears
MindUp Curriculum
•
•
•
Evidenced-based Curriculum
15 Neuroscience Based Lessons
4 Units; Students Learn About ~
o
o
•
Increase Optimal Learning Capacity
–
o
•
Brain physiology & mindful attention
Monitor senses, feelings, respond reflectively vs
reflexively
Academic Performance,
Self Regulation, Mindful Engagement, Concentration,
Perspective Taking, Empathy, Kindness, Complex
Problem Solving Skills
Teach CASEL 5-point Framework
o
Self Awareness, Self Management, Social Awareness,
Relationship Skills, Relationship Decision Making
http://thehawnfoundation.org/mindup/
The MindUP Curriculum: The Hawn Foundation, Scholastic Teaching Resources
• "brain-based" teaching has transformed teaching and
learning in countless classrooms, explains,
– “Asking kids to visualize success on an upcoming skill or
knowledge set is no ‘new Age’ strategy. When done well,
mental practice is known not only to make physical
changes in the brain but also to improve task performance
(Pascual-Leone et al., 2005)” (2010).
Brainology & Growth Mindset
Brainology Curriculum
Growth Mindset
Resources
•
•
•
•
•
•
•
•
•
•
•
http://www.mindsetworks.com/brainology/
http://www.mindsetworks.com/webnav/whatismindset.aspx
Dr. Steven Feifer, www.schoolneuropsychpress.com
Dr. Regalena Melrose, Brain Charge, www.drmelrose.com
Dr. Ernest Mendes, Engaged 4 Learning, www.erniemendes.com
Dr. Ernest Mendes, Empty The Cup…Before you Fill It Up, www.erniemendes.com
John Medina, Brain Rules, National Center on Universal Design for Learning
www.udlcenter.org
Collaborative for Academic, Social and Emotional Learning, www.CASEL.org
Dr. Diana Browning Wright, Positive Environment Network of Trainers, www.PENT.ca.gov
International Society for Neurofeedback & Research (ISNR) www.isnr.org
MindUP Curriculum: Brain-Focused Strategies for Learning and Living. Scholastic, Hawn
Foundation, http://thehawnfoundation.org/mindup/
Brainology Curriculum, http://www.mindsetworks.com/brainology/
Dr. Carol Dweck, Mindset: The New Psychology of Success, How we can learn to fulfill our
potential, http://www.mindsetworks.com/webnav/whatismindset.aspx