Welcome, future
PAX Leaders
A workshop for using some of most powerful, practical tools in documented prevention science
By…Penn State University, PAXIS Institute and Johns Hopkins University

Director, Nick Ialongo, Ph.D.
Co-Director, Phil Leaf, Ph.D.
Johns Hopkins Bloomberg
School Of Public Health & the Baltimore City Public Schools
Welcome
2

The Center for Prevention and Early
Intervention has received a 5-year grant from the National Institutes of Mental Health and
Drug Abuse to determine the most effective ways to improve classroom behavior and academic achievement, and to prevent violence, mental health and drug abuse problems among students.
Welcome
3

• Baltimore Prevention
Trials
– Family School Partnership
– Good Behavior Game
• PATHS Prevention Trials
• PAX
Game/PeaceBuilders
Trials
Welcome
4

Proposed Center Intervention
Initiatives
Try out a comprehensive classroom-wide preventive intervention for K-5 called PATHS to
PAX which is the Combination of the Good
Behavior Game (GBG), Promoting Alternative
Thinking Strategies (PATHS), and Family -
School Partnership (FSP). Start with K-2 in the
2005-2006 school year.
Welcome
5

Proposed Center Assessment
Initiatives
To develop and pilot test a computerized assessment system for (a) teachers to use in evaluating students behavior and academic performance and (b) to identify children in need of more intensive preventive and treatment interventions.
Welcome
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• Johns Hopkins
University
– Nicholas Ialongo
– Brenda Kelly
– Dana Darney
• Penn State University
– Celene Domitrovich
– Alison Rosen
– Howard Rosen
– Kitt Camplese
• PAXIS Institute
– Dennis Embry
– Claire Richardson
The team joins
PATHS, Good
Behavior Game,
Family School
Partnerships to achieve PAX.
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• The Center for Prevention & Early Intervention and
BCPSS created a Practice Network directed by
Dr. Ben Feldman (BCPSS) and Dr. Phil Leaf (JHU). The
Practice Network Executive Committee includes staff from BCPSS, JHU, University of Maryland and other groups working with BCPSS.
• The purpose of the Executive Committee is to ensure that programs being introduced are targeted in areas of highest need and are the programs most acceptable to the families, students, and staff of BCPSS.
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• Baltimore City Public School System
– Linda Chinnia, Ben Feldman, Gayle Amos, April Lewis, LaVerne
Sykes, Lorraine Wizda, Charlotte Wing, Jim Smith, Louise Fink,
Maryanne Ralls, Michael Hamilton, Sue Cutter, Pamela
Bowman, Marsha Taylor, Sheila Drummond, Tyrone Mercer,
David Dadds, Chuck Muller, LaVernee Curley, David Stone, Ike
Diibor, Laura Weeldreyer, Patricia Burrell, Peggy Jackson-Jobe
• University of MD
– Mark Weist, Marcia Glass-Siegel
• Johns Hopkins University
– Phil Leaf, Nicholas Ialongo, Catherine Bradshaw, Manuel
Raposo, Jacquelyn Duval-Harvey, Cliff Melick, Brenda Kelly,
Dana Darney
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• increase academic and social proficiency
• increase engaged learning
• reduce classroom disruptions
• increase attendance and school bonding
• reduce the need for IEP’s and Special Ed
• improve the working environment
Welcome
10

• Teachers, school mental health professionals, and principals will each receive the following for their participation:
– Desktop computer or PDA for use in school
– Stipends for participating in any informational or training meetings
• The Center will also cover the cost of any training and intervention materials.
Welcome
11

Housekeeping, goals of training and foundation for PATHS to PAX

Imagine that you as a teacher, as staff at school, acting on your own and together with others, could actively change the odds for hundreds or thousands of children.
Imagine that that you as teacher or staff member, could be a kernel or seed of light, hope, and resiliency so that the children at your site have a measurably better world.
Over the next few days, you will learn how this can and will become real, when you learn how to use, and apply, PATHS to PAX. You will make a world full of PAX Leaders.
Welcome
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Learn how to use and walk PATHS that will:
– Increase time for teaching by as much as an hour a day and boost engaged learning by 25% per day.
– Improve the children’s ability to think, feel and behave in a way that helps them succeed in school, in relationships and life.
– Level the odds so that children from adversity or with risk—be they black, white, brown, yellow or red —succeed
– Make your life less stressful and teaching more enjoyable.
– Save money and pain for families, schools and communities.
– Reduce the life-time risk of students you teach to use tobacco, alcohol, drugs or engage in crime or violent behavior by 20%,
40% or more.
Welcome 14

• Your agenda
• Your PATHS to PAX materials
• Your other workshop handouts
• Your name on a PAX stick
• A pen or pencil and paper
• Forms that need completion
• Your brain and attention
Housekeeping
15

• Be a model learner — Please show attention, politeness, participation, and good or hard questions.
• Facilitate learning of others . Turn pagers or cell phones to vibrate or off. If you have an emergency situation for which you may be called, please step outside.
Check phones or pagers during breaks if no emergency conditions exist.
• Pay attention to your body – Move, use the restroom, get water, etc. with minimum disruptions to others.
• Keep other distractions stored - Paperwork, forms, other reading materials, etc. can wait.
Housekeeping
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(hearing, seeing, mobility, language, etc.)
(go-getters, scribes, timekeepers, comfort monitors, etc.)
Housekeeping 17

PAX
Vision
1.
Develop PAX Vision of where we are going: faithfulness to purpose
2.
Promote PAX PATHS via formal learning; preparing you to promote lessons on how to walk on the journey toward PAX
3.
Practice PAX daily on the road toward our vision.
Promote
Practice
3x per day
Alternative
Thinking Strategies
2 x per week by lessons
Housekeeping
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• Vision without skill equals aimlessness
• Skill without purpose is pointless
• Knowledge without practice is empty
• Purpose, knowledge and skill lay foundation a better world
• When all three are combined with reinforcement or recognition from peers and adults, lasting hope for PAX emerges
• Have to be “reinforced” for use of skill
• A skill without immediate benefit will wither when threats loom; delay of gratification is difficult at multiple levels.
Foundations
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• PAX is Latin. It means peace, productivity, health and happiness. It is balance and harmony in daily life.
• Imagine that we were in wonderful school or classroom where PAX was real, tangible and present. What would we see, hear, feel & do MORE of and LESS of?
Foundations 21

• Learn how to prepare children for a path toward PAX by:
– 2 x per week brief lessons on Positive
Alternative Thinking Strategies
– Teach, promote and model skills that enable children to develop emotional regulation
– Teach,promote and model skills that improve positive daily interactions with peers and adults
Foundations
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• Learn how to move from words to deeds by using:
– 3x per day PAX Game during regular routines.
– Strategies during routines that cue PAX
– Strategies that recognize and reward PAX
– Modeling PAX for others to copy
Foundations
23

• Children’s behavior is adaptive
– Human emotion drives behavior
– The environment shapes biology and behavior
– Skills serve survival (two-legged predators)
– Delay of gratification can only sustain in PAX
– What is reinforced gets repeated
• Partners are necessary to change the environment for long-term PAX: peers, teachers, parents & community
• We are PAX
Foundations
24

PAX Vision
Promote
Practice
PAX or Pain wires from what we perceive, what we think, how we language, and what we do
Foundations
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• Academics require team work
• Academics require ability to recruit and engage others to learn from
• Academics require ability to focus
• Higher order thinking requires lowered emotional distress
• Without PAX, immediate gratification rules
Foundations
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• Learn about best practice research in many studies and best practice status with many organizations
• Learn about brainecogenomics (brain + ecology + genes) underlying the PATHS to PAX
• Learn how you can see
PATHS to PAX work with children before your eyes
Foundations
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• You and your students will experience PAX, less stress and pain.
• Increases time for engaged learning, and reduces disruptions as much as
90%.
• These best practices reduce your need for other programs, save money, reduce lifetime problems, meet all mandates, and are best practices.
Foundations
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Downtime from Transitions
Time Lost in Disruptions
Meeting Time on Problems
Prep for PATHS lessons
Teach PATHS lessons
Weekly prep for PAX GBG
Time for PAX Wins Prizes
Current
Time Costs
Per Week
(minutes)
375
183
30
Weekly PAX
Time
Investment
(minutes)
15
40
10
30
Observed
Time After
PAX
(minutes)
50
46
6
Total Minutes Lost
Total Hours Lost
588
9.8
Net Loss / Gain From PAX per Week
95
1.6
Minutes
Gained
392
Net Loss / Gain From PAX per Year in School Days
Assumptions:
• Each transition before PAX takes 90 seconds
• Each transition with PAX takes 10 seconds
• Each disruption costs 2 seconds in time on average
102
1.7
Hours Gained
6.5
26.1
How would life be different if you had 20+ more days to teach, yet no days were added to the school year —just from having
PAX?
Foundations
29

Simple, scientifically proven daily habits help adults…
• 1-3 Grams Omega 3 regular or (pharmaceutical such as www.omegabrite.com
if pregnant)
• Frequent social contact from non-family members
• 3-PAX per day
– Written Gratitude to a co-worker (A tootle note)
– Written Gratitude to a student (A tootle note)
– Written Gratitude for another person or event (A tootle note)
• 400 Mg. Folic Acid (during pregnancy)
Haag, M., Essential Fatty Acids and the Brain. Canadian Journal of Psychiatry, 2003. 48(3): p. 195-203.
Helland, I.B., et al., Maternal supplementation with very-long-chain n-3 fatty acids during pregnancy and lactation augments children's IQ at 4 years of age. Pediatrics, 2003. 111(1): p. e39-44.
Steptoe, A., et al., Loneliness and neuroendocrine, cardiovascular, and inflammatory stress responses in middle-aged men and women. Psychoneuroendocrinology, 2004. 29(5): p. 593-611
Your brain needs PAX, too.
Foundations
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Social Emotional Learning
Social Emotional Learning

Social Emotional Learning
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Social and emotional learning (SEL) refers to knowledge, habits, skills and ideals that are at the heart of a child's academic, personal, social, and civic development.
They are necessary for success in both school and life.
Social Emotional Learning
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• Enter school at risk for stable and escalating behavior problems
• Risk learning problems and academic delays
• Risk peer rejection and victimization
• Risk adolescent problems in areas of school failure, substance use, and criminal activity
Social Emotional Learning
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Stages of Developmental Integration
1. Infancy: (Birth to 18 months)
* Emotion = Communication
* Arousal & Desire = Behavior
2. Toddlerhood: (18 months to 36 months)
* Language supplements Emotion = Communication
* Very initial development of emotional labeling
* Arousal and Desire = Behavior
3. Preschool Years: (3 to 6 years)
* Language develops powerful role
* Child can recognize/label basic emotions
* Arousal & desire > symbolic mediation > behavior
* Development of role-taking abilities
* Beginning of reflective social planning & problem-solving
(Generation of alternative plans for behavior
Social Emotional Learning
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4. School Years: (6 to 12-13 years)
* Thinking in language has become habitual
* Increasing ability to reflect on & plan sequences of action
* Developing ability to consider multiple consequences of action
* Increasing ability to take multiple perspectives on a situation
5. Adolescence (6 to 12-13 years)
* Utilize language in service of hypothetical thoughts
* Ability to simultaneously consider multiple perspectives
Social Emotional Learning
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• Write down what social-emotional skills that children most need to be successful in your school?
• What social emotional problem in kids pushes your buttons the most?
Social Emotional Learning
37

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What will happen MORE?
What will happen LESS?
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15:00
Social Emotional Learning
40

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Goals Setting the
Stage
Reminders
Objectives
Lesson
Dialogue
Extension
Activities
Notes to
Teacher
Transition
Family
Communication
Materials
Looking Ahead
42

43

Types of Compliments
1. Ways People Look
2. Things People Have
3. Things People Do
4. The Way People Are
Transparency 4-2
44

Enjoy!
Day 1 Breakout

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• We all have feelings
• All feelings are OK
• Feelings are different from behaviors
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48

49

50

51

52

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Problem-Solving Outline
When you notice upset feelings:
1. STOP and think.
2. Identify the PROBLEM . (collect lots of information)
3. Identify the FEELINGS . (your own and other peoples')
4. Decide on a GOAL .
5. Think of lots of SOLUTIONS .
6. Think about what MIGHT happen next. (consider the consequences)
7. Choose the BEST solution. (evaluate all the alternatives)
8. Make a PLAN . (think about possible obstacles)
9. TRY your plan.
10. SEE what happens. (evaluate the outcome)
11. TRY another plan or solution if your first one doesn't work. (maybe there's an obstacle; think about it and try again)
Transparency 3-2
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More on Self Control, Practicing
PATHS to PAX skills with the
Good Behavior Game, Integration
Activities