1 STRONG KIDS Programs STRONG KIDS Programs Promoting Children Mental Health Promoting Children Mental Health Through Social and Emotional Learning Through Social and Emotional Learning Duane M Isava, PhD, NCSP Duane M Isava, PhD, NCSP Anne Arundel County Public Schools Anne Arundel County Public Schools July 14, 2009
29
Embed
1 STRONG KIDS Programs Promoting Children Mental Health Through Social and Emotional Learning Duane M Isava, PhD, NCSP Anne Arundel County Public Schools.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1
STRONG KIDS ProgramsSTRONG KIDS Programs
Promoting Children Mental Health Promoting Children Mental Health Through Social and Emotional Through Social and Emotional
LearningLearning
STRONG KIDS ProgramsSTRONG KIDS Programs
Promoting Children Mental Health Promoting Children Mental Health Through Social and Emotional Through Social and Emotional
LearningLearning
Duane M Isava, PhD, NCSP Duane M Isava, PhD, NCSP Anne Arundel County Public SchoolsAnne Arundel County Public Schools
Duane M Isava, PhD, NCSP Duane M Isava, PhD, NCSP Anne Arundel County Public SchoolsAnne Arundel County Public Schools
alterations in thinking, mood, or behavior associated;impaired functioning
Mental HealthProductive in activities,
maintains fulfilling relationships, possesses ability to adapt and
cope
Mental Health ProblemsDistressing symptoms, but
insufficient intensity or duration to meet the criteria for any mental
disorder
3
Student-professional ratios are exceedingly high
Percentage of students “at-risk” continues to increase
Many individually-delivered interventions have strong empirical support but…
We have heard the big words but…
Student-professional ratios are exceedingly high
Percentage of students “at-risk” continues to increase
Many individually-delivered interventions have strong empirical support but…
We have heard the big words but…
The ChallengeThe ChallengeThe ChallengeThe Challenge
4
5
Systematic efforts to enhance social and emotional competence, promote interpersonal and emotional adjustment, using effective curricula
A foundation for academic success: students with social-emotional deficits are more likely to experience school failure
Systematic efforts to enhance social and emotional competence, promote interpersonal and emotional adjustment, using effective curricula
A foundation for academic success: students with social-emotional deficits are more likely to experience school failure
What is Social Emotional What is Social Emotional Learning?Learning?
6
Supports pupil’s mastery of academic skills Nurtures their emotional life Teaches them how to get along well with
others and make responsible decisions Provides them with a strong moral compass Promotes concern for others
Supports pupil’s mastery of academic skills Nurtures their emotional life Teaches them how to get along well with
others and make responsible decisions Provides them with a strong moral compass Promotes concern for others
SEL Promotes Success SEL Promotes Success for All Studentsfor All StudentsSEL Promotes Success SEL Promotes Success for All Studentsfor All Students
7
An average student enrolled in a social and emotional learning program ranks at least 10 percentile points higher on achievement tests, has better attendance and classroom behavior, likes school more, has better grades, and is less likely to be disciplined.Source: August, 2005 New York Times article by Weissberg and Shriver, based on research by Weissberg and Durlak (www.casel.org)
An average student enrolled in a social and emotional learning program ranks at least 10 percentile points higher on achievement tests, has better attendance and classroom behavior, likes school more, has better grades, and is less likely to be disciplined.Source: August, 2005 New York Times article by Weissberg and Shriver, based on research by Weissberg and Durlak (www.casel.org)
From the New York Times: From the New York Times: Academic Benefits of SELAcademic Benefits of SELFrom the New York Times: From the New York Times: Academic Benefits of SELAcademic Benefits of SEL
8
9
10
Semi-scripted, social-emotional learning curricula: prevention/intervention of emotional problems and promotion of resilience
Developmentally appropriate Practical and easy to use- wide range of
appropriate settings, purposes, and leaders Brief: 10-12 lessons, 35-50 minutes each Empirically-based & built on principles of
instruction Based on the premise that social-emotional skills
must be specifically taught and learned, just like academic skills
Semi-scripted, social-emotional learning curricula: prevention/intervention of emotional problems and promotion of resilience
Developmentally appropriate Practical and easy to use- wide range of
appropriate settings, purposes, and leaders Brief: 10-12 lessons, 35-50 minutes each Empirically-based & built on principles of
instruction Based on the premise that social-emotional skills
must be specifically taught and learned, just like academic skills
About the Strong Kids About the Strong Kids ProgramsProgramsAbout the Strong Kids About the Strong Kids ProgramsPrograms
11
Materials needed Purpose and Objectives Review previous lesson Introduce new lesson Vocabulary Practice Application Closure Homework handout
Materials needed Purpose and Objectives Review previous lesson Introduce new lesson Vocabulary Practice Application Closure Homework handout
Introductory lesson Administer pre-test Explains purpose, rules Key Concepts Makes curriculum relevant to students Introduces emotional strength training
Introductory lesson Administer pre-test Explains purpose, rules Key Concepts Makes curriculum relevant to students Introduces emotional strength training
Binocular vision: looking at things in a way that makes them seem bigger or smaller than they really are.
Black-and-white thinking: looking at things in only extreme or opposite ways. For example, thinking of things as being good or bad, never or always, all or none.
Dark glasses: thinking about only the negative parts of things.
Fortune-telling: making predictions about what will happen in the future without enough evidence.
Making it personal: blaming yourself for things that are not your fault.
Blame game: blaming others for things you should take responsibility for.
Supplement 6.2Six Common Thinking Errors
Supplement 6.3 Situations and Thinking Errors
1. Dakota’s parents are getting a divorce. He thinks that this is all his fault because he has been getting into trouble lately.
2. Marcella’s teacher suggested that she run for class president. She decided not to run because she knew that no one would vote for her. 3. Farah got a bad grade on her spelling test. Now she thinks that she is the worst student in the class. 4. Ahmad’s soccer coach gave him a lot of praise and encouragement in soccer practice. As Ahmad was leaving practice, the coach mentioned that Ahmad should practice his dribbling skills at home. Ahmad was upset about how poorly he played at practice.
5. Ling was grounded for not doing her chores. She thought to herself, “I am always the bad kid. My sister Kimmy is always the good kid.”
6. Latisha got in trouble from her parents for taking grape juice into the living room. Her brother bumped into her and the grape juice spilled all over the floor and stained the carpet. Her parents told her she had to clean it up because they had told her not to take the grape juice out of the kitchen. Latisha felt that her brother should be the one to clean it up.
20
Demonstrates techniques to challenge and change negative, irrational, maladaptive thoughts, and beliefs
Identifies negative thoughts and thinking patterns
Tells how to replace them with more realistic positive thoughts
Optimism defined Learned optimism training: ABCDE plan for
optimism Locus of control training
Identifies negative thoughts and thinking patterns
Tells how to replace them with more realistic positive thoughts
Optimism defined Learned optimism training: ABCDE plan for
optimism Locus of control training
LESSON 8:LESSON 8:The Power The Power of Positive Thinkingof Positive ThinkingLESSON 8:LESSON 8:The Power The Power of Positive Thinkingof Positive Thinking
Class is mandatory Incentives Build a consensus and partnership Familiarity of the students Class expectations Tag teaming Splitting the lesson Instructor models first Generalizing beyond class
Class is mandatory Incentives Build a consensus and partnership Familiarity of the students Class expectations Tag teaming Splitting the lesson Instructor models first Generalizing beyond class