A workshop for using some of most powerful, practical tools in documented prevention science...

A workshop for using some of most powerful, practical tools in documented prevention science

A workshop for using some of most powerful, practical tools in documented prevention science

Welcome, future PAX Leaders

By…Penn State University, PAXIS Institute and Johns Hopkins University

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The Center for Prevention & Early Intervention

Director, Nick Ialongo, Ph.D.

Co-Director, Phil Leaf, Ph.D.

Johns Hopkins Bloomberg

School Of Public Health &

the Baltimore City Public Schools

WelcomeWelcome

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The Center for Prevention & Early Intervention

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.

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Project History

• Baltimore Prevention Trials– Family School Partnership– Good Behavior Game

• PATHS Prevention Trials• PAX

Game/PeaceBuilders Trials

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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.

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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.

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PATHS to PAX Team• 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.

The team joins PATHS, Good

Behavior Game, Family School

Partnerships to achieve PAX.

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BCPSS Practice Network

• 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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BCPSS Practice Network

• 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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The Project Supports Educators

• 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

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In Appreciation…• 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.

WelcomeWelcome

PATHS to PAX

Housekeeping, goals of training and foundation for PATHS to PAX

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Imagine

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.

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Workshop Purpose

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.

WelcomeWelcome

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Your tools for the the event…

• 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

HousekeepingHousekeeping

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Expectations

• 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.


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Human Care

• Location of restrooms

• Food and refreshments

• Breaks• Special needs of any participants

(hearing, seeing, mobility, language, etc.)

• Job roles (go-getters, scribes, timekeepers, comfort monitors, etc.)


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What you will learn

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.


PAXVision

Practice3x per day

PromoteAlternativeThinking Strategies2 x per week by lessons

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PATHS To PAX

PATHS to PAX

• Cues, rituals, & routines toprompt or build skill use

• Ways to introduce or extend concepts

• Once a week formal instruction to build skill

PracticesActivitiesLessons

Goal: To Reach PAX

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Why a Triad?

• 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.

FoundationsFoundations

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#1 Create PATHS to PAX Vision

• 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?


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#2 Promote PATHS to PAX

• 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


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#3 Practice PAX

• 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


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Key Principles

• 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


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The Brain Wires for PAX or Pain


PAX or Pain wires from what we perceive, what we think, how we language, and what we do

Promote

Practice

PAX Vision

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PAX relationship to academics

• 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


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Learn why it works and more

• 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


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3 Reasons to Go Down the Path

• 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.


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Net Profit for PAX


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?

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Stress Reduction for Teachers

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)

Your brain needs PAX, too.


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

http://www.omegabrite.com/

Introduction

Social Emotional Learning

Social Emotional LearningSocial Emotional Learning

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Emotional IQ Video


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What is Social Emotional Learning?

Social and emotional learning (SEL) refersto knowledge, habits, skills and ideals thatare at the heart of a child's academic,personal, social, and civic development.

They are necessary for success in bothschool and life.


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Children who lack these skills:

• 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


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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


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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

More Stages…


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Brief Reflections• 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?


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What Is PAX?

• Play Are You a PAX Leader?

• Do PAX Vision

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The PAX Vision

What will happen MORE? What will happen LESS?

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15 Minute Break15:00


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Overview of PATHS to PAX Materials & Lessons

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Basic Lesson Format

Goals

Objectives

Notes to Teacher

Materials

Setting the Stage

Lesson Dialogue

Transition

Reminders

Extension Activities

Family Communication

Looking Ahead

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PATHS to PAX Practices

The Kid of the Day

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Types of Compliments

1. Ways People Look

2. Things People Have

3. Things People Do

4. The Way People Are

Transparency 4-2

Lunch

Enjoy!

“Enough blah, blah, blah. Let’s eat.”

Day 1 BreakoutDay 1 Breakout

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PATHS to PAX Lessons

Feelings

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Key Emotion Concepts

• We all have feelings

• All feelings are OK

• Feelings are different from behaviors

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Sample Feeling Faces

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Building Self Control

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Building Problem Solving Skills

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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

Next Week

More on Self Control, Practicing PATHS to PAX skills with the

Good Behavior Game, Integration Activities

A workshop for using some of most powerful, practical tools in documented prevention science...

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