Fostering Emotional Regulation and Stress-Coping Skills in Homeless Youth

Lucy A. Vezzuto, PhDOrange County Dept. of Education

Instructional Services Division

For slides and handouts go to: https://goo.gl/yHcVxa

Focus• Social and emotional competence and homeless

youth• Signs, symptoms, and impacts of toxic, traumatic stress • The neuroscience of toxic stress• What type of classroom environment and strategies

meets homeless youth needs• Teaching basic stress-reduction and self-regulation

practices for youth• Importance of self-care

In 2014–15, some 2.5 percent of students in U.S. public elementary and secondary schools were reported as homeless children or youth (1.3 million).

Homeless Children and Youth in Public Schools

Homeless Youth in Public Schools, Condition of Education 2017https://nces.ed.gov/programs/coe/pdf/coe_tgh.pdf

School District Type

Percentage Student Numbers

Suburban 2.0 422,000Rural 2.4 149,000Town 2.6 139,000City 3.7 578,000

Percentage of Public School Homeless Students by Characteristics2014-15

Homeless Youth in Public Schools, Condition of Education 2017https://nces.ed.gov/programs/coe/pdf/coe_tgh.pdf

The instability tied to homelessness affected students’ behavioral, social, and emotional adjustment in the classroom (e.g. externalizing problems, difficulty developing peer relationships, and withdrawn behavior).

Chow, Mistry & Melchor, 2015

Fostering Social and Emotional Learning in Homeless Youth

• Social and emotional learning (SEL) skills have been shown to help homeless youth cope with traumatic experiences and stressful conditions.

• SEL can serve as protective mechanisms against risk factors and sources of resilience.

• The ability for homeless youth to self-regulate and control impulses is linked to their academic, social, and behavioral competence.

Obradovic, 2010; Li, 2017

Teachers’ own social and emotional competencies (e.g. fostering positive teacher-student relationships, and perspective taking) influenced the manner in which they responded to their students’ needs.

Chow, Mistry & Melchor, 2015

Adult Social and Emotional Competence Impacts Youth

What is Social and Emotional Learning (SEL)?

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Consortium for Academic, Social and Emotional Learning

SELF -- AWARENESS

SELF -- MANAGEMENT

RESPONSIBLE DECISION-MAKING

RELATIONSHIP SKILLS

SOCIAL AWARENESS

SEL•Perspective-taking•Empathy•Appreciating diversity•Respect for others

•Communication•Social engagement•Building relationships•Working cooperatively•Resolving conflicts•Helping & seeking help

• Identifying emotions• Self--perception/Identity• Recognizing strengths• Sense of self-confidence• Self-efficacy

• Identifying problems• Analyzing situations• Solving problems• Evaluating• Reflecting• Ethical responsibility

• Impulse control•Stress management•Self-discipline•Self-motivation•Perseverance•Goal-setting•Organizational skills

What Is Social And Emotional Learning (SEL)?Domains and Competencies

Executive functioning skills (e.g. cognitive flexibility, self-regulation, and inhibitory control) were fundamental to homeless youths’ ability to achieve and behave well in the classroom.

Masten et al. 2012

Cumulative Risk Factors: Greater Stress = Greater Impulsivity

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Cumulative Risk Factors

Impulsivity Delayed Gratification (ms)

Jensen, 2011

Stress has always been with us.It can keep us safe and alert to danger.

The Stress Response

Is a mind and body reaction when we perceive a challenge or a tough situation or person.

We may feel that we have no control.

Vezzuto, OCDE

Dr. Edward Taub

Stress Performance ConnectionI’m in the zone!

A certain amount of stress is a normal part of life.

All Youth Are Vulnerable To Stress• Family disruption: divorce,

called to war, moving, homelessness

• Parents mental health• Socioeconomic distress• Temperamental vulnerability• Abuse • Neglect of child’s needs• Overscheduled, hectic

routines (the hurried child)• Parties, pets, new siblings

Children & Teens React To Stressin Different Ways

• Illness• Withdrawn • Nervous • Show anger• Demand attention

• Isolate themselves• Easily agitated• Irritable• Lethargic• Lazy• Aggressive

Some children handle stressors better than others. We often call these children resilient.

American Psychological Assn.

School-Related Stressors

• Learning difficulties

• Hallways, locker hassles

• Bullying and harassment

• Time or performance deadlines

• Teachers who embarrass or badger

• Fear of punishment

• Language difficulties

• Hyper competition

• Testing

Often symptoms of unmanaged

stress are mistaken as

inappropriate behavior.

© 2011 Orange County Dept. of Education

Say Something

Types of Trauma• Acute earthquake

• Chronic sexual abuse • Toxic stress community violence,

homelessness

• Historical/Insidious racism

• Complex caregiver neglect

“Traumatic” stress A level of stress that is so intense that it can be overwhelming for our bodies to manage.A traumatic experience usually includes the following components:

• Overwhelming, painful, scary experience• Involves a threat to our physical, psychological

safety and/or mental well-being• Results in vulnerability or a loss of control• Leaves people feeling helpless and fearful• Interferes with relationships and beliefs• Unable to regulate emotions

Children With Toxic Stress May Live Their Lives in Stress Response Mode

• Can’t focus on schoolwork, fall behind

• Fail to develop healthy relationships with peers or create problems with teachers or principals because they are unable to trust adults

• With failure, despair, and frustration, they find solace in food, alcohol & other drugs, tobacco, inappropriate sex, high-risk sports, or work

• May not regard these coping methods as problems but as a way to obtain relief and escape from depression, anxiety, anger, fear and shame.

Physical Stress Warning Signs

Headaches Dizziness

Stomachaches Menstrual distress

Sleep disturbances Nausea

Low back pain Loss of appetite or overeating

Fatigue Heart palpitations

Tiredness Restlessness

Cold hands and feet Asthma attacks

Neck and shoulder pain Frequent colds and flu

Indigestion Frequent low grade Infections

Insomnia Source: Benson Henry Institute for Mind Body Medicine, Boston, MA

Trauma: What Might You Notice?

• Physical symptoms

• Poor emotional control/lashing out

• Confrontational/ control battles

• Overly protective of personal space/belongings

• Over- or underreacting to loud noises or sudden movements

• Difficulty with transitions

• Emotional response doesn’t “match” situation

Alicia Rozum, 2015, CA School-based Health Alliance

Trauma: What Might You Notice?• Depression/ withdrawal

• Anxiety/worry about safety of self and others

• Poor or changed school performance/attendance

• Avoidance behaviors

• Difficulty focusing, with attention, memory, thinking

• Increase in impulsive, risk-taking behaviors

• Repetitive thoughts or comments about death or dying

• Non-age appropriate behavior

Alicia Rozum, 2015, CA School-based Health Alliance

Stress, Learning and the Brain

• Make decisions • Pay attention• Control emotions • Be calm and

focused • Short- and long-

term memory• Think critically• Controls impulsivity

• Critical for new learning

• Forming explicit memories of facts, details & important life events

• Stress & memory highly correlated

Vezzuto, OCDE

PFC functioning is suboptimal in children and teenagers in response to stress

Prefrontal Cortex

Hippocampus

Amygdala

The best mental state for learning is

relaxed alertness.

Chronic stress is the enemy of learning.

Chronic Stress Impairs…Working memory

Social skills Habit changes

Decision making

Jensen, 2011; Galvan, 2011

Impacts on LearningDifficulty with…• Organization• Cause and effect• Taking another’s

perspective/empathy• Processing verbal/nonverbal

and written info• Attentiveness• Regulating emotions• Executive functions• Engaging in the curriculum• Transitions

Unhealthy Coping Can Result in a Range of Problems

• Poor academic performance

• Conduct problems• Anxiety• Depression• Suicide• Eating disorders• Violence

(Kovacs, 1997; Matheny et al., 1993)

Emotional Health Among Youth Experiencing Family Homelessness

Risk of suicide and other emotional health problems is increased among youth who have experienced family homelessness in the past year.Rates are:2 X higher for emotional distress, self-injury,

and suicidal thinking 3 X higher for attempted suicide in the past 12

months, even after controlling for age, race, and income status.

Barnes, 2018 http://pediatrics.aappublications.org/content/early/2018/03/15/peds.2017-1767

When To Consider Anxiety DisorderMost Common Mental Health Disorder among Youth

• Won’t discuss fears or stress

• Significantly affecting home or school life

• 12-20% of children

• 1/3 kids with ADHD

• Significant traumae.g. house fire, domestic violence, abuse, neglect,homelessness

Barbara Howard, MD, Johns Hopkins University, July 2011

childmind.org/2018report

Handling stress effectively can reduce risk of a mental health disorder.

Educators Guide to Children’s Mental HealthMinnesota Assn. for Children's Mental Health

How Can Schools Support Traumatized Students?

• Build relationships • Create a safe, predictable environment with clear,

consistent rules• Provide students meaningfully activities to participate

in class with some control & responsibility• Embed social-emotional and mental wellness skills into

the curriculum• Check assumptions, observe, and question• Be a model for appropriate behavior & relational skills• Work with students to create a self-care plan to

address triggers

Three Signature SEL Practices For The Classroom Create The Conditions For Student Learning

• Welcoming Ritual (2--10 minutes)Activities for inclusion, establish safety and predictability, allow students to connect with one another and create a sense of belonging. Activities are connected to the learning of the day.

• Engaging PracticesAcademic integration, sense--making, transitions and “brain breaks” foster relationships, cultural humility, empowerment, and collaboration.

• Optimist Closure (3--5 minutes)Reflections and looking forward provides intentional closure by asking students to name something that helps them transition on a positive note.

Ann McKay Bryson, CASEL Professional Learning Consultant for the OUSC Office of Social and Emotional Learning

Help Children Cope with Stress• Vigorous exercise• Talk through problems• Practice relaxation & self-calming skills• Teach that mistakes OK• Clear rules, consequences & positive

reinforcements• Teach how to handle difficult situations• Tell stories of effective coping• Be a role model dealing with stress

Physical Activity Consistently related to higher levels of self-esteem

and lower levels of anxiety and stress

The Relaxation ResponseA state of focused awareness with

an attitude of interest. The mind’s chatter is reduced and

becomes clearer and calmer.

Mental attitude is passive, non-judging, and neutral

Repeat a simple mental or physical stimulus such as breathing, a word, phrase, image, or movement

Optional: a comfortable position and quiet environment

Eliciting the Relaxation Response

Source: Benson Henry Institute for Mind Body Medicine, Boston, MA

Less fear and anxiety Reduces muscle tension Quiets the mind Improves sleep Improves focus &

concentration Improved immune function Helps with creative

problem-solving Reduces fatigue Decreases depression Lessens impulsivity Increases cooperation and

work habits

Relaxation Affects Mind and Body

What makes me stressed?What can I control?

How does my body react when stressed?How do I feel (emotions) when I am stressed?How do I think when I am stressed?

What can I do when I feel stressed?

Youth Stress Management : Scope & Sequence

Resilient Mindful Learner Project

Stress Busters

Listen to calming

music

LaughExercise or Play sports

Take a walk

Talk with a friend

Picture yourself in a beautiful place

Draw

Play with your pet

Practice mindfulness

Mind-Brain-Body Breaks

• Diaphragmaticbreathing

• Progressive relaxation

• Stretching or Movement

• Imagery

• Mindfulness• Quiet Ball• One-minute Dance

Party• Gonoodle.com

www.brainbreaks.blogspot.comhttp://www.coloradoedinitiative.org/resources/teacher-toolbox-activity-breaks/

Stressfulor Relaxing Breath?

How you breathe can affect stress levels

Shallow chest breathing linked to stress

Deep diaphragmatic breathing linked to relaxation

Focusing on breath can trigger relaxation andrelease body toxins

Teach Deep Abdominal

Breathing

• One of the most effective ways to stay in control

• Teach and practice repeatedly when calm

• Sitting with back straight and pressed into a chair for support

• Inhale slowly count to 5 -pause count to 2 -exhale count to 5 then repeat

• Place hand on belly. Notice abdomen expand and contract.

MindfulnessMindfulness practice is the intent to remain present in moment-to-moment experiences in a nonjudgmental way. Such practice includes reflective activities or simply walking, eating, and listening with intent.(Kabat-Zinn, 2003)

https://www.youtube.com/watch?v=gWaK2mI_rZw&list=PL1OhtT3ga6wEzfkuWvnSy-iMgX32HaLwE

How Does Mindfulness Work?

Mindfulness develops the prefrontal cortex, ability to pause before acting on an impulse, allows for self-regulation, empathy, & improved decision making.

Dr. Dan Siegel, UCLA

http://www.youtube.com/watch?v=yqUNtLbwoj4 (4:06-8:33) © 2016 Orange County Dept. of Education

CARE FOR THE CAREGIVERSIt starts with the adults. School staff, parents and families need support to build their resilience and healthy coping skills to reduce the impact of ongoing stress.

Self-care Isn’t Selfish—It’s a Necessity• Know your own triggers and warning signs.

Know when you are under too much stress • Be alert to what you expose yourself to outside of

work.News, entertainment

• Set boundaries.Checking messages, rest time, balance

• Add variety to your work.Connect with colleagues, lunch, laugh at work

• Maintain your relationships inside & outside work.Friends and family, hobbies

• Make self-care a routine – at work and at home.Model good self-care for colleagues and clients

ocde.us/healthyminds

Resources for You at https://goo.gl/yHcVxa

• Session slides• Stress-reduction Practices for Students with

Teaching Guidelines• What Teachers Can Do to Help Homeless Students• Integrating Social and Emotional Learning your

Students

Lucy Vezzuto, PhDOrange County Dept. of Education

200 Kalmus, Costa Mesa, CA 92628714.327.1081

Thank you for all you do!