Supporting Kids and Supporting Ourselves Amy Ruona-Banister MSW PPS Student Services Department...
-
Upload
tamsin-tate -
Category
Documents
-
view
276 -
download
2
Transcript of Supporting Kids and Supporting Ourselves Amy Ruona-Banister MSW PPS Student Services Department...
Supporting Kids and Supporting Ourselves
Amy Ruona-Banister MSW
PPS Student Services [email protected]
How?
1. Take care of ourselves Sleep Stress Stall Sated
2. Be honest with ourselves and each other
3. Identify our own patterns of behavior and make changes to the negative patterns
4. Identify our program’s “patterns of behavior” and make changes
KIDS BRAINS
Neurons/Brain Cells
83 % Not Yet Connected-Waiting for Experiences
Brain Development
Synaptic Pruning
14 Year Old Brain
6 Year Old
Brain
Newborn
Brain
New connections increase the potential for learning..
Brain Development
Developmental Needs
The Need for Physical Activity.
The Need for Competence and Achievement.
The Need for Self-Definition.
The Need for Creative Expression.
The Need for Positive Social Interaction.
The Need for Structure and Clear Limits.
The Need for Meaningful Participation.
Bottom line…You are integral in building the Executive Functions of the Brain*
Goal setting/problem solvingPlanning a project
Inhibitory controlSimon Says/Red Light Green LightConnect 4
Working memorySongs or poems
Cognitive flexibilityPracticing perspective takingApples to Apples
Coordinating feeling and thinkingFeedback form/Making an appointment
Reasoning/Judgment/Decision makingMonopoly
HOW CAN OUR PROGRAM BE A PLACE OF JOY AND GROWTH?
Promoting Positive Behaviors
Clear Expectations Teach the skills you expect
Communication, problem solving, self soothing
Model the behavior you want to see What are you doing (purpose) and why (outcomes)
Understanding the negative behaviors Seeking undue attention/Lack of choices/seeking power
Reinforce positive behaviors Thank you for…I noticed that…
EMPATHY VERSUS SYMPATHY VIDEO CLIP
The Vibe
Positive endorphins/dopamine
Attentive and Interactive/Thinking Brain
Negative increase cortisol
Survival Mode/Emotional Brain
How do we keep it positive?*Engage don’t EnrageConnect and RedirectName it To Tame it
*From the work of Dan Siegel
Engage don’t Enrage*Adapted
from Dan Seigal
“Downstairs” brain is activated and it is hard to think clearly Point and gently guide to pre-identified space Give some space (considering safety) Engage calmly and possibly without words Emphasize empathy
Connect and Redirect*Dan
Segal
Connect with the right Touch Tone of voice Facial expressions Empathy
THEN…
Redirect with the left Solutions Words Planning Logical Explanations Boundaries
Communication
NAME IT- TO TAME IT*DAN SIEGAL
When everyone is calm…
Brainstorm list of feeling wordsListen carefullyReflect Back
Remember…to use our own pfc and…
Do we model listening? “Say more” Do you need some time to think about it?
Relationship builds receptivity When someone feels heard- they stop focusing
their efforts on the counter-argument
Stop exercising the “argue muscle” and the lecture. Let them have the last word
Try “motivational interviewing” Empathize, Find Discrepancy, Roll with
Resistance, Efficacy to make the change
Communication
Power Struggles…Proactive instead of Reactive
Can’t make you do it- but really need your help. Then do it together
Effective feedback 10 words or less- 1 is best!
Legos…backpack…pens…floor
Use your visuals Point to the MAC board
Decide what you WILL do with kindness always present
We will hand out snack when you are seated
BREAK
NOT EVERY CHILD WILL LET YOU KNOW WHEN THEY ARE OVERWHELMED…
”GHOST MENTORING” CAN HELP WITH THE CONNECTION TO THOSE KIDS
Most Challenging Times?
Waiting in Line Cleaning up Playground Snack Time Transitions “Homework Time”
TEACH AND MODEL THE SKILLS WE WANT TO SEE THROUGH PRACTICING AND VISUAL AIDS
Extra Engagement
Jobs Music Reading Aloud I spy 10 words that being with ___ Tongue Twisters Simon Says 2 things at once… Finger- knitting
STRUCTURE AND FREE TIME- NOT MUTUALLY EXCLUSIVE
What programs already exist in the school and how can I tap into them? Mind Up Second Step Kelso’s Wheel Collaborative Problem Solving Good Behavior Game
Ask your school counselor or administrator what pro-social skills they teach at your school.
Other Resources…
If he’s having a hard time in your program following directions chances are…
Check in with site supervisor- find out best way to connect with his teacher
IEPs
Changing Behavior Using Skills
Behavior of concern/What are they doing that is making us crazy?
How can we change the behavior/stop the fighting? We need to teach the skills needed to change the behavior
What is the replacement behavior/what do we want them to do instead in this situation?
28
Problem Solvingproactive versus reactive
What is the problem? What is our goal? What are some solutions? Evaluate them?
Safe? Fair? How would people feel? Would it work?
Choose a solution and use it Check back in
Develop Our Own New Habits…
When you have a moment without demands, think about your interactions
Cues will remain the same, responses need to change, how will I reward myself so I keep doing it?
After 1 negative interaction, remind myself that I owe 3 positive interactions
Put a rubber band on my wrist as a reminder
Connecting PBIS and Building Brains
Clear expectations expressed through modeling, teaching, practicing, and visuals
Program-wide acknowledgement system for students to get positive feedback for the behaviors we want to see
Ratio of Interactions where positive outweighs negative and relationships are built
Using our resources
Find Your Team
1. Something you want to try
2. What needs to happen?
3. Who is responsible for follow-through?
4. How will we check back in?
5. What special skills does your team have?