webinar: conditions for learning: preventing & responding ...2. decrease in electrical signals...
TRANSCRIPT
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Webinar: Conditions for Learning: Preventing & Responding to
Stress Levels of Students March 25, 2020
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Who is IYI?OUR MISSION IS TO IMPROVE THE LIVES OF ALL INDIANA CHILDREN BY STRENGTHENING AND CONNECTING THE PEOPLE, ORGANIZATIONS, AND COMMUNITIES THAT ARE FOCUSED ON KIDS AND YOUTH.
• We Do It For The Kids
• We Create Change
• We Work Together
• We Empower Our Partners And Peers
• We Advocate For Others
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Using your GoToWebinar Control Panel
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Questions
Download ResourcesIf you do not see this section, click VIEW in the top menu and make sure HANDOUTS is checked
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Who is with us?
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Brooke Lawson
Dawn Crossman
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OBJECTIVES FOR TODAY:
• Understand the stress response
• Learn the difference between normal stress and toxic stress
• Identify strategies to help students manage stress
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What is Stress?
• The body’s response to a challenge
• Can be good or bad, internal or external
• Physical, chemical, or emotional factor that causes bodily or mental tension
• Your body’s way of responding to any kind of demand
• Stress is the body's reaction to any change that requires an adjustment or response.
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Stress and Students
• Teens report stress levels similar to that of adults, meaning that they are experiencing significant levels of chronic stress, that they feel their levels of stress generally exceed their ability to cope effectively.
• Roughly 30% report feeling overwhelmed, depressed, or sad because of it.American Psychological Association Stress in America Survey, "Stress in America: Are Teens Adapting Adults' Stress Habits?" 2014
• 42% of teens indicated not doing anything to cope with their stress or not knowing what to do to manage it
American Psychological Association (2014). Teens and Stress: How to keep stress in check. apa.org/helpcenter/stress-teens
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Stress
• Positive Stress – moderate, short-lived stress responses (Essential for normal development)
• Tolerable Stress – potentially harmful, but short-lived acute stressors
• Toxic Stress – Strong, frequent, prolonged activation of stress systems
Center for Developing Child (Harvard), National Scientific Council on the Developing Child (2014)
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What happens in the brain when stress occurs?
• The Amygdala is our fear center and activates our Central Stress Response System
• HPA Axis – Hypothalamus – Pituitary Gland – Adrenal Cortex
• When this system is activated by perceiving threat, this system regulates and releases hormones, including Cortisol, the main stress hormone
• It works to return hormone levels to normal after the threat has passed
McLeod, S. A. (2010). What is the stress response. Simply psychology: https://www.simplypsychology.org/stress-biology.html
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HPA Axis
Wingsofwellness.co.uk
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Central Stress Response
As Cortisol is released:
1. Glucose levels rise
2. Heart rate rises
3. Blood flow to muscles in arms and legs increase
All in an effort to allow us to respond to perceived threat
McLeod, S. A. (2010). What is the stress response. Simply psychology: https://www.simplypsychology.org/stress-biology.html
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Normal Stress Response
• Learning how to cope with adversity is an important part of healthy child development
• Our systems our made to escalate and regulate back to baseline
• Relationship is key to a child's stress system learning to be activated and returned to baseline = Co-regulation
• Physiological responses to stress are buffered by this co-regulatory relationship
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Central Stress Response
When this system is activated
over long periods of time,
these bodily responses
become harmful to our
health and brain development
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Too Much Cortisol Leads To....
1. Activity level in the Amygdala increases – fear center
2. Decrease in electrical signals and creation of new brain cells in the hippocampus (learning, memories and stress control) -making it harder to learn and remember things
3. Causes the brain to shrink in size and loss of synaptic connections
4. Shrinking of the prefrontal cortex (decision making, judgment, social interactions)
Yaribeygi, H., Panahi, Y., Sahraei, H., Johnston, T. P., & Sahebkar, A. (2017). The impact of stress on body function: A review. EXCLI journal, 16, 1057–1072. https://doi.org/10.17179/excli2017-480
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Effects of Too Much Cortisol
• Digestive issues
• Sleep difficulty
• Weakened immune system
• High blood pressure
• Depression and Anxiety
• Heart Disease
• Obesity
Yaribeygi, H., Panahi, Y., Sahraei, H., Johnston, T. P., & Sahebkar, A. (2017). The impact of stress on body function: A review. EXCLI journal, 16, 1057–1072. https://doi.org/10.17179/excli2017-480
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What might stress look like in a student? Emotional…Cognitive…Physical
• Nervous or Anxious• Tired• Overwhelmed• Problems with concentration• Procrastinating• Neglecting responsibilities• Negative thoughts• Changes in sleep habits• Changes in eating habits
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Continuum of Stress
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Toxic Stress
• Repeated adversity that floods the healthy development can be derailed by excessive or prolonged activation of stress response systems in the body and brain. Such toxic stress can have damaging effects on learning, behavior, and health across the lifespan.
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What Now?
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Ways to help promote healthy stress response in ALL students
Authentic Relationship!
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What are the components of an authentic relationship:
• Seen
• Noticed
• Heard
• Valued
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The Teacher as the Tool
• Being the model for relationship building
• Knowing yourself and your own bias and assumptions
Self-Awareness
• Knowing how to manage your own stress and emotions in a healthy manner
• Helping co-regulate when students when they are dysregulated
Self-Regulation
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Tier 1 Practices to help build relationship
• Greet Students by name daily
• Community Circles
• Check ins
• Being vulnerable with your students
• Teacher/Student letters
• School-Wide families
• Conferencing with students
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Tier 2 Strategies for Relationship Building
• 2x10 Strategy
• 20 questions
• Lunch Dates
• Positive phone calls
• Restorative Chats/Conferences
• Working closely with the family
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Tier 3 Strategies for Relationships
• Continue to attempt to build trusting relationships by using strategies from tier 1 and 2
• Add others to the team
– Consider other adults to support
– Creating a team or system of support
• Consider referrals
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Managing Stress
MANAGING STRESS BUILDS OUR BRAIN AND SUPPORTS OUR HEALTH!
HELPING STUDENTS MANAGE THEIR STRESS HELPS THEIR BRAIN DEVELOP AND LEADS TO BETTER DECISION
MAKING, LESS RISK-TAKING BEHAVIOR, AND BETTER HEALTH OUTCOMES.
PARENTS AND TEACHERS ARE A CRITICAL THERAPEUTIC PIECE TO THIS BRAIN DEVELOPMENT OF THEIR
TEENAGER!!
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Specific Strategies to Manage Stress
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Self-Care
• Healthy Sleep Habits
• Eating Well
• Laugh
• Learn Assertive Communication Skills
• Positive Thinking and Affirmations
• Accept That Some Things Are Out of Our Control
• Decrease Caffeine Intake
• Organize Your Space
• Decrease Procrastination
• Hold Reasonable Expectations for Yourself
• Learn To Say No To Overcommitting
• Journaling
• Surround Yourself with Loved Ones
American Academy of Child and Adolescent Psychiatry, "Stress Management and Teens," January 2019
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Relaxation
• Play with a Pet
• Aromatherapy
• Color
• Listen to Music
• Take a Warm Bath
• Sky gaze
• Cook
• Watch a Funny Show
• Talk with an Adult
• Play a Board Game
• Draw
• Fly a Kite
• Sky Gaze
• _____________
• _____________
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Exercise
• Walking
• Yoga
• Movement you Enjoy
• Gardening
• Take a Walk in Nature
• Dance
• Take a Bike Ride
• Walking
• Yoga
• Movement you Enjoy
• Gardening
• Take a Walk in Nature
• Dance
• Take a Bike Ride
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Contribute to the World
• Help a family member
• Volunteer in my community
• Help a classmate
• Care for an animal
• Take care of a plant or garden
• Do something that takes care of the environment
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Coping Skills
• Assertiveness Training Skills ("I feel... When... And I need...")
• Rehearse and Practice
• Make a list
• Breaking large tasks into smaller ones
• Decrease negative thoughts and replace with positive thoughts
• Learn to feel good about doing your best, not the best
• Lose comparison and judgement and gain "it is what it is"
• Connect with friends that are using adaptive coping skills
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Student Interventions
• Calming Corner
• Break Button
• Regulation Rooms
• Amygdala First Aid Stations
• Hot Pass
• Sensory Break
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Mindfulness
• Guided Imagery
• Breathing Exercises
• Progressive Muscle Relaxation
• Pray
• Visualization
• Meditation
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When Stress Warrants Professional Help
• Grades are dropping
• Worrying a lot
• Becoming easily moody or angry
• Feeling tired all the time
• Frequent headaches or stomach pain
• Difficulty Sleeping
• Thinking about hurting yourself
• Using unhealthy coping strategies
• Withdrawal from friends
• Thinking about using drugs or alcohol
• Feelings of sadness or hopelessness
• Loss of appetite
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References
American Academy of Child and Adolescent Psychiatry, "Stress Management and Teens," January 2019
American Psychological Association (2014). Teens and Stress: How to keep stress in check. apa.org/helpcenter/stress-teens
Caldwell, A.(2018). The Neuroscience of Stress
Center for Developing Child (Harvard), National Scientific Council on the Developing Child (2014)
Johns Hopkins Bloomberg School of Public Health, Center for Adolescent Health Stress.
Maynard, Nathan & Weinstien, Brad (2019). Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice. Times 10 Publications.
McLeod, S. A. (2010). What is the stress response. Simply psychology: https://www.simplypsychology.org/stress-biology.html
National Association of School Psychologists
Perry, Bruce D. & Szalavitz, Maia (2011). Born for Love: Why Empathy is Essential- and Endangered. William Morrow Paperbacks.
Whalen, John J. (2019). Classroom Circles: A Toolkit for Building Relationships and Strengthening School Communities. Park Place Publications LP.
Wingsofwellness.co.uk
Yaribeygi, H., Panahi, Y., Sahraei, H., Johnston, T. P., & Sahebkar, A. (2017). The impact of stress on body function: A review. EXCLI journal, 16, 1057–1072. https://doi.org/10.17179/excli2017-480
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