TIME LINE 10:00: Brief Introduction/ Purposes 10:05: S tats and Trauma 10:15: Emotional Intelligence 10:25: First Video 10:30: Mindfulness 10:40: S econd Video 10:45: Practice of Mindfulness 10:55: Q&A
Long Island Counselors’ Annual Conference (LICAC) Responding to A Changing World Staying Connected In An Uncertain World: Creating Emotionally Healthy School Communities The Huntington Hilton Huntington, NY Dan Guerra, Psy.D. November 6, 2018 (10-11am)
Purposes of Workshop To shift focus from information-driven solutions to awareness, emotional intelligence & listening- driven solutions. To introduce stats on student stress, trauma, and mental health. To address the impact of trauma on teachers, students, staff, & faculty.
Purposes of Workshop, cont. To better understand emotional intelligence and it’s application to healthy school communities. To introduce the three levels of listening as a way to address working together more effectively. To practice one evidence-based, stress management technique that can be applied and to school communities.
Stats About Student Stress (from AP A S tress In America S urvey, 2010-2013) American teens report experiences with stress that follow a similar pattern as adults During the school year, teens say their stress level is higher than levels reported by adults in the past month Teens report that their stress level during the school year far exceeds what they believe to be healthy (5.8 versus 3.9 on a 10-point scale)
Stats About Student Stress, cont. Nearly half of all teens, 45% , said they were stressed by school pressures Teens are more likely than adults to report that their stress level has a slight or no impact on their body or physical health (54% of teens versus 39% of adults) or their mental health (52% of teens versus 43% of adults)
Stats About Student Stress, cont. In children 8-17, one-fifth reported they worry a great deal or a lot, but only 3 percent of parents rate their children's stress as extreme (an 8, 9 or 10 on a 10-point scale) Almost 30% of children worried about their families' financial difficulties, but j ust 18% of parents thought that was a source of worry for their children
TIME MAGAZINE October, 2018 Generation Z, ages 15-21 reporting worst mental health of any generation in AP A ’s S tress in America S urvey. S tress is largely to blame including physical sx of anxiety, depression, and worry. 75% of school age children, reporting awareness of mass shootings a significant source of stress. There is a prevalence of stress AND a struggle to manage it. 37% of Gen Z individuals reported receiving help from a mental health professional and only half said they felt they did enough to manage their stress. Nearly three-quarters also said they could have used more emotional support over the past year.
SUICIDE (Centers for Disease Control & Prevention & NIMH) S uicide was the tenth leading cause of death overall in the United S tates, claiming the lives of nearly 45,000 people. S uicide was the second leading cause of death among individuals between the ages of 10 and 34, and the fourth leading cause of death among individuals between the ages of 35 and 54. There were more than twice as many suicides (44,965) in the United S tates as there were homicides (19,362).
SUICIDE (CNN News Report) This means one child under 13 died of suicide nearly every five days, on average, over those 17 years.
WHY? Who or what is to blame?
Trauma On the rise Complex Trauma, Extreme Trauma, Developmental Trauma Childhood trauma accounts for significant adult symptoms S ignificant impact on brain and brain structures responsible for language and self regulation.
Trauma Stats in USA US Dept. Of Health & Human Services (2016) The national estimate of children who received a child protective services investigation response or alternative response increased 9.5 percent from 2012 (3,172,000) to 2016 (3,472,000) The number and rate of victims have fluctuated during the past 5 years. Comparing the national rounded number of victims from 2012 (656,000) to the national estimate of victims in 2016 (676,000) shows an increase of 3.0 percent. Three-quarters (74.8% ) of victims were neglected, 18.2 percent were physically abused, and 8.5 percent were sexually abused. For 2016, a nationally estimated 1,750 children died of abuse and neglect at a rate of 2.36 per 100,000 children in the national population.
As incidents of school violence increase, what do we anticipate? Worry about safet y Difficult y focusing on schoolwork and cont ent Bombardment of informat ion from pict ures, videos, news channels and discussion. S ee (and feel) t hemselves as pot ent ial vict ims Hyper-vigilance of ot her st udent s Whose t he next shoot er?
Addressing Dysregulation Diane S weet , LCS W , cont Mindfulness: Harnessing int ent ional, non-j udgment al awareness. The power of t he breat h t o st rengt hen execut ive funct ions, reduce negat ivit y, lessen unconscious bias. Management of one’s own dysregulat ion: using few words, changing language Use of validat ion of emot ions (vs. punishment of behaviors.) Looking for opport unit ies for connect ion and at t unement . Leading wit h compassion.
Bessel van der Kolk, MD The Body Keeps t he S core (2014) Neurofeedback Y oga Art Therapy S andplay EMDR Tapping/ EFT S ensory Motor Integration Improvisation/ Playback Theatre
S chools or Mental Health Centers? New York State Office of Mental Health (OMH), and the Mental Health Association in New York State, Inc. (MHANYS) NYS ED Amendments to Commissioner’s Regulation (CR) Part 135 regarding Health Education. New Requirement For All Grades: Health Education must include mental health and the relation of physical and mental health, and Be designed to enhance student understanding, attitudes and behaviors that promote health, well-being and human dignity. … staff, students, families and communities may be more openly discussing both mental health well-being, and mental health challenges, and may also be able to address awareness, prevention, and treatment. School Counselors like yourselves will likely be playing important roles in this transition.
OUR STUDENTS/OURSELVES
What is Emotional Intelligence? “The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.” --Daniel Goleman
The Whole Person Intelligence? Cognitive Ability to use abilities, alone. Both emotion and cognition. --Developed at a EQ IQ early age. --Flexible --Generally stable --Able to Change across life span. Preferences for approaching Personality the world around you. --Resistant to change. --S table over lifetime.
5 Pillars of Emotional Intelligence Self Self Motivation Empathy Social Awareness Regulation Skills
5 Pillars of Emotional Intelligence Self Self Empathy Awareness Regulation
OUR STUDENTS/OURSELVES
The Power Behind Empathy Brené Brown https://www.youtube.com/watch?v=1Evwgu 369Jw
Maj or Pillars of EQ anot her view SELF OTHER ACTION UNDERSTANDING
Eight Important Principles of Emotional Intelligence 1. Each of us is in control of, and responsible for, our actions 2. No one else can control our feelings 3. People are different, have different perceptions from one another, and experience the world differently. 4. However you are and however they are (emotionally), is OK. 5. Feelings and behaviors are separate things.
Eight Important Principles of Emotional Intelligence, cont. 6. All feelings are self-j ustified, to be accepted, and important. 7. Change is possible (mostly change within ourselves). 8. All people have a natural tendency towards growth and health.
Improving Emotional Intelligence SELF A WARENESS adapted from Bradbury & Greaves, Emotional Intelligence 2.0 (2009) S uspend j udgment of your emotions. Take the valence out of it. Observe the impact of your emotions on self. Lean into your discomfort Feel the emotions physically (tag it in the body) Know your triggers Observe self Use j ournaling S eek out specific feedback often Know what stresses you out Ask, why am I doing this? (purpose)
Improving Emotional Intelligence SELF MANAGEMENT adapted from Bradbury & Greaves, Emotional Intelligence 2.0 (2009) Pause Take a breath and breathe correctly Find a sounding board S leep on it Emotion vs. Reason List Remove yourself from the situation (temporarily) Make your goals public (accountability) S mile (it works) S chedule in quiet time or a mental recharge Practice positive self talk and talking oneself down Visualize S uccess
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