WELCOME!
Tell us what you’re thinking! Tell us what you’re thinking! • No need to download anything • Your info is not retained and won’t be used in any way! • Capitalization doesn’t matter, but spacing does • Standard text messaging rates apply… • Two options for responding: #1 Via the web at www.pollev.com/LITB #2 Via SMS Text – text LITB to the number matching your country one time to join, then: - For multiple choice, just text the letter that corresponds with your answer choice - For open-ended, text a word or phrase for your answer - See your packet for country code numbers
Par$cipa$ng with Poll Everywhere • Pollev.com/LITB • 22333 • LITB Web vo'ng • Text voting
Are You Worried About the Human Species? Are You Worried About the Human Species? Why?
Are You Worried About the Human Species? Are You Worried About the Human Species? Why?
Are You Worried About the Human Species? Are You Worried About the Human Species? Why?
The Top Five: Skills That Foster the Better Side The Top Five: Skills That Foster the Better Side of Human Nature of Human Nature • Empathy • Appreciating how one’s behavior is affecting others • Resolving disagreements in ways that do not cause conflict • Taking another’s perspective • Honesty
Non-Empathic Statements Non-Empathic Statements “L “LOL” “O “OMG MG” “Be “Beca cause se I sa said id so so” “I “I’ll ll give ive yo you so some methin ing to cry cry about” “G “Get ove ver r it it” “Yo “You’re re not tryin rying hard rd enough” “1 “1-2 -2-3 -3” “I “I’m m doin ing this is for r yo your r own good” “T “This is is is goin ing to hurt rt me me mo more re than it it hurt rts s yo you.” “Yo “You’re re su susp spended” “What a ma “W manip ipula lative ive kid kid!” “H “He’s s unmo motiva ivated” “Yo “Your r ch child ild has s opposit sitio ional l defia iant diso isord rder” r” “Yo “You are re a passive ssive, permissive rmissive, in inco consist sistent, nonco contin ingent, in inept discip isciplin linaria rian”
Question Question Are Are the ways ys in in which ich we’re re pare rentin ing, teach chin ing, discip isciplin linin ing, and in intera ract ctin ing wit ith our r kid kids s teach chin ing the skills skills on the better r sid side of huma man nature re?
Key Themes Key Themes • Move from an emphasis on power and control to an emphasis on collaboration and influence • Shift from a primary focus on behavior (and modifying it) to problems (and solving them) • Shift from solving problems unilaterally to solving problems collaboratively • Shift from emergent/reactive intervention to planned/proactive intervention
Another Key Theme Another Key Theme People do well if they can People do well if they can
When Do People Do Poorly? When Do People Do Poorly? The Clash of the Two Forces The Clash of the Two Forces A person looks bad when the demands being placed upon him/her outstrip his or her skills • best conceived as “unmet expectations” or “unsolved problems” • results in “ incompatibility episodes ” Demands of Lagging Environment Skills
Goal Goal - Improve compatibility
Improving Compatibility Improving Compatibility - Is a partnership - It’s something you do with someone, not to them - Requires identifying and clarifying the concerns of both parties, and treating those concerns as equally legitimate - Requires solutions that address the concerns of both parties - Gives both parties practice at some very important skills
Plan B: Solve the problem collaboratively Plan B: Solve the problem collaboratively 1. 1. Empathy Step Empathy Step (gather information so as to identify child’s (gather information so as to identify child’s concerns) concerns) 2. Define Adult Concerns Step 2. Define Adult Concerns Step (identify adult concerns) (identify adult concerns) 3. 3. Invitation Step Invitation Step (collaborate on a solution that is realistic and (collaborate on a solution that is realistic and mutually satisfactory) mutually satisfactory)
What Doesn’t Count as Empathic? What Doesn’t Count as Empathic? – Imposing solutions – Advice-giving – One-upping – Mind-reading – Sarcasm – Grilling (instead of drilling) – “Lessoning” and “lessening” instead of listening – Defensiveness – Rushing – Punishing
What Skills Are Being Taught in Each Step? What Skills Are Being Taught in Each Step? • Empathy • Appreciating how one’s behavior is affecting others • Resolving disagreements in ways that do not cause conflict • Taking another’s perspective • Honesty
i i Key Initiatives - iMARK - Kids Advocacy Action Network - Outreach
iMARK iMARK (Invest in Maine’s At-Risk Kids) (Invest in Maine’s At-Risk Kids) - Goal is to fill the cracks so that our most at- risk kids don’t fall through them - Includes novel technologies for monitoring progress/problems, ensuring that kids/ families find the help they need, trouble- shooting when the system fails
Policy and Advocacy Policy and Advocacy Kids Advocacy Action Network Public Awareness Campaign National Conference in Washington D.C. National Legislative Policy Agenda
Compassionate Communities Compassionate Communities Students are to be treated with respect, compassion, and empathy…everyone in the class is an important and valued member of a community of learners All members of the community have expectations they are having difficulty meeting, some more than others…students have legitimate concerns about these unmet expectations (so do adults), which must be heard, understood, and addressed. It is understood that students (and adults) exhibit challenging behavior when expectations exceed their skills…the research tells us that lagging skills are the primary contributor to challenging behavior Interventions aimed at helping students should be non-punitive, non-adversarial, collaborative, proactive, and aimed at enhancing skills, communication, and relationships Collaboration is more influential and productive than strategies involving power and control, and is better preparation for The Real World Though it is inevitable that kids and adults will disagree with each other and that kids will have difficulty meeting some expectations, conflict between kids and adults is not inevitable It is understood that teaching, modeling, and practicing certain skills – empathy, appreciating how one’s behavior is affecting others, resolving disagreements without conflict, and honesty – is as important as teaching and practicing academic skills
Sign Up Sign Up Now! Now!
Outreach Outreach How is Lives in the Balance working to support behaviorally challenging kids and their caregivers?
Expand the range of influence & impact Expand the range of influence & impact of the CPS Model of the CPS Model • Expand implementation in juvenile detention system – Replicate success in Maine • Expand implementation in therapeutic facilities (in- patient, residential) – Replicate & extend track record • Eliminate punitive disciplinary action in schools – Compassionate Communities • Increase mechanisms for supporting parents – Expand free resources & networks of support
Non-Partisan Committee Non-Partisan Committee • Bring together community leaders and policy makers in a non-partisan, collaborative atmosphere – Craft new policies for the State of Maine – Create future initiatives for the State of Maine • Expand non-partisan committee model nationwide – Establish a model for the rest of the country
Community Interface Community Interface • Extend training options • Keep the media and policy makers informed – Newsletters, press releases • Expand upon existing social media presence – Services, research/advancement, Public Awareness Campaign, advocacy efforts, iMARK, conferences • Track & analyze impact to inform future decision making
What Do We All Long For? What Do We All Long For? • Empathy • Having our concerns heard and understood • Having our concerns addressed
Best Advice for the Human Species Best Advice for the Human Species 2016 2016 Let your humanity shine!
Recommend
More recommend
