The Five Competencies

Transcription

1 The Five Competencies CASEL has identified five core areas of social and emotional competence. Self Awareness Responsible Decision Making Self Management Relationship Skills Social Awareness SEL is a process whereby children and adults acquire knowledge, skills, and dispositions related to 5 core competencies: How does mindfulness contribute to cultivating these 5 competencies? Self Awareness Mindfulness increases attention and self compassion Responsible Decision Making Increases cognitive flexibility and creativity Self Management Mindfulness increases emotional regulation Relationship Skills Increases compassion Social Awareness Increases empathy *Thanks to Shauna Shapiro for connection to mindfulness 1

2 Social Emotional Learning Teaching of skills that foster academic achievement, well being, relationship building, or mindful awareness. Social and emotional learning (SEL) involves the process through which children and adults acquire and effectively apply the knowledge, qualities, and skills necessary to: understand and manage emotions set and achieve positive goals feel and show empathy for others establish and maintain positive relationships make responsible decisions SEL Teaches 21 st Century Skills Critical thinking and problem solving Ethics and social responsibility Communication Teamwork and collaboration Lifelong learning and self direction Leadership Global awareness Source: Partnership for 21 st Century Skills : 2

3 SEL Improves Student Outcomes Science Links SEL to Student Gains: Social emotional skills Improved attitudes about self, others, and school Positive classroom behavior 11 percentile point gain on standardized achievement tests And Reduced Risks for Failure: Conduct problems Emotional distress Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K..The Impact of Enhancing Students Social and Emotional Learning: A Meta Analysis of School Based Universal Interventions. Child Development. What is Mindfulness? Mindfulness is awareness, cultivated by: paying attention in a sustained and particular way by systemically regulating our attention on purpose, in the present moment thereby influencing and possibly transforming the quality of the experience and doing it non judgmentally Jon Kabat Zinn 3

4 Mindful Awareness Works from the inside out Through the practices of focusing, noticing, and accepting inner states of being, participants are better able to self regulate: Personal behavior Stress Relationships Attention Mindfulness Instruction Research reveals positive effects: Attention Ability to better prioritize tasks Ability to direct & limit attention Less mind wandering Increased working memory Without Judgment Less reactivity Able to better tolerate negative emotions Carlson (2013) 4

5 Importance of Neuroplasticity Neuroplasticity is the term brain scientists use for the way the brain gets shaped through repeated experiences the more repetitions of a given behavior, the stronger the circuitry of it becomes. The brain s circuits for focusing is intertwined with those for recovering from emotional upset. Daniel Goleman, Focus Cognitive Control The technical name for the skill that is being strengthened when we are exposed to mindfulness activities that focus our thinking and helps us remain calm is called cognitive control. Research finds that this single ability predicts a child s adult financial success and health better than either IQ or family wealth. Daniel Goleman, Focus 5

6 What are we paying attention to? Our senses: sight smell sound taste touch Body sensations Emotions Thoughts Relationships (the interconnectedness of the world around us) What does it look like? Awareness and attending Listening quietly to sounds Attending to our senses Noticing how our minds wander Focusing on our breath to bring attention back to the present moment Movement Mindful walking Mindful stretching Practicing Kindness Gratitude journals Generosity lists 6

7 The practice is intentional We are building the muscle of attention by deliberately attending When we notice we are wandering, we can bring the attention back. (We learn different ways of doing this. Using an anchor such as breath is helpful). Mindfulness Initiative Each Building is Unique Involves staff in the development, implementation, and supervision of the program. Develops internal resources through the involvement of an external consultant or expert. Teaches awareness and attention. May include tools such as chimes, books, visual aids, language. Teaches universal themes: kindness, acceptance, patience, gratitude and compassion. 7

8 Examples of Implementation Heim Middle School: The Heim Middle Mindfulness team has worked to bring about awareness to all faculty, students, and parents with several initiatives this year, including: Mindfulness presentation in December to faculty All students (5 8) were given an introduction to mindfulness and mindful practices during their Homeroom (Heim Time) leading up to a Parent/Student Mindfulness Night at the end of April Beginning in May, interested students have been given a weekly opportunity to participate in a grade level mindful Heim Time (5 th grade Mindful Mondays; 6 th grade Tuned In Tuesdays; 7 th grade Wide Awake Wednesdays; 8 th grade Thoughtful Thursdays). Examples of Implementation (continued) Forest Elementary Practices have been introduced to children through classroom activities. Monthly faculty meetings allow for sharing of general information to all teaching staff through the modeling of mindful activities. A collection of resources focusing on best practices have been purchased for the building. All staff members have access to these materials. A sampling of activities in the format of a small booklet is being created for each staff member. This allows quick and easy ideas for bringing mindful practices in to the classroom. This booklet also offers a listing of websites and a listing of building resources for further development. First and Second grade students have been introduced to Mindfulness through a 12 week after school club. Third grade students are being exposed to Mindfulness as it is interwoven into the 8 week Life Skills Program. A building wide activity of creating a gratitude chain around the entire school building involved all students, and all building staff. Gratitude journaling is an excellent mindful practice for all ages. 8

9 Examples of Implementation (continued) Mill Middle School Mindfulness journals Students have been provided with an inspirational quote or reflection, or have read a short book and is asked what the reading means to them. Students are asked to apply the concept to calm the body and relax the mind in preparation for the day/week at school or home. Peace Corner A location in the room has been identified for self directed use by students when needed for reflection. Relaxation strategies and mindful music have been introduced. Gratitude and being kind to others has been emphasized through various communications and activities. A Mindful Tree has been placed in the hallway consisting of messages written by from 5 th grade students..one little thing you can do to make a big difference Mindful Minutes: Country Parkway The program aims to help students focus and attend in the classroom, skills critical for academic success. Mindful Minutes also focuses on building the social emotional competencies of children; including: self management, social awareness and responsible decision making. 2 nd grade brief minute lessons 16 lessons over 8 weeks Based on the Mindful Schools Curriculum Journal writing prompts Follow up lessons based on stories 3 rd grade, minute lessons 10 lessons over 10 weeks A more in depth look at experiencing the senses, exploring mindfulness of thoughts and emotions, learning about the brain and practicing kindness and compassion. Home connections 9

10 Mindfulness has helped me 90% 80% 70% 65% 73% 65% 69% 82% 66% 69% 60% 50% 40% 30% 20% 10% 0% 57% 57% 35% 12% Mindful Minutes 2 nd Grade A Few Comments from Parents and Students: Parents I feel it has made her take time and decide on things. And I strongly believe that in the long run it will make her stay patient and calm in hard situations. Our older daughter in middle school she literally still uses strategies she learned from mindful minutes and passes on its importance to my younger children. They talk about the lessons together! Students Mindful minutes helps me stay calm and quiet when I am mad. It is great to not get distracted from all of the people, so I could do my work faster. I liked learning about the brain. I remember the thee parts of the brain, the prefrontal cortex, the hippocampus and the amygdala. Hehasbeenabletousethebreathingtechniquetoput himself to sleep. When I get sad I take deep breaths. 10

11 This is a fluid process Mini lessons are now being offered to kindergarteners and first graders. The program s impact has grown in the years since it was introduced as students exposure has grown at each grade level. Teachers are integrating aspects of the program into their own classrooms and adding their own twist. Revisions and adaptations are always occurring! Mindful May: Dodge Elementary This initiative aims to help kick off a school wide mindfulness program. It is a jump start to bring awareness and meaning to what it means to be mindful in school and what role the students and teachers have in mindfulness. Students learned techniques to help them focus and attend in the classroom, skills critical for academic success. They also focused on their feelings, gratitude, and mindful movement; important social emotional competencies of children; including: self management, social awareness and responsible decision making. * Mindful Monday School wide mindful story read on the announcements every Monday in May. * The mindful team is providing 2 days of mindful lessons to each classroom, to expose all children and help familiarize the staff with tools they can use in their classrooms. * Supports the Mindful Schools Curriculum * May 3 rd focused on reflection and introducing what it means to be mindful. Students learned the importance of focusing and being aware. * May 16 th focused on mindful movement, breath and gratitude. * Looking forward our goal is to infuse mindfulness into our morning on a school wide level, with the opportunity for teachers to implement follow up activities. * A more in depth look at experiencing the senses, exploring mindfulness of thoughts and emotions, learning about the brain and practicing kindness and compassion. * Home connections 11

12 A Few Comments from Teachers and Students Teachers Students My students love this we need more of this in our daily routine Starting the day with a mindful story was a good way to start the morning after the awesome dancing! Mindful breaks throughout the day have helped special ed students to stay on track and have given them tools to deal with things that don t go their way It helped me feel calm and relaxed after a busy morning with my family I like belly breathing before a math sprint it makes me feel calm and focused Chair yoga is the best part of my day This is a fluid process An after school yoga club was offered for all grade levels Gratitude journals used in 2 nd and 3 rd grade The kick off Month has been very well received and peaked teachers interests to learn and do more with mindfulness We are providing teachers with tools so they can integrate aspects of the program into their classrooms and adding their own twist Revisions and adaptions are always occurring 12

13 Next Steps Continue to build capacity across all elementary and middle schools Consider high school component Expand professional development opportunities Articulate a train the trainer model Design and provide parent informational programs 13