Tag Archives: education

Please Join Us in Beautiful Portland, Maine for Our BEST Conference Yet!

CPI is partnering this year with the Positive Youth Development Institute to bring you the  “Maine Event” National Conference on Creating Positive Climates for Youth! Earn 16 contact hours or 1.6 CEU’s, while improving your ability to develop and sustain a vibrant school or work climate, networking with colleagues from across the nation, and enhancing your practice through targeted strategies for organizational well-being (and even self care)!

REGISTER NOW!

Featuring: Frank DeAngelis, Former Columbine High School Principal, and school climate expert; Karen Williams, dynamic speaker, trainer, and consultant on developmental neuroscience; and SO MUCH MORE… Check the agenda and workshop descriptions here:   The Maine Event – National Conference on Creating Positive Climates for Youth!

Defending Childhood Report

See task force recommendations for schools, communities, and juvenile justice systems here:  Defending Childhood Report

Connect to information and registration for: The Maine Event – A National Conference on Positive School Climate!

Final Report from Sandy Hook Advisory Commission Offers Social Emotional Learning / Mental Health Recommendations for Schools:

In section THREE of the final report, the commission describes the importance of a focus on improving access to mental health services and the critical roles of public schools in keeping children and families connected to each other and to community supports.

“Nearly 20% of adolescents can be classified as socially excluded (i.e., being ignored or excluded by others), an experience that many liken to “social death”. Research has found significant associations between chronic social ostracism and participation in risk behaviors… higher levels of depression and anxiety, peer victimization and aggression… Retrospective studies have reported that chronic social ostracism, especially experienced during high school, is a risk factor for suicidal ideation and attempts during adulthood. In short, social exclusion threatens psychological and behavioral systems that are critical for normal adolescent development, health, and life-longevity.”    – Richard Gilman, PhD, Professor, University of Cincinnati Department of Pediatrics, Division of Child and Adolescent Psychiatry, Cincinnati Children’s Hospital Medical Center, written testimony submitted to the Sandy Hook Advisory Commission.

A Few of the Report’s Recommendations for Schools:

– Schools must play a critical role in fostering healthy child development and healthy communities. Healthy social development can be conveyed by role models such as parents, teachers, community leaders, and other adults in children’s lives, but it can also – and should – be actively taught in schools.

– Social-emotional learning must form an integral part of the curriculum from preschool through high school. Social-emotional learning can help children identify and name feelings such as frustration, anger and loneliness that potentially contribute to disruptive and self-destructive behavior. It can also teach children how to employ social problem-solving skills to manage difficult emotional and potentially conflicting situations.

– A sequenced social development curriculum must include anti- bullying strategies. As appropriate, it should also include alcohol and drug awareness as part of a broader substance-abuse prevention curriculum for school-aged children.

– Many of our students and their families live under persistent and pervasive stress that interferes with learning and complicates the educational process. There are many potential resources such as school based health centers that should provide a locus of preventive care, including screenings and referrals for developmental and behavioral difficulties, exposure to toxic stress, and other risk factors, as well as treatment offerings that can address crisis, grief and other stressors. Alternatively, schools can employ the services of community-based mental health providers such as child guidance clinics.

– Schools should form multidisciplinary risk-assessment teams that gather information on and respond supportively to children who may pose a risk to others or face a risk to themselves due to toxic stress, trauma, social isolation or other factors. Schools should look to factors such as social connectedness in identifying children at risk; all school staff should be trained in inquiry-based techniques to apply when disciplinary issues arise in order to deepen their understanding of how children’s behavior can be linked to underlying stressors.

– Schools should work with all providers to enhance community resources and augment services available in schools. For many children schools offer the only real possibility of accessing services, so districts should increase the availability of school guidance counselors, social workers, psychologists, and other school health and behavioral health professionals during and after school as well as potentially on Saturdays.positive school culture

Sticks and Stones – AND Words … The Brain Science of Social Rejection

Kipling D. Williams, Professor of Psychology in the Department of Psychological Sciences at Purdue University developed a game called Cyberball, in which research subjects engage in a simple game of 3-way toss. A Functional MRI captures images of the subjects’ brain activity during the game. After a few rounds, the avatar players begin to toss the ball back and forth without including the subject – and guess what happens? The subject reports feeling ostracized and rejected, and the FMRI lights up with activity in the very same brain region where we register physical pain (the anterior cingulate cortex)!

The human brain evolved to ensure safety; we are not a very fast or a particularly strong species – so our ability to connect and collaborate with others has been critical to our survival. Acceptance within groups ensured access to food, shelter, a mate … So our brains tend to be hypersensitive to ostracism, responding – as though to physical danger – with spikes in cortisol.

Social rejection in childhood causes more than superficial and momentary discomfort – In fact, it can have long-term negative impacts on physical and mental health. Studies show that social rejection increases anxiety and depression, causes spikes in blood pressure, and impairs the immune system. The impact on academic achievement can be catastrophic also – children who are subjected to social rejection at school cannot activate the necessary executive functions for memory and learning because their limbic systems are on high alert.

What can schools do about this?

Prevention:

– Create caring, inclusive, communities

– Teach social skills and TEACH EMPATHY (more on this coming soon)

Vigilance:

– Regularly assess overall connectedness

– Notice exclusionary social dynamics when they first emerge

Intervention:

– Use restorative and educational responses

– Silent Mentoring / Peer Mentoring

Share your own ideas and best practices!!

social inclusion

Spark!!

Spark!!

Peter Benson, from the SEARCH Institute, describing SPARK and what we really want for our kids.

Adventure-Based Learning

Activity, exercise, and new experiences all trigger production of a protein-based hormone, BDNF, that causes NEUROGENESIS! It’s like Miracle Grow for your brain!

“Challenge by choice” activities, that require us to step outside of our comfort zones create the ideal conditions for learning… Click the underlined link to see how The REAL School uses therapeutic adventure…

The Ultimate Learning Outcomes?

What do we really want for our kids?  What do they really need?  According to some arguably brilliant people (Tony Wagner, for instance, or Yong Zhao … just to name a couple), our students need to become autonomous, imaginative, confident, articulate, creative, passionate, collaborative, innovative, critical-thinking, problem-solving individuals who participate fully as effective, productive, happy, fulfilled, global citizens.

Sure, our students need to learn the hard skills of Literacy and Mathematics, and they need to understand certain Social and Scientific concepts  – these are often prerequisites to all of the above.  But to get at the OUTCOMES we really want, ask why a student needs to “learn and be able to do” any of the standards (either Maine Learning Results OR Common Core Standards)… Seriously – choose a standard … any one of them – in any content area … and then ask WHY the students need to know or be able to do this.  The answer is going to lead you directly to the ultimate outcomes we’re hoping to achieve – that our students will become responsible, involved citizens;  effective communicators; creative problem-solvers; critical thinkers; collaborative, compelling, curious, innovative folks who care for others and who receive care in return.  (These are not frivolous, soft aspirations for our students, by the way – these are necessary capacities for competing successfully in a global and swiftly-changing economy).

Some wonderful standardized test-takers have gone on to become fairly ineffective citizens once they were unleashed upon the world.  And some of the most astounding innovations, the most profound acts of kindness, the most heroic sacrifices, the sweetest victories, the best music, the finest art, and so many other superlative feats have been accomplished by unremarkable standardized test-takers.

We might want to rethink a system wherein schools are forced to squander considerable fiscal resources, time, and energy on standardized testing (and on teaching to those tests).

What matters most cannot always be quantified.

Think about the child you love most in your life – what do you want for that kid?  How should this be measured?

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