optimal conditions for learning - sped*net wilton€¦ · too stressed to learn 12/4/2018 1...

Too Stressed to Learn

12/4/2018

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Prepared by Susan Bauerfeld, PhD. All rights

reserved.

Susan Bauerfeld, PhD

www.susanbauerfeld.com203 216 3751

Too Stressed to Learn: Top 10 Practical Strategies for Getting Worry & Anxiety Out of

the Way in the Classroom, During Homework, and Beyond

Wilton LibraryDecember 4, 2018

Cosponsored by SPED*NET Wilton & the Wilton Library

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Optimal Conditions for Learning

Prepared by Susan Bauerfeld, PhD. All rights reserved.

“Just Right” amount of challenge

Safety – absence of threat*

physical/social/emotional*perceived and/or actual

Growth Mindset

Engagement



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Conditions that can Interfere with Learning

• Excessive and/or unremitting challenge• Lagging skill levels inadequate to meet challenge • Presence and/or perception of threat

– The above conditions– Shame, blame, criticism– Unmet physical needs (ex. hungry, tired)

• Fixed Mindset • Excessive Worry• All of the above interfere with engagement • All of the above can lead to STRESS OVERLOAD


“Just Right” Challenge

vs

Stress Overload


Challenge and stress can be beneficial and motivating

up to a point

http://whole9life.com/2012/05/rest‐vs‐recovery/

“Just Right”

Stress Overload

Registers in theBrain as Threat



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https://psychologyservices.net.au/wp‐content/uploads/2017/10/SUDS.png

Anxiety/Arousal Levels

– Overstimulated

– Overscheduled

– Distracted

– Perfectionistic

– Sleep Deprived


Generation Stress

Before even starting to try to learn something the “just right” point may be exceeded

“Stress is highly contagious …. A generation of stressed‐out parents is raising a generation of

stressed‐out kids” p. 11 Mindful Parenting by Kristen Race

Image from http://clearyourstress.com/deal‐with‐stress/working‐moms‐stress‐management‐tip‐take‐break/



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Symptoms of Chronic Stress*

• Mood swings• Angry/irritable• Attention/concentration problems• Anxiety• Aggression• Overreaction to minor problems• Depression• Memory problems• Digestive/eating problems• Weakened immune system• Sleep disruption• Fatigue• Headaches

Some Major Characteristics of ADHD**

• Difficulty with regulation of emotions, motivation, and arousal

• Excessive task‐irrelevant activity• Poor sustained attention or

persistence of effort to tasks

• Impaired response inhibition, impulse control, capacity to delay gratification

• Difficulty with working memory

**excerpted from http://www.russellbarkley.org/factsheets/adhd‐facts.pdf*www.webmd.com


Understanding and Listening to Stress

Responsive v. Reactive


• Event/Trigger/Stressor

• AlertEmotion and/or Physical sensation

• Respond/React – Thoughts/Behavior

Problem Solving Response OR

Fight/Flight/Freeze Reaction

The E. A. R. Model*Info

Pay attention

Do something

*©Susan Bauerfeld, PhD



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Event Alert/

Arousal

“I left what I need to complete my work at school/the office”

Problem Solving Response


Response

“Hmm. I better think about how to solve this problem.”

Facilitates Learning

Alert/

Arousal

Fight/Flight/Freeze Reaction

Reaction

“Oh No!” “What if ….” “I can’t ….” “I’m a loser ….”

Interferes with learningPrepared by Susan Bauerfeld, PhD. All rights reserved.

Event

“I left what I need to complete my work at school/the office”

How Stress Overload and Threat Interfere

with Learning



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•Listening•Learning•Problem solving•Connection•Kindness•Empathy


Your Brain on Threat

Low Level Survival Part

• Avoid Survival Threats

• Approach Survival Needs

High Level Thinking Part

Worried thinking can generate perceivedthreats that activate the cave man survival brain


Meltdowns/Avoidance and other

cognitive/behavioral lapses

• Time pressure• Lagging skills• Depleted resources• Increased demand• Worried thinking


Unable to learn

Summary:

How Stress Overload and Threat Interfere with Learning

EventAlert/Arousal

Reaction

Under the following conditions:


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Top 10 Strategiesfor Getting Worry & Anxiety Out of the Way in the

Classroom, During Homework, and Beyond


Our most important task is to build relationships with our children that are supportive, nurturing and safe. Between Parent & Child by Hiam Ginott

Effective teaching and learning are maximized under these

conditions.

Tip #1Create a Safe Environment


The A.C.E. Study

There is a powerful relationship between our emotional experiences as children and our physical

and mental health as adults

Dr. Robert Anda & Dr. Vincent Felitti

www.acestudy.org

17,000+ subjects studied since 1995



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“Connect before you Correct” Pam Leo


Tip #2

Connection fosters Safety & Engagement

• acceptance

• caring

• compassion

• good will

• respect

• love

Use language that communicates:

• shame• blame• criticism

Instead of

Tip #3Use Respectful Language


Be Permissive with Feelings

and Strict with Behavior

Behavior is rarely personal

Most often bad behavior is an indication that the child is struggling

Acknowledge the struggle

Teach to the lagging skills


Tip #4Separate Feelings from Behavior


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Tip #5Regulation First!

Especially your own

Sometimes compliance and goal directed behavior

need to wait for regulation


Regulation First!

1. Listen to the alert

Identify what needs your attention

3. Take a “just right” step towardengagement with the task

2. Turn the threat alarm off


Ideal Actual

Tip #5 Adjust expectations and demands

to reflect “what is” and the “just right” level of challenge

May not • be developmentally appropriate• account for individual differences & skill levels• be possible under the circumstances

“When you fight reality you suffer”Byron Katie



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Be Mindful of the level of Challenge

Is it developmentally appropriate?

Do they have the skills?


Grade 3 Spelling words in 1967 Grade 3 Spelling Words in 2018


Grade 3 Spelling words in 1967Grade 1 Spelling Words in 2018


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Build a ramp with “just right” challenge steps

toward the goal


Tip# 6Develop and Maintain a

Growth Mindset*


Avoid Challenge Embrace Challenge

Intelligence is staticDesire to look smart

Intelligence can growDesire to learn

Give Up Persist

Effort is Fruitless or worse

Effort is Path to Mastery

Ignore negative feedback

Learn from criticism

Threatened Inspired

Plateau Underacheive High Achievement


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Tip #7Listen,

Observe& Be curious



Tip #8Change the Narrative

Your explanation informs your intervention


And heavily influences which part of the brain is in charge

Change the NarrativeYour explanation informs your intervention

“Kids/people behave when they want to”

Misbehavior is willful disobedience and noncompliance

DemandCommandControlPunish

The Default Approach

My kid’s/spouse’s/student’s behavior is personal. Theirmisbehavior is shaming and embarrassing to me.



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Change the NarrativeYour explanation informs your intervention

Misbehavior is a symptom with an underlying cause such as unmet needs or lagging skills

JoinUnderstandSupportTeach

“Kids behave when they can”Ross Greene

The J.U.S.T. Approach*




Tip #9Slow down, Simplify, Hang Out

Slow DownUnpack the schedule.

Reduce homework pressure.

NEA and National PTA guidelines –

10 minutes per grade per child

2nd grade – 20 minutes

8th grade – 1 hour 10 minutes

12th grade – 2 hours

Separate Home & Work.

Be present and available.

Create peaceful mornings.

Take time to “smell the roses”.


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Simplify

• Declutter

• Make and teach mindful choices about how you and your family use your time

• Manage your technology rather than having it manage you.

• Create a media diet plan.

Increase opportunities for

unstructured media free time/free play.

For children ‐ provide age appropriate supervisionrather than constant adult direction.

For adults – engage in media free, non‐purpose driven activities

Hang out time is judgment free –not labeled as “goofing off” or “being lazy”


Hang Out

Amounts needed for optimal functioning

5‐12 year olds 10‐11 hours a night

Wake up 7 am Asleep by 8 or 9 pm

Adolescents9.2 hours a night

7 am10 pm

Adults7.5 – 8 hours a night

7 am11‐11:30 pm


Tip #10Sleep


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Impact on Kids

• Kids who get less than 8 hours of sleep per night have double the risk for depression

• Reduced consolidation/efficiency of learning and memory

“A slightly sleepy sixth‐grader will perform in class like a fourth‐grader”


“You can't stop the waves, but you can learn to surf.”

Jon Kabat‐ZinPrepared by Susan Bauerfeld, PhD. All rights reserved.

References

Barkley, Russell. http://www.russellbarkley.org/factsheets/adhd‐facts.pdf

Dweck, C. S. (2006).Mindset: The new psychology of success. New York: Random House.

Faber, A., & Mazlish, E. (1980). How to talk so kids will listen & listen so kids will talk. New York: Rawson, Wade Publishers.

Minahan, J. & Rappaport, N. (2012) The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. MA: Harvard University Press.

Minahan, J. (2014) The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety‐Related and Oppositional Behaviors. MA: Harvard University Press.

Race, K. (2013). Mindful Parenting: Simple and Powerful Solutions for Raising Creative, Engaged, Happy Kids in Today’s Hectic World. NY: St. Martin’s Press.

Wilson, R., & Lyons, L. (2013). Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous and Independent Children. FL: HCI.

https://www.responsiveclassroom.org/

www.webmd.com

APA Stress in America™ surveys. www.apa.org/news/press/resleases/stress



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Susan Bauerfeld, [email protected] 216 3751

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