Transcript PAX Good Behavior Game - Johns Hopkins Bloomberg School of

Welcome, future
PAX Leaders
A workshop for using some of most powerful,
practical tools in documented prevention science
By…Penn State University, PAXIS Institute and Johns Hopkins University
The Center for Prevention
& Early Intervention
Director, Nick Ialongo, Ph.D.
Co-Director, Phil Leaf, Ph.D.
Johns Hopkins Bloomberg
School Of Public Health &
the Baltimore City Public Schools
Welcome
2
The Center for Prevention
& Early Intervention
The Center for Prevention and Early
Intervention has received a 5-year grant from
the National Institutes of Mental Health and
Drug Abuse to determine the most effective
ways to improve classroom behavior and
academic achievement, and to prevent
violence, mental health and drug abuse
problems among students.
Welcome
3
Project History
• Baltimore Prevention
Trials
– Family School Partnership
– Good Behavior Game
• PATHS Prevention Trials
• PAX
Game/PeaceBuilders
Trials
Welcome
4
Proposed Center Intervention
Initiatives
Try out a comprehensive classroom-wide
preventive intervention for K-5 called PATHS to
PAX which is the Combination of the Good
Behavior Game (GBG), Promoting Alternative
Thinking Strategies (PATHS), and FamilySchool Partnership (FSP). Start with K-2 in the
2005-2006 school year.
Welcome
5
Proposed Center Assessment
Initiatives
To develop and pilot test a computerized
assessment system for (a) teachers to use in
evaluating students behavior and academic
performance and (b) to identify children in need
of more intensive preventive and treatment
interventions.
Welcome
6
PATHS to PAX Team
• Johns Hopkins
University
– Nicholas Ialongo
– Brenda Kelly
– Dana Darney
• Penn State University
– Celene Domitrovich
– Alison Rosen
– Howard Rosen
– Kitt Camplese
• PAXIS Institute
– Dennis Embry
– Claire Richardson
The team joins
PATHS, Good
Behavior Game,
Family School
Partnerships to
achieve PAX.
7
BCPSS Practice Network
• The Center for Prevention & Early Intervention and
BCPSS created a Practice Network directed by
Dr. Ben Feldman (BCPSS) and Dr. Phil Leaf (JHU). The
Practice Network Executive Committee includes staff
from BCPSS, JHU, University of Maryland and other
groups working with BCPSS.
• The purpose of the Executive Committee is to ensure
that programs being introduced are targeted in areas of
highest need and are the programs most acceptable to
the families, students, and staff of BCPSS.
8
BCPSS Practice Network
• Baltimore City Public School System
– Linda Chinnia, Ben Feldman, Gayle Amos, April Lewis, LaVerne
Sykes, Lorraine Wizda, Charlotte Wing, Jim Smith, Louise Fink,
Maryanne Ralls, Michael Hamilton, Sue Cutter, Pamela
Bowman, Marsha Taylor, Sheila Drummond, Tyrone Mercer,
David Dadds, Chuck Muller, LaVernee Curley, David Stone, Ike
Diibor, Laura Weeldreyer, Patricia Burrell, Peggy Jackson-Jobe
• University of MD
– Mark Weist, Marcia Glass-Siegel
• Johns Hopkins University
– Phil Leaf, Nicholas Ialongo, Catherine Bradshaw, Manuel
Raposo, Jacquelyn Duval-Harvey, Cliff Melick, Brenda Kelly,
Dana Darney
9
The Project Supports Educators
• increase academic and
social proficiency
• increase engaged learning
• reduce classroom
disruptions
• increase attendance and
school bonding
• reduce the need for IEP’s
and Special Ed
• improve the working
environment
Welcome
10
In Appreciation…
• Teachers, school mental health professionals,
and principals will each receive the following
for their participation:
– Desktop computer or PDA for use in school
– Stipends for participating in any informational or
training meetings
• The Center will also cover the cost of any
training and intervention materials.
Welcome
11
PATHS to PAX
Housekeeping, goals of training
and foundation for PATHS to PAX
Imagine
Imagine that you as a teacher, as staff at school,
acting on your own and together with others,
could actively change the odds for hundreds or
thousands of children.
Imagine that that you as teacher or staff member,
could be a kernel or seed of light, hope, and
resiliency so that the children at your site have a
measurably better world.
Over the next few days, you will learn how this
can and will become real, when you learn how to
use, and apply, PATHS to PAX. You will make a
world full of PAX Leaders.
Welcome
13
Workshop Purpose
Learn how to use and walk PATHS that will:
– Increase time for teaching by as much as an hour a day and
boost engaged learning by 25% per day.
– Improve the children’s ability to think, feel and behave in a way
that helps them succeed in school, in relationships and life.
– Level the odds so that children from adversity or with risk—be
they black, white, brown, yellow or red—succeed
– Make your life less stressful and teaching more enjoyable.
– Save money and pain for families, schools and communities.
– Reduce the life-time risk of students you teach to use tobacco,
alcohol, drugs or engage in crime or violent behavior by 20%,
40% or more.
Welcome
14
Your tools for the the event…
•
•
•
•
•
•
•
Your agenda
Your PATHS to PAX materials
Your other workshop handouts
Your name on a PAX stick
A pen or pencil and paper
Forms that need completion
Your brain and attention
Housekeeping
15
Expectations
• Be a model learner — Please show attention,
politeness, participation, and good or hard questions.
• Facilitate learning of others. Turn pagers or cell
phones to vibrate or off. If you have an emergency
situation for which you may be called, please step
outside. Check phones or pagers during breaks if no
emergency conditions exist.
• Pay attention to your body – Move, use the
restroom, get water, etc. with minimum disruptions to
others.
• Keep other distractions stored - Paperwork, forms,
other reading materials, etc. can wait.
Housekeeping
16
Human Care
•
•
•
•
Location of restrooms
Food and refreshments
Breaks
Special needs of any participants
(hearing, seeing, mobility, language, etc.)
• Job roles (go-getters, scribes,
timekeepers, comfort monitors, etc.)
Housekeeping
17
What you will learn
PAX
Vision
1.
2.
3.
Develop PAX Vision of
where we are going:
faithfulness to purpose
Promote PAX PATHS via
formal learning; preparing
you to promote lessons on
how to walk on the journey
toward PAX
Practice PAX daily on the
road toward our vision.
Promote
Practice
3x per day
Alternative
Thinking Strategies
2 x per week by lessons
Housekeeping
18
19
Why a Triad?
•
•
•
•
Vision without skill equals aimlessness
Skill without purpose is pointless
Knowledge without practice is empty
Purpose, knowledge and skill lay foundation a better
world
• When all three are combined with reinforcement or
recognition from peers and adults, lasting hope for PAX
emerges
• Have to be “reinforced” for use of skill
• A skill without immediate benefit will wither when threats
loom; delay of gratification is difficult at multiple levels.
Foundations
20
#1 Create PATHS to PAX Vision
• PAX is Latin. It means peace,
productivity, health and
happiness. It is balance and
harmony in daily life.
• Imagine that we were in
wonderful school or classroom
where PAX was real, tangible
and present. What would we
see, hear, feel & do MORE of
and LESS of?
Foundations
21
#2 Promote PATHS to PAX
• Learn how to prepare children for a path
toward PAX by:
– 2 x per week brief lessons on Positive
Alternative Thinking Strategies
– Teach, promote and model skills that enable
children to develop emotional regulation
– Teach,promote and model skills that improve
positive daily interactions with peers and
adults
Foundations
22
#3 Practice PAX
• Learn how to move from words to deeds
by using:
– 3x per day PAX Game during regular
routines.
– Strategies during routines that cue PAX
– Strategies that recognize and reward PAX
– Modeling PAX for others to copy
Foundations
23
Key Principles
• Children’s behavior is adaptive
–
–
–
–
–
Human emotion drives behavior
The environment shapes biology and behavior
Skills serve survival (two-legged predators)
Delay of gratification can only sustain in PAX
What is reinforced gets repeated
• Partners are necessary to change the
environment for long-term PAX: peers, teachers,
parents & community
• We are PAX
Foundations
24
The Brain Wires for PAX or Pain
PAX or Pain
wires from
what we
perceive,
what we
think, how
we
language,
and what
we do
PAX Vision
Practice
Promote
Foundations
25
PAX relationship to academics
• Academics require team work
• Academics require ability to recruit and
engage others to learn from
• Academics require ability to focus
• Higher order thinking requires lowered
emotional distress
• Without PAX, immediate gratification rules
Foundations
26
Learn why it works and more
• Learn about best practice
research in many studies and
best practice status with many
organizations
• Learn about
brainecogenomics (brain +
ecology + genes) underlying
the PATHS to PAX
• Learn how you can see
PATHS to PAX work with
children before your eyes
Foundations
27
3 Reasons to Go Down the Path
• You and your students will
experience PAX, less
stress and pain.
• Increases time for engaged
learning, and reduces
disruptions as much as
90%.
• These best practices
reduce your need for other
programs, save money,
reduce lifetime problems,
meet all mandates, and are
best practices.
Foundations
28
Net Profit for PAX
Current
Time Costs
Per W eek
(minut es)
D owntime from T rans itions
T ime L os t in D is ruptions
M eeting T ime on P roblems
P rep for P A T H S les s ons
T eac h P A T H S les s ons
Weekly prep for P A X G BG
T ime for P A X Wins P rizes
375
183
30
T otal M inutes L os t
T otal H ours L os t
588
9 .8
W eekly PA X Observed
Time
Time A f t er
Invest ment
PA X
(minut es)
(minut es)
50
46
6
15
40
10
30
95
1 .6
M inutes
G ained
N et L os s/Gain F rom P A X per Week
392
102
1 .7
H ours G ained
6.5
N et L os s/Gain F rom P A X per Y ear in S c hool D ays 26.1
A s s umptions :
• E ac h trans ition before P A X takes 9 0 s ec onds
• E ac h trans ition with P A X takes 1 0 s ec onds
• E ac h dis ruption c os ts 2 s ec onds in time on average
Foundations
How would
life be
different if
you had 20+
more days
to teach, yet
no days
were added
to the
school
year—just
from having
PAX?
29
Stress Reduction for Teachers
Simple, scientifically proven daily habits help adults…
• 1-3 Grams Omega 3 regular or (pharmaceutical such as
www.omegabrite.com if pregnant)
• Frequent social contact from non-family members
• 3-PAX per day
– Written Gratitude to a co-worker (A tootle note)
– Written Gratitude to a student (A tootle note)
– Written Gratitude for another person or event (A tootle note)
• 400 Mg. Folic Acid (during pregnancy)
Haag, M., Essential Fatty Acids and the Brain. Canadian Journal of Psychiatry, 2003. 48(3): p. 195-203.
Helland, I.B., et al., Maternal supplementation with very-long-chain n-3 fatty acids during pregnancy and lactation
augments children's IQ at 4 years of age. Pediatrics, 2003. 111(1): p. e39-44.
Steptoe, A., et al., Loneliness and neuroendocrine, cardiovascular, and inflammatory stress responses in middle-aged
men and women. Psychoneuroendocrinology, 2004. 29(5): p. 593-611
Your brain needs PAX, too.
Foundations
30
Introduction
Social Emotional Learning
Social Emotional Learning
Emotional IQ Video
Social Emotional Learning
32
What is Social Emotional
Learning?
Social and emotional learning (SEL) refers
to knowledge, habits, skills and ideals that
are at the heart of a child's academic,
personal, social, and civic development.
They are necessary for success in both
school and life.
Social Emotional Learning
33
Children who lack these skills:
• Enter school at risk for stable and
escalating behavior problems
• Risk learning problems and academic
delays
• Risk peer rejection and victimization
• Risk adolescent problems in areas of
school failure, substance use, and
criminal activity
Social Emotional Learning
34
Stages of Developmental Integration
1. Infancy: (Birth to 18 months)
* Emotion = Communication
* Arousal & Desire = Behavior
2. Toddlerhood: (18 months to 36 months)
* Language supplements Emotion = Communication
* Very initial development of emotional labeling
* Arousal and Desire = Behavior
3. Preschool Years: (3 to 6 years)
* Language develops powerful role
* Child can recognize/label basic emotions
* Arousal & desire > symbolic mediation > behavior
* Development of role-taking abilities
* Beginning of reflective social planning & problem-solving
(Generation of alternative plans for behavior
Social Emotional Learning
35
More Stages…
4. School Years: (6 to 12-13 years)
* Thinking in language has become habitual
* Increasing ability to reflect on & plan
sequences of action
* Developing ability to consider multiple
consequences of action
* Increasing ability to take multiple
perspectives on a situation
5. Adolescence (6 to 12-13 years)
* Utilize language in service of hypothetical thoughts
* Ability to simultaneously consider multiple perspectives
Social Emotional Learning
36
Brief Reflections
• Write down what
social-emotional skills
that children most
need to be successful
in your school?
• What social emotional
problem in kids pushes
your buttons the most?
Social Emotional Learning
37
What Is PAX?
• Play Are You a
PAX Leader?
• Do PAX Vision
38
The PAX Vision
What will happen MORE?
What will happen LESS?
39
15:00
15 Minute
Break
Social Emotional Learning
40
Overview of PATHS to PAX
Materials & Lessons
41
Basic Lesson Format
Goals
Setting the
Stage
Objectives
Lesson
Dialogue
Notes to
Teacher
Transition
Reminders
Extension
Activities
Family
Communication
Materials
Looking Ahead
42
PATHS to PAX Practices
The Kid of the Day
43
Types of Compliments
1. Ways People Look
2. Things People Have
3. Things People Do
4. The Way People Are
Transparency 4-2
44
“Enough blah,
blah, blah. Let’s
eat.”
Lunch
Enjoy!
Day 1 Breakout
PATHS to PAX Lessons
Feelings
46
Key Emotion Concepts
• We all have feelings
• All feelings are OK
• Feelings are different from behaviors
47
Sample Feeling Faces
48
PATHS to PAX Lessons
Building Self Control
49
50
51
PATHS to PAX Lessons
Building Problem Solving
Skills
52
53
Problem-Solving Outline
When you notice upset feelings:
1. STOP and think.
2. Identify the PROBLEM. (collect lots of information)
3. Identify the FEELINGS. (your own and other peoples')
4. Decide on a GOAL.
5. Think of lots of SOLUTIONS.
6. Think about what MIGHT happen next. (consider the
consequences)
7. Choose the BEST solution. (evaluate all the alternatives)
8. Make a PLAN. (think about possible obstacles)
9. TRY your plan.
10. SEE what happens. (evaluate the outcome)
11. TRY another plan or solution if your first one doesn't
work. (maybe there's an obstacle; think about it and try
again)
Transparency 3-2
54
Next Week
More on Self Control, Practicing
PATHS to PAX skills with the
Good Behavior Game, Integration
Activities