Catherine Bradshaw, Ph.D.Sandy Hardee, M.S.

University of Virginia & Johns Hopkins University

Introductions: Who we are◦ Catherine Bradshaw, Ph.D. ◦ Sandy Hardee, M.S. Who is in the audience? Ice Breaker

travel to the future or the past? be a character in an action packed thriller or a romantic comedy? vacation in Europe or a Caribbean resort?have nosy neighbors or noisy neighbors? have Jason Bourne or the Terminator on your side?

• Appraisal-based– “relationship between the person and the environment that is

appraised as taxing or exceeding his/her resources and endangering his/her wellbeing” (Lazarus & Folkman, 1984)

• Objective-based – “environmental events or chronic conditions that objectively

threatened the physical and/or psychological health or wellbeing…” (Grant et al., 2003)

(Spenser et al., 2006)

GoalsStressor

Appraisal

Coping Efforts

Adjustment/Maladjustment

Prior Experience

Correlates of stress◦ Psychological distress & psychiatric disorders (Thoits, 1981)

Most episodes of depression preceded by major life event (Brown & Harris, 1978; Nazroo, 2001)

◦ Lower productivityAcademic/work performance, accidents, injuries, socioeconomic status

◦ Poorer physical health (Jemmot & Locke, 1984)Overall health, upper respiratory problems, allergies, hypertension, heart disease, cancer

(Turner & Wheaton)

◦Hypersensitivity to stressEasily ignitedRepeated exposure to stress and multiple risk factors lowers threshold

(Hankin & Abela, 2005)

Diathesis Stress Model

Neurobiology◦ Genetic, neurochemistry, brain development◦ Adverse childhood experiences◦ Allostatic load

Process information Make decisionsInteract with othersRespond to subsequent stressorsAttention, focus, and persistence

SuspensionPunishmentOffice disciplinary referralsGroup ‘deviant’ kids togetherZero-tolerance policies◦ Don’t provide replacement skills◦ May reinforce problem behavior◦ Disproportionately used◦ No evidence of effectiveness◦ May do more harm than good

(APA, 2008; Skiba & Peterson, 1999; Mitchell & Bradshaw, 2013)

Supportive school environment and caring adults can buffer individual, family, and community risks◦ Supports for all students & staff◦ Trauma-informed approaches◦ Tiered interventions

Turn & Talk: ◦ What is your best memory from school? ◦ Who was your favorite teacher and why? ◦ What do you want for your children/students?

Video http://www.casel.org/preschool-and-elementary-edition-casel-guide/

http://www.casel.org/preschool-and-elementary-edition-casel-guide/

(CASEL.org; Bottiani, Heibrin, & Bradshaw, in press; Bradshaw, Bottiani, Osher, & Sugai, 2014)

SEL: process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions

Reflect intrapersonal and interpersonal domains (National Research Council, 2012)self-awareness and self-management are consistent with the intrapersonal domain social awareness and relationship skills represent dimensions within the interpersonal domainresponsible decision-making is both an individual and social process and therefore overlaps both domains.

Ability to accurately recognize one’s emotions and thoughts and their influence on behavior.Includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

Ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. Includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

Ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

Ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

Ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

®

Improve self-controlImprove understanding and recognition of emotionsIncrease ability to tolerate frustrationUse of more effective conflict-resolution strategiesImproved thinking and planning skills Decreased symptoms of sadness and depressionDecreased conduct problems Decreased anxiety

(Greenberg, Kusche, Cook & Quamma, 1995; Kam, Greenberg, & Kusche, 2004; Riggs, Greenberg, Kusche, & Pentz, 2006)

Meta-analysis of 213 school-based, universal SEL programs (270,034 kindergarten through high school students)◦ significantly improved SEL skills, attitudes,

behavior, and academic performance (11-percentile-point gain)

(Durlak et al., 2011; Child Development)

Meta-analysis of 82 different SEL programs (over 97,000 students) from K to high school ◦ effects assessed at least 6 months and up to 18 years

after programs ended◦ 3.5 years later, SEL students’ academic performance

was an average 13 percentiles higher ◦ other follow-up periods: conduct problems, emotional

distress, and drug use were all significantly lower for SEL students

effects similar regardless of students’ race, socioeconomic background, or school location

(Taylor et al., 2017; Child Development)

Video and Discussion: https://www.youtube.com/watch?v=DqNn9qWoO1M

https://www.youtube.com/watch?v=DqNn9qWoO1M

Please find your SEL Core Competency Group as assigned. On your large poster paper, work as a group to list some ideas of ways that this competency could be taught in the classroom and/or school. You will have 3-5 minutes to list as many ideas as you can on your poster. Listen for the timer for the next direction.

As a group, you will be directed to rotate around the room to visit each of the competency posters. Review what others have listed and then add any other ideas that your group comes up with. Listen for the timer to indicate when it is time to rotate to the next poster. When you have returned to your original poster, circle the top 3-5 ideas that you like best that you can share out with the group.

Definition/Examples

Importancein Schools

Benefits for Students/ Teachers/ Families

Tier 1 Examples

Tier 2 Examples

Tier 3 Examples

Self-Awareness

Self-Management

Responsible Decision-Making

DIRECTIONS: Use the matrix below to collect information as you walk around to each poster on the 5 core competencies of social and emotional learning.

Gallery Walk: The 5 Core Competencies of Social and Emotional Learning

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiW-8eu-J_SAhXC3YMKHWvnDqQQjRwIBw&url=http://www.casel.org/core-competencies/&psig=AFQjCNGCFw71A0xKhNeNk4c0bSpgVOejBg&ust=1487723577028740

Definition/Examples

Importancein Schools

Benefits for Students/ Teachers/ Families

Tier 1 Examples

Tier 2 Examples

Tier 3 Examples

Relationship Skills

Social Awareness

Questions I Still Have:

Universal

TargetedIntensive

All

Some

FewContinuum of

Support for All Students

PBIS.org

(Horner & Sugai, 2001; Lewis & Sugai, 1999; Sugai & Horner, 2006)

PRACTICES

OUTCOMES

Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework

Response to Intervention

(MSDE, 2008)

A Multi-tiered System of Support: A Public Health Approach to Prevention

Students within Schools

Universal PreventionCore Instruction,

all students,preventive, proactive

Selective or Targeted Intervention

Supplemental, some students, reduce risk

Indicated or Intensive InterventionIndividualized, functional assessment,

highly specific for few

(IOM, 2009; Walker et al., 1996)

Tier 1: Programs1.2.3.4.5.6.

Tier 2: Programs1.2.3.4.

Tier 3: Programs1.2.3.4.

Step 1. Commit to a Coordinated Implementation of PBIS + SELStep 2. Secure Staff and Broader Community Buy-In for PBIS + SEL Implementation and IntegrationStep 3. Engage Stakeholders to Form a PBIS + SEL Integration Steering Committee or TeamStep 4. Develop a Shared Vision to Implement an Integrated PBIS + SEL Approach at the School

Step 5. Assess School-Wide Strengths, Weaknesses, Opportunities, and Threats (SWOT analysis) to Integrated PBIS + SEL ImplementationStep 6. Review and Select PBIS + SEL Programming and Formulate Decision-Making Guidelines About ReferralStep 7. Create an Action Plan for Integration, Based on the Assessment, Which Includes Alignment of Purpose, Goals, Benchmarks, and a Common Timeline

Step 8. Develop and Provide Ongoing Professional Development ActivitiesStep 9. Integrate PBIS + SEL Model LaunchStep 10. Provide Ongoing Technical Assistance at District and State LevelsStep 11. Evaluate and Refinement for Continuous Improvement

Please move to the area of the room that applies to you◦ Elementary ◦ Middle/Junior High◦ High School Working in your grade level area, you will complete the SEL Readiness Checklist.

Need to create thisAction Planning ◦ Use the provided Action Plan to come up with some

concrete and explicit activities that you can do this spring to address the need to incorporate SEL into your school’s PBIS framework

What challenges do you face or anticipate?

Challenges we have heard…

CASEL website: http://www.casel.org/

Resources: http://www.casel.org/resources/

CASEL Program Guide: http://www.casel.org/guide/

http://www.casel.org/http://www.casel.org/resources/http://www.casel.org/guide/

Catherine Bradshaw, Ph.D.Sandy Hardee, M.S. shardee@jhu.edu

mailto:shardee@jhu.edu

School-Wide Integration of PBIS and SEL to Promote Student �Well-Being and Success WelcomeWould you rather . . . Maslow’s Hierarchy of NeedsSchools As a Stress Buffer?What Is Stress?Stress Process: From Stress to DistressYerkes-Dodson Law (1908)Link Between Stress & HealthDiathesis Stress ModelSlide Number 11Stress Gets Under the SkinSummary of Impact of Stress on the Body & BehaviorReactive Disciplinary ApproachesSchools as BuffersOverview/Rationale Slide Number 17Slide Number 18Integrating PBIS and Social and Emotional Learning (SEL)Collaborative for Academic, Social, and Emotional Learning (CASEL) 5 CASEL CompetenciesSelf-AwarenessSelf-ManagementSocial AwarenessRelationship SkillsResponsible Decision-MakingSlide Number 27Slide Number 28PATHS: Program Outcomes Near-term Impacts of SELSlide Number 31Long-term Impacts of SELSlide Number 33Slide Number 34Slide Number 35Review of 5 CompetenciesJigsaw Activity Gallery Walk Slide Number 39Slide Number 40Slide Number 41Slide Number 42Slide Number 43Slide Number 44Slide Number 45Slide Number 46Slide Number 47PBIS Model: Whole-school PreventionSlide Number 49Slide Number 50Slide Number 51Slide Number 52Slide Number 53Slide Number 5411 Step Approach to Integration11 Step Approach to Integration(cont)11 Step Approach to Integration (cont)Is Your School Ready? Action PlanningAddressing Potential Barriers Slide Number 61Resources Thank You!