Judul : ann arbor school of yoga
link : ann arbor school of yoga
ann arbor school of yoga
(applause) - alright, so this isthe first time for me to do a talk like this. so, please bear with me. it's gonna be a little bit interesting,
ann arbor school of yoga, but hopefully a lot offun and informational. i'm gonna try and work a clicker and move some paper slides around. so, let's see how we go.
first of all i want tothank ace interface, which is a company, non-profit, that was started by robanda and laura porter and i was training thiscurriculum over three years ago. and so, some of theslides you'll see tonight are from that curriculum. alright, this is my reminder to relax. right? i do a lot of public speaking,
not like this usually thoughbut a lot of public speaking, and it gets all anxiety-producing. so this is just a reminderfor me to relax and have fun. my focus today is really gonnabe on having a conversation about changing adult behavior so that we can be moreeffectively understanding and supportive of our students. and also i really want to help create a culture of understanding and compassion.
now i'm gonna catch up. alright, how many people have heard about the adverse childhoodexperiences study? get your hands up. alright. how many of you think you could explain the key findings to a friend? alright, so at the end of this talk
i'm gonna tell you whereto get more information about the adversechildhood experiences study both here in minnesota and at the cdc. but kind of the headlines of the adverse childhood experiences study that was conducted back in 1997 with over 17 thousand individuals that were part of the kaiser permanente managed care consortium
was that early adversityhas lifelong effects, both on our physical, psychologicaland behavioral health. and so, one of the keyfindings in the study was of the 10 adversities they looked at only 33% of this populationhad an ace score of zero. what does that mean? that means that 67% had anace score of one or more. one of the key messages of my talk today is that adversity is common.
it's not like we thought about ptsd before where it is 5% of the population. adversity is common and it has impacts on ourbrains, our physiology and our social perceptions. to kind of get into this a little bit more is to talk about our humancentral nervous system. now, i'll admit before istarted doing these talks i haven't looked at a slidelike this since graduate school
and i kind of forgot about how amazing our central nervous system is. with our brain, our spinal cord, and the millions of nervesrunning through our body. it's on 24/7, seven daysa week, 365 days a year, whether we're asleep or awake. and it has one primary function that is to help us adapt to stay alive. it helps us adapt to stay alive.
that's a really key messageto understanding behavior. bear with me, this is an oldslide from ace interface, but it really doesserve my purpose tonight about kind of helping usunderstand how we adapt. so at the top there we'regonna simplify things down into really two main experiences, okay? the top up here is really,it's a roller coaster. so, think about this. you're seven years old,you're on a roller coaster,
and you're blindfolded, and you never know whenyou're gonna get off. you're going up, down, side to side, you're going up, clickclick click click click, and you're waiting for that drop. and after going round andround the roller coaster for a couple times your body and brainstart seeking out input so you can figure out what's coming next.
because that's the only wayyou feel any sense of control. i've got to predict what's coming next. and for individuals who's experienced the roller coaster moreoften than the playground, there're some effects on their brains. the emotional processingregion of the brain is smaller and less efficient. there's an abundance ofstress-related chemicals in their brain, such as cortisol,
which really can eat atthe neural connections in our synaptic connections. there's an overproductionof dysregulating hormones, there's less commonreceptors in the brain, and there's less whitematter in the brain, which is where all of ourneural connections are and where we do our thinking. so the impact of that is individuals who are more competitive,
hypervigilant, competitive, and they also might bewithdrawn, dissociated or numb. so that's the experienceof the roller coaster. now let's think about the playground. so the playground, imagine this. you're two, two and a half, you're going to the parkwith your caregiver, and they're like, "hey, let'stry out the slide today." and so you're like, "okay."
you walk over, you'regoing up, you're like, "wow! this is getting really high." you're getting nervous, maybegetting a little scared, you get to top of theslide, you start crying. you come down thatslide and who grabs you? your caregiver does, right? they pick you up and theyrock you back and forth, and they're talking to yousaying, "hey, it's okay." they try to distract you.
"wasn't that fun?" and they slowly start kindof slowing down the rock. what are they doing? they're helping yourbody calm down physically and they're helping youfeel safe emotionally. and so, once they got you calm down they put you down and theysay, "hey, go ahead and play." and some of you willrun back to this slide like, "that was awesome!"
and some of you arelike, "forget the slide, "i'm hitting the swings." and so, we know forindividuals who experience the playground world more often there is also some ramifications. the emotional processingregions of the brain are more robust and efficient. there's an abundance of, a very technical termcalled happy hormones.
nah, i'm just kidding. i don't know why they put it on the slide. it's about endorphins. there's a higher density of white matter, especially around the midbrain, which is where our limbic system is, so we can do a better jobof processing our emotions. so the result of this isindividuals who are more laid back, who are more relationship-oriented,
who are reflective aboutprocess over power. does that make sense? so, quick quiz. we're doing educational talks, there's always gonna be a pop quiz. so who thinks the rollercoaster world is more adaptive? who thinks the playgroundworld is more adaptive? see some hesitation. who is still awake enough at 6:15
to realize it's a trick question? because what did i say to lead off? i said our brains, ourcentral nervous system helps us adapt to stay alive. we adapt to the roller coaster world if that's our experience. we adapt to the playgroundworld if that's our experience. so we adapt to our environment and what we experience getswired into our biology,
in our physiology, in our brains. what we repeatedlyexperience gets wired in. so whether it's the playground world or the roller coaster world we adapt. so what's the problem? the problem is only oneof these setup adaptations really fits well with school. often times the adaptationsfor the roller coaster world aren't a really good fit
for the social expectations of school. i'm gonna run throughsome foundational beliefs because usually this talkis about 90 minutes long and they asked me to do it in 20. so our central nervous system's main job is to help us adapt to stay alive. and then constantly beingon threat assessment, constantly trying to read the environment, is it safe or not?
it's very toxic on our bodies. it can alter our physiologyand our perceptions. there's a researcher out ofcanada named bruce perry, and he actually has donesome research on students kind of exposed to the playground world or exposed to the roller coaster world. what he found was the playground children, their resting heart rate wasabout 70 beats per minute. what do you think the restingheart rate was for the kids
experiencing the rollercoaster world more often? 90, 100, sometimes even 120. their resting heart rate. so when teachers say to me hewent from zero to 60 like that i want to say to them: you know what? i don't think he was at zero. he was probably at about45 sitting in that chair and you just didn't notice it. nor did he or she.
this is another reasonwhy during this time of talking about trauma and adversity we're also talking a lot aboutmindfulness, yoga, breathing, because all of thosethings and other things really can help us calmdown our nervous system, calm down our physiology. what we repeatedlyexperience gets wired in, and i'm gonna keep repeating that. and this is where the hope is for schools.
because i believe wecan intentionally decide what we want the repeatedexperiences of students to be in our schools and in our classroom. and as a school, if wecollectively get together and map out what arethese repeated experiences that we want all of our students to have and give them to themday after day, all day, we can get them adaptivelywired for school. so, what if
misbehavior occurs whenthe survival adaptations clash with social expectations? another way of thinking ofthis is thinking about behavior or, more specifically, misbehavior may not be a choice, but rather it's a normalbiological adaptation to toxic stress and adversity. so if this behavior isn't a choice, then what do we need to do as adults?
i'm a clinical psychologist,i've learned behaviorism. if people make a choice, there's consequences,positive or negative. but if it's not a choice, then what do we need to do? can we have the kindsof punitive consequences that we sometimes see happening when something might not be a choice? ross greene who is alsoa child psychologist
talks about all kidsdo as well as they can, and when they can't we need to look at it as they're lagging some skills. there's lagging skills. what if we take on thisidea of lagging skills rather than seeing thisbehavior as defiance? kind of willfully disobeyingwhat we wanted them to do. another thing to reallyremember is this quote from helping traumatized children learn,
this idea that sometimesthe most demanding behavior comes from a place of vulnerability. a teacher says, "you know what? "i wasn't really on my game. "i had a really hard nightthe night before and man, "tommy totally took advantage of it. "he pushed the limits, "he was acting out all over the place." and i say, "okay, that'sone way to think of it.
"another way to think of it is "tommy is really good at reading the room. "he's really good at reading you. "and you know what? "when you're off your game,that creates anxiety for him." that's something differentthan a normal routine. that makes him scared. and then his central nervoussystem gets all fired up, ready to fight or flee,
and then you see some ofthese survival adaptations from the roller coaster world coming out. and then lastly, i think we really need to think about switchingfrom "what's wrong with you?" to "what happened to you?" as a way of really diggingin on what's going on. i'm gonna go through this quickly because i'm a little behind time here. so what do we do then?
what can we do? here's just a simpleoutline of how do we kind of start developing moretrauma-informed schools. first it starts with awareness building. getting out the informationabout the neuroscience and aces and the impact, and then we even start havingconversations in schools about developing trauma-informedbeliefs collectively, what are the assumptions and attitudes
to make more trauma-informed practice. we need to have ongoingprofessional development both in groups and individuals to be reflecting and discussingwhat we're trying to do because changing adult behavior is hard, even when we want to. we need to have alignment ofcurrent policies and practices and programs to supporttrauma-sensitive environments both at the school leveland at the district level
and at the state level. we need to have safeenvironments for school staff to practice trauma-informed practices and get the support andcoaching that they need without fear of it affectingtheir performance reviews. and we also need to have the availability and the encouragement of self-care, which rebecca is gonna talk about later. so six elements to developingtrauma-sensitive schools.
adults must adaptively change behaviors, assumptions and beliefs. i also believe that we havemuch of what we need to develop trauma-sensitive schools already. we've got a wonderful, large repertoire of evidence-based learning curriculum, practices and interventionsthat we just need to use and know why we're using them and using them with intentionality.
all school staff need to be involved in the professionaldevelopment and reflection. (inaudible question from the audience) i can make these availableto folks when it's over. school leaders must create environments where it's safe for adultsto share and reflect. maybe you've noticed inhere i am trying to have that repeated messagestheme come out, right? yes, i am repeating myself.
we need to focus on student engagement with our positive schoolwide engagement plans and linking them with ourpositive school wide engagement activities in the classroom. we also need to have highquality, relevant instruction to engage students, whichis essential for learning. a lot of people ask: howdo we build resilience? it's through our relationshipswith our students. relationships can reallytrump the impact of aces.
so classrooms, school, educators can help promote and strengthen resiliency by ensuring that schools arenurturing, stable and engaging. hopefully the educators inthe room have heard this in their school climatein other conversations. i've got the two minute warning, so i'm gonna pick up mypace a little bit here. we're gonna talk aboutcasel, the collaborative for academic, socialand emotional learning.
i really think this could be a framework for how we think aboutstudents lagging skills. these right here are thefive core competencies. we've got self-awareness,responsible decision-making, relationship skills, social awareness and self-management. if you've got struggles in your classroom, you've got behavioralconcerns in your classroom, what if we look to this and say,
"is there a group ofstudents that are missing, "have lagging skills in self-awareness?" or maybe you've got an individualstudent who is struggling and has lagging skills withresponsible decision-making. then we dig down within these core areas and develop interventions andsystems to support students learning these lagging skills. this slide is from thecompassionate schools' monograph the heart of teaching and learning.
it really talked aboutthere're six core principles. this idea of always empower,never disempower students. provide them withunconditional positive regard. for many of the students that experience the roller coaster world, they don't hear "i don't like the choice youmade but i still like you." they don't hear "i don't like that behaviorbut we're still good." they don't hear that.
they don't have that enduring, positive, unconditional regard. we need to maintain highexpectations for students. please do not hear me saying that we need to lowerexpectations for students that have faced adversity. absolutely not. but it's our job, asprofessionals and adults, to support them even more.
we need to check our assumptions, observe and ask curious questions. we need to be a relationship coach because a number of these students have not had enduring relationships. they don't know that we can have a fight, we can have a struggle and we can be okay tomorrow. or maybe it'll take a coupledays but we'll be okay.
that ambiguity creates stress for them, and so, when they want to take action and just be done with it. and then lastly, and i thinkthis one's really great, provide guided opportunitiesfor helpful participation. i believe that almost all of our students wake up in the morning wanting to learn and be successful. unfortunately, for some of them
their repeated experienceis failure at school. and so, after about twoseconds after they wake up they remember i fail at school and then they don't want to go, they're unmotivated, they make up excuses about why school doesn't work for them. so what can we do? hopefully, i've motivated you to look into adverse childhood experiences
and all the new brain sciencethat we've been learning about and the effect of adversity on our physiology, perceptions and brains. you can get more informationabout the ace study. you can google aces cdc. you can google aces mdh, sorry, my dyslexia came out there. you can google minnesotastudent survey aces. they included ace-like questions
in the 2013 minnesota student survey. you can also go to an aces presentation. like i said, this is typically90 minutes to two hours long, goes in a lot more depth. you can get more information at minnesota communitiescaring for children. and if you want to see whatminnesota and other states have been doing, again, you can go to minnesota communitiescaring for children
and get more information there. you can go to wisconsindepartment of public instruction and see a whole list ofresources about developing trauma-sensitive schools there. and you can also go to ace interface. so i'm gonna close by just asking you, challenging you to shift your thinking from "what's wrong with you?"to "what happened to you?" as i think it will open up space
for understanding and compassion as we interact with eachother and our students. thank you very much!
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