JOIN THE CONVERSATION PBISLC 20 Adult Wellness and

JOIN THE CONVERSATION #PBISLC 20

Adult Wellness and Establishing a School-Wide System of Self-Care Ami Flammini Midwest PBIS Network Ami. flammini@midwestpbis. org

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We Want You To Get the Most Out of This Keynote Q&A: If you have any questions or issues during this session, please use the Q&A section to reach us! (It will not be delivered to all participants, only to the presenter and facilitator. )

A Little Bit About Me • • • Small town Went to school Social work § Special education cooperative § Alternative school § Springfield public schools - Magic of PBIS • • Private practice Taught yoga Opened a studio Now

An Equitable, Multi -Level System of Supports This session connects to POSITIVE CULTURE and SYSTEMIC IMPLEMENTATION.

Equity Connection If you see this icon on a slide, there is a specific connection to the key system feature of equity.

Five Factors Resource If you see this icon on a slide, there is a specific connection to “Five Factors that Facilitate Sustained Implementation of a Culturally Responsive, Multi-level System of Support in Wisconsin. ” This resource can also be viewed on our website.

Strategy to Share I will be sharing several strategies throughout this session. Watch for this icon—it indicates a strategy is listed on the slide.

Session Outcomes 1. Discuss compassion fatigue, compassion satisfaction and compassion resilience 2. Develop individual self-care plans as well as have tools to assist others to develop self-care plans 3. Know system features to establish a culture which promotes compassion resilience Specific assessment line items connected to this session’s content: TFI, items 1. 1, 1. 7, 1. 8

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Reflect and Action Plan Throughout our time together, we will REFLECT ACTION PLAN

Disclaimer We are living in an unprecedented time Everyone is concerned and planning for what “the fall will look like” and this is still important We must keep everything in the context of our world, country, state, city, community, school The ACE’s study helped open up the conversation, however the work we are taking about is bigger than the ten questions on the ACE’s scale. • Systematic racism • Structural oppression • Changing landscape with law enforcement • Neighborhood violence • Social injustices in the community • Transgenerational trauma • Mental health crisis at the border We all come from different backgrounds, have different belief systems, viewpoints

Let’s Think About Privilege For a Minute Is taking care of yourself a privilege? What responsibilities do we have?

Heads Up! This work must be done within the context of the school district and school administration. This context will help avoid the pitfall where everything self-care related falls onto the individual educator. Photo credit: Simon Robben, Pexels

Before We Jump In, Let’s Get Grounded in the Basics

FRAMEWORK FOR STUDENT SUPPORTS Purpose of PBIS …to make schools more effective and equitable learning environments for ALL students. Predictable Consistent Positive Equitable Safe Trauma Responsive

FRAMEWORK FOR STUDENT SUPPORTS Purpose of PBIS National Child and Traumatic Stress Network (Coordinated by UCLA and Duke University) Predictable Positive Safe Equitable Consistent Trauma Responsive • Maintain usual routines. A return to “normalcy” will communicate the message that the child is safe and life will go on. • Set clear, firm limits for inappropriate behavior and develop logical—rather than punitive— consequences. • Warn children if you will be doing something out of the ordinary • The school addresses students needs in holistic ways, taking into account their relationships, self-regulation, academic competence, and physical and emotional well-being • The school supports all children to feel safe physically, socially, emotionally, and academically www. nctsn. org

Schools That Prioritize Staff Wellness Schools that prioritize staff wellness (Bradshaw) • demonstrate positive staff interactions • a shared commitment to student success • increased sense of warmth

1. Single system of delivery 4. MTSS essential to install SMH Key Messages 3. Mental health is for ALL 2. Access is NOT enough ISF Defined

Reflect and Action Plan To what extent would you say your school culture is: • • • Safe? Consistent? Predictable? Positive? Equitable? What is one step you can take?

Why Are We Talking About Stress and Self-Care?

Responsible and Informed Educators Practice Self-Care Know Yourself Take Care of Yourself Achieve Better Outcomes for Students

Physiology • Studying emotions in late 1800’s/early 1900 s • Discovered physiological response to being frightened • Coined “fight or flight” Life events can impact the body. Walter Bradford Cannon https: //www. ncbi. nlm. nih. gov/pmc/articles/PMC 1447286/

Defining Stress • Term stress coined in early 1930 s • “Non-specific response to any demand” • Stress is different for everyone • Stress is not always bad “Adopting the right attitude can convert a negative stress into a positive one. ” — Hans Selye The American Institute of Stress https: //www. stress. org/what-is-stress

3 Types of Stress Positive Stress • Normal and essential • Brief increases in heart rate and hormone levels Tolerable Stress • Stress response activated to greater degree • More severe, pro-longed Toxic Stress • Strong, frequent and long-lasting events • Causes impairment (brain functioning, immune system) https: //www. ncbi. nlm. nih. gov/pmc/articles/PMC 4928741/

Teachers Who Experience Occupational Stress • Tend to demonstrate a lack of emotional support and negative interactions with students • Produces additional stress for at-risk students (Hamre, & Pianta, 2005; Oberle and Schonert Reichl, 2016)

Impact of Teacher Stress Teacher Consequences • School organization • Job description • Work resources • Social-emotional competence • Low performance • Absenteeism • High turnover Teacher Stress • Lower student achievement • Decreased student and family engagement • Higher education costs Student & System Consequences (2016, September 1). Teacher Stress and Health - Robert Wood Johnson Foundation. Retrieved October 10, 2017, from https: //www. rwjf. org/en/library/research/2016/07/teacher-stress-and-health. html

There is a Cost of Caring Compassion satisfaction Positive aspects of caring professions Pleasure derived from your work Compassion fatigue Negative aspects of caring professions Burnout • Gradual onset • Negative feelings such as frustration, exhaustion, hopelessness, efforts make little difference Secondary or vicarious trauma • Work-related trauma (both primary and secondary)

Positive Aspects Negative Aspects Professional Quality of Life Manual: https: //proqol. org/uploads/Pro. QOL_Concise_2 nd. Ed_12 -2010. pdf

Signs of Compassion Fatigue ▪ ▪ ▪ ▪ Difficulties concentrating Fatigue Depressed anxious moods Negative thoughts Unwillingness to take on new tasks Isolation from or avoidance of others Lack of enjoyment from activities that were once enjoyable Pickens, I. B. & Tschopp, N. (2017). Trauma-Informed Classrooms. http: //www. ncjfcj. org/sites/default/files/NCJFCJ_SJP_Trauma_Informed_Classrooms_Final. pdf? ed 2 f 26 df 2 d 9 c 416 fbddddd 2330 a 778 c 6=ydvjjdzpjw-yqpjvzmw

Reflect Review the Professional Quality of Life questions. 1. What do you like about it? What don’t you like? 2. How would you use this with your staff? 3. Would it be helpful?

We Need To Be Intentional About Building Self-Care As Part of Building Compassion Resilience We need to find some in-the-moment strategies and some long-term strategies that will help build compassion resilience. We need to practice them. We need to self-reflect.

Book Resource Credit: Wisconsin Department of Public Instruction – Trauma Sensitive Schools Credit to Lisa J. Lucas for support with this section.

Building Compassion Resilience Wisconsin Department of Public Instruction – Trauma Sensitive Schools Module 4: https: //dpi. wi. gov/sspw/mental-health/trauma/modules

Habits, Routines and Rituals Teachers are estimated to make anywhere from 100 to 1, 000 decisions a day. Decisions take energy Creating habits prevents decisions Therefore, saving energy

Let’s Get Started With STRATEGIES

A Few Tips For Expectations and Boundaries: Establish realistic expectations for yourself and others. (e. g. , leave work by 4: 30, cook dinner 3 nights a week) Set priorities and learn to say no. Eliminate drains and establish healthy habits. Examples: • Replace social media browsing with expressing gratitude • Replace early morning email with setting priorities for day

Expectations For Yourself and For Others Realistic Balance priorities Forgiving and acknowledging Examples: I expect 2 nights a week of all family home and no plans. I expect to leave work by 4: 30 each day. I expect to workout 3 days per week. n a s i t a h W r u o y n i n o expectati d e e n t h g i life you m ? r e d i s n o to rec Clear is kind. Unclear is unkind. – Brene Brown

Boundaries - Prioritizing Learning to say “no” Before committing to a new task, ask ourselves: 1. Alignment with priorities 2. Draw on a strength 3. Time commitment 4. What will be missed or not done , t i t s o p a On identify: s e i t i r o i r p p • 3 to s h t g n e r t s • 3

Self-Care IS NOT. . . Selfish A once a week thing Spontaneous The same for everyone Something that others need and you don’t IS. . . Responsible Creating healthy habits that re-charge Scheduled About what works for you. . multiple domains to consider. We all need it!

Self-Care Wheel This Self-Care Wheel was inspired by and adapted from “Self-Care Assessment Worksheet” from Transforming the Pain: A Workbook on Vicarious Traumatization by Saakvitne, Pearlman & staff of TSI/CAAP (Norton, 1996). Created by Olga Phoenix Project: Healing for Social Change (2013). Dedicated to all trauma professionals worldwide. Copyright 2013 Olga Phoenix. All rights reserved. www. Olga. Phoenix. com

Having a COVID-19 Self-Care Plan We need to recognize we can bring predictability and structure to our external day. Bring structure to the chaos. Bring structure to screen time, sleep and eating patterns. (Perry, 2020)

COVID Self-Care Strategies Look for reputable sources, not too much time on news (you can control and structure). Need a regulating activity after you watch the news. Define a therapeutic dose of our strategies. (Perry, 2020)

Connection During Coronavirus The major form of regulation is connection. The major buffer to stress is the degree of connectedness. We need intentional ways to be connected! (Perry, 2020)

Self-Care in the Moment IS Self-Regulation CALMING YOURSELF “The ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, to adjust to a change in expectations and to handle frustration without an outburst…” https: //childmind. org/article/can-help-kids-self-regulation/

In the Moment Strategies 1. Stop. Take one deep inhale and exhale. 2. Drop your shoulders. 3. Soften your belly. 4. Approach with kindness. 5. Feel the love in your heart.

In the Moment Strategies Stop and relax body and mind for an instant. Take one inhale and exhale. Calming and accurate self-talk: statements you always use (slow down, breathe, I can handle this). Exhale for a count of six.

In the Moment Strategies 3, 2, 1 (see, hear, feel a sensation in the body) Re-orient yourself by admitting how you feel and remind yourself you are okay Feel my feet activity Belly breathing

Small Opportunities or In the Moment Strategies Use mindful passwords to trigger pause • clarity, breathe, happiness, inhale Habitual pause, deep breath before common tasks • starting the car, washing hands, walking into daycare Meditation/stillness before a meeting • Before calling a parent, before post evaluation conference

Long Term Strategies Gratitude List (App) Walking or other exercise Yoga Keep a piece of paper on your desk or at the end of the day write down what’s right, what’s done and what felt good Progressive muscle relaxation

Long Term Strategies Practice one breath before speaking Routines for regulation (2 deep breaths before you check your email, when you hear the phone buzz, etc. ) Learn meditation (Mindfulness, TM, Christian Centering Prayer, mantra meditation, Dihkr) Guided meditation app (Calm App, Headspace, etc. )

Assess and then Schedule Your Self-Care Create a plan • Schedule when your 2 strategies from domains will happen each week • Identify new habits (e. g. : prioritizing, expressing gratitude, stillness) you will commit to • Identify cue, routine and reward for each habit

Reflect and Action Plan Review the Self-Care Assessment. Review the action plan. What is one in the moment strategy you would like to pursue? What is one long-term strategy you would like to pursue? What is one step you can take?

Why Are We Talking About A CULTURE Of Self-Care?

First Thoughts Activity

A Principal Asks the Office Secretary hold all calls and visitors for twenty minutes (unless there is an emergency) • Turns off their phone • Goes in their office & shuts the door • Eats lunch for twenty minutes.

The Clinician Goes to their car, eats and reads during lunch

The Office Manager In your office leaves every day for lunch

A Teacher Who is a New Parent Leaves every day at the end of their contract time to pick up their newborn from daycare

Works Through Lunch Eats at their desk and works at the same time

A Newly Hired Teacher Leaves every day at the end of their contract time to go to spin class

A Veteran Teacher Stays late every day and is often in the classroom on Saturday afternoon

During a Teacher’s Lunch Break They go in the classroom, turn off the lights, eat lunch, and meditate for fifteen minutes?

Reflect and Action Plan What observations/insights did you just have about your own thinking? What self-care boundaries are you modeling? • Do you take a lunch? • Are you the last one to leave everyday? • Do you email late at night or on the weekend? • Do you close your door for undisrupted time? • Do you walk around the building or outside for a break? Is this something that need to be addressed in your building/district? What is one step you can take?

Additional Assessment Resources Self-Care Assessment Lifestyle Behaviors

District-level Building-level Systems of support

Positive Behavioral Interventions and Supports (PBIS) is a Multi-Tiered System of Supports (MTSS) Framework for Continuous Improvement and Alignment of Initiatives Supporting culturally equitable TARGETS including social/emotional competence & academic achievement SY TA DA Supporting culturally knowledgeable STAFF BEHAVIOR through team-based leadership and coordination, professional development, coaching, and content expertise ST EM S OUTCOMES PRACTICES Midwest PBIS Network 1/15/19. Adapted from: “What is a systems Approach in school-wide PBIS? ” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https: //www. pbis. org/school Mc. Intosh, K. & Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press. Supporting STUDENT BEHAVIOR through a three-tiered continuum of culturally relevant evidence-based interventions Supporting culturally valid DATA-BASED DECISION MAKING through universal screening, progress monitoring, and evaluation of fidelity

We Need to Implement DISTRICT LEVEL SYSTEMS & SCHOOL-WIDE LEVEL SYSTEMS If we don’t do this work (district and building level) everything will fall on the individual educator!

Shifting at the District Level 1. 2. 3. 4. Shift in strategy Shift in collaboration Shift in data Adjust data for decision-making

Shift in Strategy at the District-Level Cultivate a culture of wellness. • Prioritize/include in district vision • Prioritize/include in district mission

Shift in Collaboration at the District-Level Expand upon current executive leadership team. a. b. c. d. Meets regularly Uses data and MTSS to organize resources Define actionable steps Standing agenda item to team and school board meetings

Shift in Data at the District-Level 1. Use large data sets at universal (aggregate) level to guide every decision. 2. Make sure looking at right data to address mission. 3. Identify risk and protective factors.

Shift/Adjust Data for Decision Making at the District-Level 1. Strengthen and promote employee assistance program. 2. Use data from staff surveys/feedback/needs assessment. 3. Communicate supportively. a. Action plan to increase awareness b. Stress privacy c. Reduce stigma through marketing/communication campaign

Shifting at the Building Level 1. Shift in strategy 2. Shift in collaboration 3. Shift in data

Shifting in Strategy at the Building Level 1. Establish a realistic workload. 2. Organize resources and supports for staff. a. b. c. d. e. Establish regular schedule of communications Provide focused training and coaching with time for plan development Promote self-care/wellness Give permission to support students and stop doing too much Invest in a small and manageable number of evidence-based practices

Shifting in Collaboration at the Building Level 1. Establish a two-way communication system. 2. Prioritize and provide time for planning and collaboration. 3. Establish a system of support for staff that allows for training, peer coaching and supportive performance feedback. 4. Establish routines within daily schedules to allow for SEB support. a. Routine for daily wellness checks b. Time for debriefing after stressful days c. Provide quiet space for staff to regroup, reset, and practice neutralizing routines

Shifting in Data at the Building Level Establish a plan to collect data regularly to have current information to inform decision making. A. Inventory naturally occurring data sources that inform protective factors and needs or risks B. Identify any additional assessments that might inform workforce wellness

Other Considerations 1. 2. 3. 4. 5. District administrator support Building administrator support What team at the building level will support this work? Policy, documentation, and communication Professional development

Administrator Support District & Building

Reflect and Action Plan What is your current status of systems to support self-care? What is one step you can take?

Coming Soon TRAUMA GUIDE will be posted at PBIS. ORG

Resources

A Few Resources. . . Apps. . . • • Habit Tracking Apps: Habit Tracker, Loop, Goal Tracker Meditation Apps: Calm (FREE for educators!), Headspace Gratitude Apps: Thanks Diary, Gratitude Journal Workout Apps Books • Practicing Presence – Lisa Lucas • Compassion Fatigue Workbook • 10 -Minute Mindfulness

Additional Sources American Institutes for Research (AIR). (2019). Trauma-Sensitive Schools Training Package. Retrieved from: https: //safesupportivelearning. ed. gov/building-trauma-sensitive-schools Brandi Simonsen, D. M. (2015). Class-wide Positive Behavior Interventions and Supports. New York, United States: The Guilford Press. Craig, S. E. (2016). Trauma-sensitive schools: Learning communities transforming children’s lives, K-5. New York, NY: Teachers College Press. De. Witt, Peter (2011). Ed Week: What Great Educators Do Differently: A Conversation with Todd Whitaker. Kent Mc. Intosh, S. G. (2016). Integrated Multi-Tiered Systems of Support, Blending RTI and PBIS. New York, United States of America: The Guilford Press. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (October 2015). Positive Behavioral Interventions and Supports (PBIS) Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon. Retrieved from www. pbis. org.

Additional Sources Nakazawa Jackson, D. (2015). Childhood Disrupted: How Your Biography Becomes Your Biology, and How You Can Heal. Siegel, D. J. & Bryson, T. P. (2012). The whole-brain child. New York, NY: Bantam Books Trade Paperback Edition. Souers, K. & Hall, P. (2016). Fostering resilient learners: Strategies for creating trauma-sensitive classroom. Alexandria, VA: ASCD. Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14 -4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014 Wolpow, R. , Johnson, M. M. , Hertel, R. , Kincaid, S. O. (May 2016). The heart of learning and teaching: Compassion, resiliency, and academic success. Washington State Office of Superintendent of Public Instruction.

Contact Information Midwest PBIS Network (www. midwestpbis. org) Content < Trauma Ami Flammini Ami. flammini@midwestpbis. org