Project-based learning can make students anxious (and that’s not always a bad thing)
Schools embrace tools to help 'overwhelmed' students
Before Kids’ Emotions Run High, Practice These Steps During Calmer Times
Why It's Imperative We All Learn To Be 'Emotion Scientists'
Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success
Can Inuit Moms Help Me Tame My 3-Year-Old's Anger?
How Making Time for Mindfulness Helps Students
Emotional Agility as a Tool to Help Teens Manage Their Feelings
The Emotional Weight of Being Graded, for Better or Worse
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But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers who use project-based learning, three research-based strategies can help students overcome anxiety caused by project work.","status":"publish","parent":0,"modified":1694359351,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1861},"headData":{"title":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","description":"Teachers who use PBL can help students manage anxiety through three reframing strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers who use PBL can help students manage anxiety through three reframing strategies."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","authors":["11721"],"categories":["mindshift_21445","mindshift_20827","mindshift_193"],"tags":["mindshift_20589","mindshift_108","mindshift_21250","mindshift_843","mindshift_21047","mindshift_20512","mindshift_20865","mindshift_20703","mindshift_256","mindshift_21037","mindshift_486"],"featImg":"mindshift_60605","label":"mindshift"},"mindshift_58862":{"type":"posts","id":"mindshift_58862","meta":{"index":"posts_1591205157","site":"mindshift","id":"58862","score":null,"sort":[1640077384000]},"guestAuthors":[],"slug":"schools-embrace-tools-to-help-overwhelmed-students","title":"Schools embrace tools to help 'overwhelmed' students","publishDate":1640077384,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>PAW PAW, Mich. — On a windy December morning in rural southwest Michigan, an American flag flapped at half-staff outside Paw Paw Early Elementary School. A social worker with a miniature therapy dog named Trixie offered comfort at the entry doors.\u003c/p>\n\u003cp>Children wearing face masks scampered off buses into the morning chill, some stooping to pet the shaggy pup before ambling inside.\u003c/p>\n\u003cp>Like kids in so many cities and towns around the globe, the youngsters in Michigan's Van Buren Intermediate School District have been through a lot these past few years. A relentless pandemic that continues to disrupt classrooms, sicken friends and loved ones, and has left some district families jobless and homeless. Three student suicide attempts since in-person school resumed full-time this fall, two student suicides last year. And now, a deadly shooting just two days earlier at a school a few hours away.\u003c/p>\n\u003cp>But with an infusion of federal COVID relief money and state funding this year plus a belief among local school officials that kids can't succeed academically if they are struggling emotionally, every child in this district's 11 schools is receiving extra help.\u003c/p>\n\u003cp>In a school year that was supposed to be a return to normal but has proven anything but, the district has launched an educational program based on a key component of modern psychology — cognitive behavior therapy. Principles of this method are embedded in the curriculum and are part of the district's full embrace of social and emotional learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students in every grade are taught how thoughts, feelings and behaviors are linked and how learning how to control and reframe thoughts can lead to more positive outcomes. The program includes more intensive lessons for kids struggling with anxiety, depression or trauma, along with sessions on suicide prevention. All district employees learn about the concepts.\u003c/p>\n\u003cp>While schools in the U.S. and elsewhere are increasingly teaching social and emotional learning skills, many use a more piecemeal approach, creating a designated class for talking about feelings, or focusing that attention only on the most troubled kids. Many lack funding and resources to adopt the kind of comprehensive approach that Paw Paw and its neighbor schools are attempting, weaving evidence-based psychology methods into the curriculum and involving all students and staff.\u003c/p>\n\u003cp>Effective social and emotional learning doesn't happen \"only at certain times of the day or with certain people,\" it should be reflected in all school operations and practices, said Olga Acosta Price, director of the national Center for Health and Health Care in Schools. With disruptions from the pandemic so widespread, that kind of approach is needed \"now more than ever,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_58863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668106100-4ecfea18207b543fe0d6cee0b47ad3612a994f01-scaled-e1640076527963.jpg\" alt='Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions.\"' width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions,\" at Paw Paw Elementary School earlier this month, in Paw Paw, Mich. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As second-graders at Paw Paw Early Elementary sat crossed-legged on the floor on this December day, they received an introduction from their teacher and a video presentation, learning how to identify, manage and reframe \"big\" feelings like anxiety, anger and sadness.\u003c/p>\n\u003cp>The youngsters were given an example: Feeling angry and yelling at your mom because she forgot to buy your favorite breakfast cereal. That makes you more upset and your mom feel sad. Instead, remember that you also like waffles and could ask her nicely to make some, leading you both to feel happier as you begin your day.\u003c/p>\n\u003cp>At the adjoining elementary school for older grades, in a group session for more at-risk kids, four fifth graders practiced a mindfulness exercise, slowly breathing in and out while using a forefinger to trace up and down the fingers on the other hand. Behavior specialist Eric Clark, wearing a black face mask printed with the message, \"Be Nice,\" led the session, calmly accepting a defiant girl's refusal to participate.\u003c/p>\n\u003cp>Clark said that since school resumed, he's seen kids with lots of anxiety, thoughts of self-harm and feeling \"completely overwhelmed, they just don't want to do it anymore.\"\u003c/p>\n\u003cp>\"I think we're starting to see some of the effects of the past few years,\" he said. \"The extra stresses of not knowing what's next and not knowing if we're going to have school because we have too many cases or not knowing if another variant has come in or not knowing if somebody has a job still.\"\u003c/p>\n\u003cp>Clark said the psychology-focused program the district has adopted, dubbed \"TRAILS\" by its University of Michigan creators, is helping everyone manage the challenges.\u003c/p>\n\u003cfigure id=\"attachment_58865\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58865\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668154502-bafaccce50f9f9d80e734ea1d1f002d5d6369648-scaled-e1640076699861.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders talk in small groups about their how they're feeling at Paw Paw Elementary School in Paw Paw, Mich. With an infusion of federal COVID relief money and state funding this year, every child in this district's 11 schools is receiving extra support of some kind. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We can't control what's coming at us, but we can control how we respond to it,\" Clark said.\u003c/p>\n\u003cp>Abby Olmstead, a dark-haired, dark-eyed 10-year-old girl with a splash of freckles across her nose, says the finger-breathing exercise calms her and that working with Clark \"has been helping me a lot.\"\u003c/p>\n\u003cp>\"He always makes me laugh when I have anxiety, and that's not a bad thing,\" she said.\u003c/p>\n\u003cp>Her mom, Dawn Olmstead, said Abby struggled with online school last year and is learning how to better manage her frustrations.\u003c/p>\n\u003cp>\"I definitely approve of what they're doing for social and emotional learning,\" Olmstead said. \"If that was not there, you couldn't get down to the basics for my own daughter.\"\u003c/p>\n\u003cp>More than 1,000 district employees, even bus drivers, have received training in the program.\u003c/p>\n\u003cp>\"From the superintendent on down to every staff person, we have said you need to know what makes kids tick,\" said Corey Harbaugh, Paw Paw schools' curriculum director. \"You need to be better at that so that every adult a student comes into contact with — from the moment they get on a bus in the morning, the moment they get off in the afternoon — every adult has been trained and has been given some tools to work with kids around social, emotional skills.\"\u003c/p>\n\u003cp>Some parents have questioned the approach, arguing that their kids are \"well-regulated\" and don't need it. And some mistakenly think social and emotional learning is somehow related to a method of understanding American racism called critical race theory.\u003c/p>\n\u003cp>Harbaugh doesn't back down.\u003c/p>\n\u003cp>\"We're very direct in saying we know this is good for kids. The research is there,\" he said.\u003c/p>\n\u003cp>Studies have shown that social and emotional learning programs can improve academic performance, classroom behavior and stress management. Research also suggests TRAILS lessons for at-risk kids can reduce depression and improve coping skills.\u003c/p>\n\u003cp>Almost 700 U.S. schools have paid contracts to receive support and implement the program. Its website provides free online materials that are downloaded more than 2,000 times daily, and users come from all over the world, said Elizabeth Koschmann, a University of Michigan researcher who developed the program. Those downloads have skyrocketed during the pandemic.\u003c/p>\n\u003cp>She said schools contact her almost daily, asking \"how how they can possibly keep up with students who are falling apart, staff who are losing morale and experiencing tremendous burnout, and just a pervasive sense of exhaustion, despair, and hopelessness.\"\u003c/p>\n\u003cp>Evidence supporting the need for more attention to students' mental well-being is plentiful.\u003c/p>\n\u003cp>U.S. emergency rooms have seen a surge in kids with mental health crises including suicidal behavior, depression and eating disorders. Pediatric mental health therapists are scarce in many areas and kids often wait months for outpatient treatment.\u003c/p>\n\u003cp>In a Dec. 7 public health advisory, U.S. Surgeon General Vivek Murthy cited research showing that depression and anxiety symptoms doubled among youth worldwide during the pandemic. Expanding school-based programs is among his recommendations.\u003c/p>\n\u003cp>The American Academy of Pediatrics is among groups that recently made similar recommendations in declaring children's faltering mental health a national emergency.\u003c/p>\n\u003cp>With teachers and students all struggling with the effects of the pandemic, \"more needs to be done,\" said Dr. Sara Bode, chair-elect of the academy's council on school health and a pediatrician at Nationwide Children's Hospital in Columbus, Ohio. Comprehensive programs are \"critical because we cannot individually treat our way out of this crisis.\"\u003c/p>\n\u003cp>At Paw Paw Middle School, an emergency drill interrupted 8th graders writing down values and behavior they'd like to see in a social contract for the class. The drill gave students and administrators time to reflect on the recent school shooting in Oxford, Michigan, allegedly by a boy just a few years older than these kids.\u003c/p>\n\u003cp>Paw Paw students were told to seek the nearest classroom rather than flee outside, in case a shooter was positioned there.\u003c/p>\n\u003cp>Will Bowater, 13, said the reminders are stressful but that \"it helps to know that there are people who are, like, collected enough to think about how to deal with stuff like that.\"\u003c/p>\n\u003cp>He said the school's focus on feelings and positivity is a good thing, even if \"sometimes it does kind of sound, a bit, like, corny.\"\u003c/p>\n\u003cp>Harbaugh acknowledged it's a work in progress.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"If you come to look at our school, social, emotional learning and Paw Paw, we're not serving up a gourmet meal here,\" he said. \"We're in the kitchen, there's flour everywhere, the eggs are broken and you know, we've got things in motion and the ovens are heating behind us. We're trying to figure it out. And we're going to keep at it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+embrace+social+and+emotional+learning+to+help+%27overwhelmed%27+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"School officials believe that kids can't succeed academically if they are struggling emotionally.","status":"publish","parent":0,"modified":1640077384,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1641},"headData":{"title":"Schools embrace tools to help 'overwhelmed' students - MindShift","description":"School officials believe that kids can't succeed academically if they are struggling emotionally.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58862 https://ww2.kqed.org/mindshift/?p=58862","disqusUrl":"https://ww2.kqed.org/mindshift/2021/12/21/schools-embrace-tools-to-help-overwhelmed-students/","disqusTitle":"Schools embrace tools to help 'overwhelmed' students","nprImageCredit":"Martha Irvine","nprByline":"Lindsey Tanner, The Associated Press","nprImageAgency":"AP","nprStoryId":"1065714681","nprApiLink":"http://api.npr.org/query?id=1065714681&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/12/20/1065714681/schools-embrace-social-and-emotional-learning-to-help-overwhelmed-students?ft=nprml&f=1065714681","nprRetrievedStory":"1","nprPubDate":"Mon, 20 Dec 2021 02:30:00 -0500","nprStoryDate":"Mon, 20 Dec 2021 02:30:19 -0500","nprLastModifiedDate":"Mon, 20 Dec 2021 02:30:19 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/58862/schools-embrace-tools-to-help-overwhelmed-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>PAW PAW, Mich. — On a windy December morning in rural southwest Michigan, an American flag flapped at half-staff outside Paw Paw Early Elementary School. A social worker with a miniature therapy dog named Trixie offered comfort at the entry doors.\u003c/p>\n\u003cp>Children wearing face masks scampered off buses into the morning chill, some stooping to pet the shaggy pup before ambling inside.\u003c/p>\n\u003cp>Like kids in so many cities and towns around the globe, the youngsters in Michigan's Van Buren Intermediate School District have been through a lot these past few years. A relentless pandemic that continues to disrupt classrooms, sicken friends and loved ones, and has left some district families jobless and homeless. Three student suicide attempts since in-person school resumed full-time this fall, two student suicides last year. And now, a deadly shooting just two days earlier at a school a few hours away.\u003c/p>\n\u003cp>But with an infusion of federal COVID relief money and state funding this year plus a belief among local school officials that kids can't succeed academically if they are struggling emotionally, every child in this district's 11 schools is receiving extra help.\u003c/p>\n\u003cp>In a school year that was supposed to be a return to normal but has proven anything but, the district has launched an educational program based on a key component of modern psychology — cognitive behavior therapy. Principles of this method are embedded in the curriculum and are part of the district's full embrace of social and emotional learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students in every grade are taught how thoughts, feelings and behaviors are linked and how learning how to control and reframe thoughts can lead to more positive outcomes. The program includes more intensive lessons for kids struggling with anxiety, depression or trauma, along with sessions on suicide prevention. All district employees learn about the concepts.\u003c/p>\n\u003cp>While schools in the U.S. and elsewhere are increasingly teaching social and emotional learning skills, many use a more piecemeal approach, creating a designated class for talking about feelings, or focusing that attention only on the most troubled kids. Many lack funding and resources to adopt the kind of comprehensive approach that Paw Paw and its neighbor schools are attempting, weaving evidence-based psychology methods into the curriculum and involving all students and staff.\u003c/p>\n\u003cp>Effective social and emotional learning doesn't happen \"only at certain times of the day or with certain people,\" it should be reflected in all school operations and practices, said Olga Acosta Price, director of the national Center for Health and Health Care in Schools. With disruptions from the pandemic so widespread, that kind of approach is needed \"now more than ever,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_58863\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668106100-4ecfea18207b543fe0d6cee0b47ad3612a994f01-scaled-e1640076527963.jpg\" alt='Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions.\"' width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders hold their heads as they talk about \"thoughts\" and how they compare with \"feelings\" and resulting \"actions,\" at Paw Paw Elementary School earlier this month, in Paw Paw, Mich. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As second-graders at Paw Paw Early Elementary sat crossed-legged on the floor on this December day, they received an introduction from their teacher and a video presentation, learning how to identify, manage and reframe \"big\" feelings like anxiety, anger and sadness.\u003c/p>\n\u003cp>The youngsters were given an example: Feeling angry and yelling at your mom because she forgot to buy your favorite breakfast cereal. That makes you more upset and your mom feel sad. Instead, remember that you also like waffles and could ask her nicely to make some, leading you both to feel happier as you begin your day.\u003c/p>\n\u003cp>At the adjoining elementary school for older grades, in a group session for more at-risk kids, four fifth graders practiced a mindfulness exercise, slowly breathing in and out while using a forefinger to trace up and down the fingers on the other hand. Behavior specialist Eric Clark, wearing a black face mask printed with the message, \"Be Nice,\" led the session, calmly accepting a defiant girl's refusal to participate.\u003c/p>\n\u003cp>Clark said that since school resumed, he's seen kids with lots of anxiety, thoughts of self-harm and feeling \"completely overwhelmed, they just don't want to do it anymore.\"\u003c/p>\n\u003cp>\"I think we're starting to see some of the effects of the past few years,\" he said. \"The extra stresses of not knowing what's next and not knowing if we're going to have school because we have too many cases or not knowing if another variant has come in or not knowing if somebody has a job still.\"\u003c/p>\n\u003cp>Clark said the psychology-focused program the district has adopted, dubbed \"TRAILS\" by its University of Michigan creators, is helping everyone manage the challenges.\u003c/p>\n\u003cfigure id=\"attachment_58865\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58865\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/ap21352668154502-bafaccce50f9f9d80e734ea1d1f002d5d6369648-scaled-e1640076699861.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Second-graders talk in small groups about their how they're feeling at Paw Paw Elementary School in Paw Paw, Mich. With an infusion of federal COVID relief money and state funding this year, every child in this district's 11 schools is receiving extra support of some kind. \u003ccite>(Martha Irvine/AP)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We can't control what's coming at us, but we can control how we respond to it,\" Clark said.\u003c/p>\n\u003cp>Abby Olmstead, a dark-haired, dark-eyed 10-year-old girl with a splash of freckles across her nose, says the finger-breathing exercise calms her and that working with Clark \"has been helping me a lot.\"\u003c/p>\n\u003cp>\"He always makes me laugh when I have anxiety, and that's not a bad thing,\" she said.\u003c/p>\n\u003cp>Her mom, Dawn Olmstead, said Abby struggled with online school last year and is learning how to better manage her frustrations.\u003c/p>\n\u003cp>\"I definitely approve of what they're doing for social and emotional learning,\" Olmstead said. \"If that was not there, you couldn't get down to the basics for my own daughter.\"\u003c/p>\n\u003cp>More than 1,000 district employees, even bus drivers, have received training in the program.\u003c/p>\n\u003cp>\"From the superintendent on down to every staff person, we have said you need to know what makes kids tick,\" said Corey Harbaugh, Paw Paw schools' curriculum director. \"You need to be better at that so that every adult a student comes into contact with — from the moment they get on a bus in the morning, the moment they get off in the afternoon — every adult has been trained and has been given some tools to work with kids around social, emotional skills.\"\u003c/p>\n\u003cp>Some parents have questioned the approach, arguing that their kids are \"well-regulated\" and don't need it. And some mistakenly think social and emotional learning is somehow related to a method of understanding American racism called critical race theory.\u003c/p>\n\u003cp>Harbaugh doesn't back down.\u003c/p>\n\u003cp>\"We're very direct in saying we know this is good for kids. The research is there,\" he said.\u003c/p>\n\u003cp>Studies have shown that social and emotional learning programs can improve academic performance, classroom behavior and stress management. Research also suggests TRAILS lessons for at-risk kids can reduce depression and improve coping skills.\u003c/p>\n\u003cp>Almost 700 U.S. schools have paid contracts to receive support and implement the program. Its website provides free online materials that are downloaded more than 2,000 times daily, and users come from all over the world, said Elizabeth Koschmann, a University of Michigan researcher who developed the program. Those downloads have skyrocketed during the pandemic.\u003c/p>\n\u003cp>She said schools contact her almost daily, asking \"how how they can possibly keep up with students who are falling apart, staff who are losing morale and experiencing tremendous burnout, and just a pervasive sense of exhaustion, despair, and hopelessness.\"\u003c/p>\n\u003cp>Evidence supporting the need for more attention to students' mental well-being is plentiful.\u003c/p>\n\u003cp>U.S. emergency rooms have seen a surge in kids with mental health crises including suicidal behavior, depression and eating disorders. Pediatric mental health therapists are scarce in many areas and kids often wait months for outpatient treatment.\u003c/p>\n\u003cp>In a Dec. 7 public health advisory, U.S. Surgeon General Vivek Murthy cited research showing that depression and anxiety symptoms doubled among youth worldwide during the pandemic. Expanding school-based programs is among his recommendations.\u003c/p>\n\u003cp>The American Academy of Pediatrics is among groups that recently made similar recommendations in declaring children's faltering mental health a national emergency.\u003c/p>\n\u003cp>With teachers and students all struggling with the effects of the pandemic, \"more needs to be done,\" said Dr. Sara Bode, chair-elect of the academy's council on school health and a pediatrician at Nationwide Children's Hospital in Columbus, Ohio. Comprehensive programs are \"critical because we cannot individually treat our way out of this crisis.\"\u003c/p>\n\u003cp>At Paw Paw Middle School, an emergency drill interrupted 8th graders writing down values and behavior they'd like to see in a social contract for the class. The drill gave students and administrators time to reflect on the recent school shooting in Oxford, Michigan, allegedly by a boy just a few years older than these kids.\u003c/p>\n\u003cp>Paw Paw students were told to seek the nearest classroom rather than flee outside, in case a shooter was positioned there.\u003c/p>\n\u003cp>Will Bowater, 13, said the reminders are stressful but that \"it helps to know that there are people who are, like, collected enough to think about how to deal with stuff like that.\"\u003c/p>\n\u003cp>He said the school's focus on feelings and positivity is a good thing, even if \"sometimes it does kind of sound, a bit, like, corny.\"\u003c/p>\n\u003cp>Harbaugh acknowledged it's a work in progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"If you come to look at our school, social, emotional learning and Paw Paw, we're not serving up a gourmet meal here,\" he said. \"We're in the kitchen, there's flour everywhere, the eggs are broken and you know, we've got things in motion and the ovens are heating behind us. We're trying to figure it out. And we're going to keep at it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+embrace+social+and+emotional+learning+to+help+%27overwhelmed%27+students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58862/schools-embrace-tools-to-help-overwhelmed-students","authors":["byline_mindshift_58862"],"categories":["mindshift_21280"],"tags":["mindshift_20589","mindshift_21137","mindshift_21047","mindshift_20865","mindshift_943"],"featImg":"mindshift_58864","label":"mindshift"},"mindshift_58544":{"type":"posts","id":"mindshift_58544","meta":{"index":"posts_1591205157","site":"mindshift","id":"58544","score":null,"sort":[1632382370000]},"guestAuthors":[],"slug":"before-kids-emotions-run-high-practice-these-steps-during-calmer-times","title":"Before Kids’ Emotions Run High, Practice These Steps During Calmer Times","publishDate":1632382370,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">As children file back into America’s classrooms, they bring with them “backpacks full of emotion,” says Katie Hurley, a child psychotherapist and author of \"\u003c/span>\u003ca href=\"https://www.amazon.com/Happy-Kid-Handbook-Children-Stressful/dp/0399171819\">\u003cspan style=\"font-weight: 400\">The Happy Kid Handbook\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\" \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> And they are counting on adults to “work together to help them sort it out.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During children’s early years, teachers and caregivers have a prime opportunity to focus on emotional skills that support students’ \u003c/span>\u003ca href=\"https://www.edutopia.org/sel-research-learning-outcomes#outcomes\">\u003cspan style=\"font-weight: 400\">academic achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, wellness and sense of connectedness. Some of the most effective strategies are also the simplest – which is good, says Hurley, because “we are all running on empty.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-In with Emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many early childhood and elementary classrooms start the day with a date and weather check. This is a good place to also include a “feelings check,” says Hurley. For example, try creating pockets that are labeled with different emotions and asking kids to put a popsicle stick in the pocket that matches their mood. It’s a quick temperature check that allows the teacher to scan the class and see who might need a little extra attention. Families can also check in at dinner or before bed, taking turns sharing two or three words to describe their day.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Breathe In, Breathe Out\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids’ emotions are running hot – if they are bringing anger or anxiety into the classroom – there are several strategies teachers can use to help them cool down. And while there is no one-size-fits-all method, in Hurley’s experience, “deep breathing is the single best thing you can do to calm down your central nervous system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That said, simply telling kids to “take a deep breath” is rarely effective. Hurley recommends using a \u003c/span>\u003ca href=\"https://www.pbs.org/parents/thrive/breathing-exercises-to-help-calm-young-children\">\u003cspan style=\"font-weight: 400\">memorable, guided strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> such as square breathing, pretending to blow out birthday candles or pretending to blow up a balloon.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is practice and adult support, says Hurley. \"You have to practice this when they're calm. When kids are hot, it's not the time to start saying, ‘Do deep breathing.’ The brain will say, ‘That'll never work. This is a five-alarm fire – I can't just breathe my way through it!’ But when we take those deep breaths, the brain starts to say, ‘Oh, wait a minute, it's not as bad as I thought. I can handle this.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we practice deep breathing regularly, it becomes a habit. Habitual strategies are key because when we are faced with a stressor, we instinctively enter “fight or flight mode.” And then it is harder for our brains to access coping strategies. Hurley urges parents and teachers to start the day with a breathing exercise, take a mid-day breathing break and do it again before bed. “That way our brain internalizes it and says, ‘Oh, hey, you know what? Breathing calms me down. This is something that helps me feel good.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Maintain a Balanced Wellness Diet \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our brains tend to overreact to perceived threats and stressors, says Hurley, sending up false alarms that say to us, “This is bad. Nothing's working. Everything's horrible. You're in trouble.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And this internal alarm system is extra-sensitive when basic needs are not being met including sleep, exercise, hydration and nutrition. Hurley emphasizes the following basics with parents and teachers: kids need 10 to 12 hours of sleep at night; they need to drink water; they need to move their bodies; and they need to eat healthy foods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's all interrelated. When these needs aren’t being met, children’s coping skills are compromised and one little stressor, like a timed math test, can send their brains into overload.” That’s why a system-wide commitment to healthy school lunches, movement breaks and recess supports students’ physical, mental and emotional wellbeing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Let’s Do This Together”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children are emotionally hot, adults often send them away to deal with their feelings on their own – such as out into the hallway or up to their room. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of that comes from our own anxiety, says Hurley. “When our kids yell at us or throw a tantrum, it triggers us. We might think, ‘Oh no, I don’t know how to handle this.’” But this strategy also makes logical sense to us: “When adults get overwhelmed with emotion, we\u003c/span> \u003cspan style=\"font-weight: 400\">want to be alone. We say, ‘I just need five minutes to myself to collect my thoughts.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But most kids don't want that. “When kids are feeling their worst is when they want the most connection,” says Hurley. When they lose control, what they are really saying is “‘I need you – I don't know how to do this.’ But we send them away to be alone with all their negative, scary, intrusive thoughts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, says Hurley, “we have to learn how to meet their storm with our calm.” That starts with empathy, says Hurley. Alternatively, she suggests saying, “'This is really hard,' or 'I can see that you are really upset/angry/scared.'” Then follow it with “I'm going to help you through it. Now sounds like a good time to take a nice deep breath. Let’s do this together. Do you want to do square breathing or blow up a balloon?\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For those everyday emotional fluctuations, Hurley recommends that teachers and parents create a “calm corner” in the house or classroom: a place where children can self-select to spend a few minutes when they notice their emotional temperature rise. You can stock it with soft squeeze balls, glitter jars or fancy coloring pages – anything that is a tension reliever.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These small interventions not only support emotional health, but they also build adult-child relationships that will pay off over time. “Children need anchors, and we are their anchors,\" says Hurley. \"That's our job as parents, as educators and as coaches. We have to practice these things on our own so that when things go wrong – and they will every single day – we will feel ready for it.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When a child's emotions get hot, it's hard for anyone to remain calm. That's where practicing calming strategies before the emotions boil over can help, according to Katie Hurley. ","status":"publish","parent":0,"modified":1632382370,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1079},"headData":{"title":"Before Kids’ Emotions Run High, Practice These Steps During Calmer Times - MindShift","description":"When a child's emotions get hot, it's hard for anyone to remain calm. That's where practicing calming strategies before the emotions boil over can help, according to Katie Hurley. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58544 https://ww2.kqed.org/mindshift/?p=58544","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/23/before-kids-emotions-run-high-practice-these-steps-during-calmer-times/","disqusTitle":"Before Kids’ Emotions Run High, Practice These Steps During Calmer Times","path":"/mindshift/58544/before-kids-emotions-run-high-practice-these-steps-during-calmer-times","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As children file back into America’s classrooms, they bring with them “backpacks full of emotion,” says Katie Hurley, a child psychotherapist and author of \"\u003c/span>\u003ca href=\"https://www.amazon.com/Happy-Kid-Handbook-Children-Stressful/dp/0399171819\">\u003cspan style=\"font-weight: 400\">The Happy Kid Handbook\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\" \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> And they are counting on adults to “work together to help them sort it out.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During children’s early years, teachers and caregivers have a prime opportunity to focus on emotional skills that support students’ \u003c/span>\u003ca href=\"https://www.edutopia.org/sel-research-learning-outcomes#outcomes\">\u003cspan style=\"font-weight: 400\">academic achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, wellness and sense of connectedness. Some of the most effective strategies are also the simplest – which is good, says Hurley, because “we are all running on empty.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-In with Emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many early childhood and elementary classrooms start the day with a date and weather check. This is a good place to also include a “feelings check,” says Hurley. For example, try creating pockets that are labeled with different emotions and asking kids to put a popsicle stick in the pocket that matches their mood. It’s a quick temperature check that allows the teacher to scan the class and see who might need a little extra attention. Families can also check in at dinner or before bed, taking turns sharing two or three words to describe their day.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Breathe In, Breathe Out\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids’ emotions are running hot – if they are bringing anger or anxiety into the classroom – there are several strategies teachers can use to help them cool down. And while there is no one-size-fits-all method, in Hurley’s experience, “deep breathing is the single best thing you can do to calm down your central nervous system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That said, simply telling kids to “take a deep breath” is rarely effective. Hurley recommends using a \u003c/span>\u003ca href=\"https://www.pbs.org/parents/thrive/breathing-exercises-to-help-calm-young-children\">\u003cspan style=\"font-weight: 400\">memorable, guided strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> such as square breathing, pretending to blow out birthday candles or pretending to blow up a balloon.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is practice and adult support, says Hurley. \"You have to practice this when they're calm. When kids are hot, it's not the time to start saying, ‘Do deep breathing.’ The brain will say, ‘That'll never work. This is a five-alarm fire – I can't just breathe my way through it!’ But when we take those deep breaths, the brain starts to say, ‘Oh, wait a minute, it's not as bad as I thought. I can handle this.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we practice deep breathing regularly, it becomes a habit. Habitual strategies are key because when we are faced with a stressor, we instinctively enter “fight or flight mode.” And then it is harder for our brains to access coping strategies. Hurley urges parents and teachers to start the day with a breathing exercise, take a mid-day breathing break and do it again before bed. “That way our brain internalizes it and says, ‘Oh, hey, you know what? Breathing calms me down. This is something that helps me feel good.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Maintain a Balanced Wellness Diet \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our brains tend to overreact to perceived threats and stressors, says Hurley, sending up false alarms that say to us, “This is bad. Nothing's working. Everything's horrible. You're in trouble.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And this internal alarm system is extra-sensitive when basic needs are not being met including sleep, exercise, hydration and nutrition. Hurley emphasizes the following basics with parents and teachers: kids need 10 to 12 hours of sleep at night; they need to drink water; they need to move their bodies; and they need to eat healthy foods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's all interrelated. When these needs aren’t being met, children’s coping skills are compromised and one little stressor, like a timed math test, can send their brains into overload.” That’s why a system-wide commitment to healthy school lunches, movement breaks and recess supports students’ physical, mental and emotional wellbeing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Let’s Do This Together”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children are emotionally hot, adults often send them away to deal with their feelings on their own – such as out into the hallway or up to their room. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of that comes from our own anxiety, says Hurley. “When our kids yell at us or throw a tantrum, it triggers us. We might think, ‘Oh no, I don’t know how to handle this.’” But this strategy also makes logical sense to us: “When adults get overwhelmed with emotion, we\u003c/span> \u003cspan style=\"font-weight: 400\">want to be alone. We say, ‘I just need five minutes to myself to collect my thoughts.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But most kids don't want that. “When kids are feeling their worst is when they want the most connection,” says Hurley. When they lose control, what they are really saying is “‘I need you – I don't know how to do this.’ But we send them away to be alone with all their negative, scary, intrusive thoughts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, says Hurley, “we have to learn how to meet their storm with our calm.” That starts with empathy, says Hurley. Alternatively, she suggests saying, “'This is really hard,' or 'I can see that you are really upset/angry/scared.'” Then follow it with “I'm going to help you through it. Now sounds like a good time to take a nice deep breath. Let’s do this together. Do you want to do square breathing or blow up a balloon?\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For those everyday emotional fluctuations, Hurley recommends that teachers and parents create a “calm corner” in the house or classroom: a place where children can self-select to spend a few minutes when they notice their emotional temperature rise. You can stock it with soft squeeze balls, glitter jars or fancy coloring pages – anything that is a tension reliever.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These small interventions not only support emotional health, but they also build adult-child relationships that will pay off over time. “Children need anchors, and we are their anchors,\" says Hurley. \"That's our job as parents, as educators and as coaches. We have to practice these things on our own so that when things go wrong – and they will every single day – we will feel ready for it.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58544/before-kids-emotions-run-high-practice-these-steps-during-calmer-times","authors":["11087"],"categories":["mindshift_1"],"tags":["mindshift_21071","mindshift_21047","mindshift_20865"],"featImg":"mindshift_58547","label":"mindshift"},"mindshift_54853":{"type":"posts","id":"mindshift_54853","meta":{"index":"posts_1591205157","site":"mindshift","id":"54853","score":null,"sort":[1574320857000]},"guestAuthors":[],"slug":"why-its-imperative-we-all-learn-to-be-emotion-scientists","title":"Why It's Imperative We All Learn To Be 'Emotion Scientists'","publishDate":1574320857,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \"\u003ca href=\"https://us.macmillan.com/books/9781250212849\">Permission to Feel:\u003c/a> \u003ca href=\"https://us.macmillan.com/books/9781250212849\">Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive\"\u003c/a> by Marc Brackett. Copyright (c) 2019 by the author and reprinted with permission of Celadon Books, a division of Macmillan Publishing Group, LLC.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Marc Brackett\u003c/strong>\u003c/p>\n\u003cp>Our lives are saturated with emotions – sadness, disappointment, anxiety, irritation, enthusiasm, and even tranquility. Sometimes – often – those feelings are inconvenient. They get in the way of our busy lives, or at least that’s what we tell ourselves. So we do our best to ignore them. It's everywhere, from the stiff upper lip of our country's Puritan founders to the tough-it-out ethos of schoolyards and playgrounds. We all believe that our feelings are important and deserve to be addressed respectfully and fully. But we also think of emotions as being disruptive and unproductive – at work, at home, and everywhere else. Until the 1980s, most psychologists viewed emotions as extraneous noise, useless static. Our feelings slow us down and get in the way of achieving our goals. We've all heard the message: Get over it. Stop focusing on yourself (as though such a thing were possible!). Don't be so sensitive. Time to move on.\u003c/p>\n\u003cp>The irony, though, is that when we ignore our feelings, or suppress them, they only become stronger. The really powerful emotions build up inside us, like a dark force that inevitably poisons everything we do, whether we like it or not. Hurt feelings don’t vanish on their own. They don't heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due.\u003c/p>\n\u003cp>And I'm not talking only about the times we’re feeling something unpleasant. We may also fail to understand exactly how we feel when things are going great. We're content just to enjoy the emotions and not probe too deeply. It's a mistake, of course. If we're going to make positive choices in the future, we need to know what will bring us happiness – and why.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Proof of our inability to deal constructively with our emotional lives is all around us. In 2015, in collaboration with the Robert Wood Johnson Foundation and Born This Way Foundation (founded by Lady Gaga and her mother, Cynthia Germanotta), we conducted a large-scale survey of twenty-two thousand teenagers from across the United States and asked them to describe how they feel while in school. Three- quarters of the words they used were negative, with \"tired,\" \"bored,\" and \"stressed\" topping the list. This wasn't surprising given that around 30 percent of elementary and middle school students now experience adjustment problems severe enough to require regular counseling. In economically disadvantaged schools, this runs as high as 60 percent.\u003c/p>\n\u003cp>American youths now rank in the bottom quarter among developed nations in well- being and life satisfaction, according to a report by UNICEF. Research shows that our youths have stress levels that surpass those of adults. Our teenagers are now world leaders in violence, binge drinking, marijuana use, and obesity. More than half of college students experience overwhelming anxiety, and a third report intense depression. And over the last two decades, there has been a 28-percent increase in our suicide rate.\u003c/p>\n\u003cfigure id=\"attachment_54858\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-1020x1342.jpg\" alt=\"Marc Brackett headshot\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-1020x1342.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-800x1053.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-768x1010.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-912x1200.jpg 912w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm.jpg 1080w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Marc Bracket is the author of \"Permission to Feel,\" and is the Founder and Director of the Yale Center For Emotional Intelligence. \u003ccite>(Courtesy The Yale Center For Emotional Intelligence)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>How clearly will kids think when they are feeling tired, bored, and stressed? How well do they absorb new information when they are anxious? Do they take their studies seriously? Do they feel inclined to express their curiosity and pursue learning?\u003c/p>\n\u003cp>Here's a story that tells me a lot about the emotional atmosphere in schools.\u003c/p>\n\u003cp>The superintendent of a major metropolitan district was out making classroom visits. As she walked the halls with the principal, she saw a little girl headed to a classroom and greeted her, attempting to start up a conversation.\u003c/p>\n\u003cp>The girl refused to acknowledge her.\u003c/p>\n\u003cp>\"She wouldn’t say hello to me,\" the superintendent told me. After a moment of mutual confusion, the little girl put her head down and continued on her way. Apparently, students had been told they could walk only on the white line painted down the middle of the corridors. \"Stepping over to talk to me would mean breaking the rules,\" said the superintendent.\u003c/p>\n\u003cp>We'll never know how that conversation might have gone. The natural instinct of both student and educator to engage with each other was squelched by the school's demand for order above all else.\u003c/p>\n\u003cp>What can happen in a single exchange? A moment of small talk in a hallway? Probably very little. Although if you are like me, you have some memories from early childhood that stand out from the fog of years, that have endured over time for no other reason than that a grown-up made space in his or her life, for a moment, for you. A small thing like that, if it is heartfelt, can reverberate.\u003c/p>\n\u003cp>It's not only students who feel oppressed. What about their teachers? In 2017, in collaboration with the New Teacher Center, we surveyed more than five thousand educators and found that they spend nearly 70 percent of their workdays feeling \"frustrated,\" \"overwhelmed,\" and \"stressed.\" This conforms with Gallup data showing that nearly half of U.S. teachers report high stress on a daily basis. A frightening snapshot of our educational system, wouldn’t you agree?\u003c/p>\n\u003cp>How effective are our educators when they feel just as frustrated, overwhelmed, and stressed as the kids? Will they give 100 percent to their lessons? Do they snap at students unintentionally, or ignore their needs, because they are emotionally exhausted? Are they leaving work feeling burned out, dreading tomorrow's return to the classroom?\u003c/p>\n\u003cp>If we don't understand emotions and find strategies to deal with them, they will take over our lives, as they did for me as a child. Fear and anxiety made it impossible for me to try to deal with my problems. I was paralyzed. The science now proves why. If there had been someone to teach me the skills – if there had been someone to even tell me there were such skills – I might have felt more in control of my situation. Instead, all I could do was endure it.\u003c/p>\n\u003cp>During presentations, I’ll often make the observation that many children today are in serious crisis mode. Usually this will prompt someone to ask a question that’s really more of an opinion: \"Don't you think these kids lack the toughness and moral fiber that people had generations ago?\"\u003c/p>\n\u003cp>My response to this has matured over the years. Once, a statement like that would really rile me. It sounded like somebody looking for a reason to feel superior and blame the victims. Now I think it’s irresponsible.\u003c/p>\n\u003cp>Let's suppose that children today do lack the emotional strength we, or some other generation, had in abundance. Let's assume that in the past kids were just as challenged — maybe more — but they were able to buckle down and deal with it.\u003c/p>\n\u003cp>So what?\u003c/p>\n\u003cp>Would that mean we abdicate responsibility for doing our best to help today’s kids? If they do require a little help, isn’t it our job to give it to them, without judging? And if they need so much support, how did they end up that way? Did it have anything to do with how we raised them?\u003c/p>\n\u003cp>There was a time, not so long ago, that children did have a serious need that was not being met. Our national response was instructive. In 1945, while World War II was still raging, a general (and former teacher) named Lewis B. Hershey testified before Congress that almost half of all army draftees were turned away for reasons owing to poor nutrition. He was in a good position to know: Hershey was in charge of the Selective Service System. He saw the underfed and malnourished young American men and realized their unfitness for war.\u003c/p>\n\u003cp>Congress did not issue a proclamation condemning the fecklessness of the younger generation. It passed a bipartisan bill: the National School Lunch Act.\u003c/p>\n\u003cp>In other words, we fed our kids. It's time to feed our kids again.\u003c/p>\n\u003cp>At the Yale Center for Emotional Intelligence, that's all we think about: how we can help people to identify their emotions, understand the influence of their feelings on all aspects of their lives, and develop the skills to make sure they use their emotions in healthy, productive ways.\u003c/p>\n\u003cp>Once, after a talk to mental health professionals at a major hospital, the head of child psychiatry approached me. He said, \"Marc, great job. But, you know, according to our data we're going to need another eight thousand child psychiatrists to deal with the problems these kids will be having.\"\u003c/p>\n\u003cp>I was stunned.\u003c/p>\n\u003cp>\"You misunderstood me. I want to put you all out of business,\" I said half-jokingly.\u003c/p>\n\u003cp>He was thinking that all those troubled children would need professional interventions in order to deal with their lives. I was saying that we need to remake education so that it includes emotion skills—so that professional interventions become less necessary.\u003c/p>\n\u003cp>\u003ca href=\"https://us.macmillan.com/books/9781250212849\">\u003cimg class=\"alignright wp-image-54860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Permission-Final-Cover1-160x243.jpg\" alt=\"\" width=\"250\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Permission-Final-Cover1-160x243.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Permission-Final-Cover1.jpg 540w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>It’s been nearly thirty years since the idea of emotional intelligence was introduced by my mentors, Peter Salovey, professor of psychology and current president of Yale University, and Jack Mayer, professor of psychology at the University of New Hampshire. It's been a quarter century since Daniel Goleman published his bestselling book, \u003cem>Emotional Intelligence\u003c/em>, which popularized the concept. And yet we're still grappling with the most basic questions, such as \"How are you feeling?\"\u003c/p>\n\u003cp>Feelings are a form of information. They’re like news reports from inside our psyches, sending messages about what’s going on inside the unique person that is each of us in response to whatever internal or external events we’re experiencing. We need to access that information and then figure out what it’s telling us. That way we can make the most informed decisions.\u003c/p>\n\u003cp>That’s a major challenge. It’s not as though every emotion comes with a label telling us precisely what prompted it, and why, and what can be done to resolve it. Our thinking and behavior absolutely change in response to what we’re feeling. But we don’t always know why or how best to address our emotions. For parents, this might be a familiar scenario: we see a child who’s clearly suffering, and the reason isn’t apparent. Ask simply, “What’s wrong?” and the answer will almost never reveal the source of the anguish. Maybe the child doesn’t even know what’s wrong.\u003c/p>\n\u003cp>Here’s an example: Anger can sometimes seem unprovoked or inexplicable, but in almost every case it’s a response to what we perceive as unfair treatment. We’ve suffered an injustice of some kind, big or small, and it makes us mad. Someone cut in front of you in line— and you’re irritated. You were up for a promotion at work, but it went to the boss’s niece— and you’re outraged. But it’s the same basic dynamic at work.\u003c/p>\n\u003cp>Most of us don’t enjoy dealing with anger, whether it’s our own or someone else’s. When a parent or teacher is faced with what might appear to be an angry child, often the first impulse is to threaten discipline—if you don’t stop yelling, or speaking rudely, or stamping your feet, you’ll go sit in the corner, or I’ll send you to your room, or you’ll lose your privileges!\u003c/p>\n\u003cp>When it’s an adult who’s angry, our response isn’t much different. We immediately pull back. We stop listening sympathetically. We feel under attack, which makes it nearly impossible for us to deal with the information the person is conveying. But that anger was an important message. If we can try to mollify the injustice that sparked it, the anger will go away, because it’s outlived its usefulness. If not, it will fester, even if it seems to subside.\u003c/p>\n\u003cp>Thankfully, there’s a science to understanding emotion. It’s not just a matter of intuition, opinion, or gut instinct. We are not born with an innate talent for recognizing what we or anyone else is feeling and why. We all have to learn it. I had to learn it.\u003c/p>\n\u003cp>As with any science, there’s a process of discovery, a method of investigation. After three decades of research and practical experience, we at the Yale Center have identified the talents needed to become what we’ve termed an “emotion scientist.”\u003c/p>\n\u003cp>Here are the five skills we've identified. We need to\u003c/p>\n\u003cul>\n\u003cli>recognize our own emotions and those of others, not just in the things we think, feel, and say but in facial expressions, body language, vocal tones, and other nonverbal signals.\u003c/li>\n\u003cli>understand those feelings and determine their source— what experiences actually caused them— and then see how they’ve influenced our behaviors.\u003c/li>\n\u003cli>label emotions with a nuanced vocabulary.\u003c/li>\n\u003cli>express our feelings in accordance with cultural norms and social contexts in a way that tries to inform and invites empathy from the listener.\u003c/li>\n\u003cli>regulate emotions, rather than letting them regulate us, by finding practical strategies for dealing with what we and other feel.\u003c/li>\n\u003c/ul>\n\u003cp>The rest of this book is devoted to teaching those skills and how to use them.\u003c/p>\n\u003cp>In the late 1990s, Uncle Marvin and I set out together to bring these skills to schools. We failed. We were prepared to deliver classroom instruction only to children. But some teachers were resistant. “Teaching kids about anxiety makes me nervous,” one said. “I’m not opening that Pandora’s box of talking about how these kids feel,” said another. If the teachers didn’t believe in the importance of these emotion skills, they’d never be effective at instructing their students. So Marvin and I, along with new colleagues at Yale, went back to the drawing board. We saw that we would never reach children until we first enlisted teachers who understood the importance of emotion skills. And soon after that we realized that only if there was commitment at the very top, at the school board, superintendent, and principal levels, could entire school systems be transformed.\u003c/p>\n\u003cp>Then it became clear that the skills must be even more widely shared. We adults all need to understand how our emotions influence us and everyone around us, not just schoolchildren. We need to develop the skills and be positive role models. Educators and parents have to demonstrate the ability to identify, discuss, and regulate their own emotions before they can teach the skills to others. Our classroom research shows that where there is an emotionally skilled teacher present, students disrupt less, focus more, and perform better academically. Our studies show that where there is an emotionally skilled principal, there are teachers who are less stressed and more satisfied. And where there is an emotionally skilled parent, there are children who have a greater ability to identify and regulate their emotions.\u003c/p>\n\u003cp>Once our children grow into emotionally skilled adults, the entire culture will change— for the better. But learning the skills and improving the way we respond to our feelings doesn’t mean we’ll suddenly become happy all the time. Perpetual happiness can’t be our goal— it’s just not how real life works. We need the ability to experience and express all emotions, to down- or up- regulate both pleasant and unpleasant emotions in order to achieve greater well- being, make the most informed decisions, build and maintain meaningful relationships, and realize our potential.\u003c/p>\n\u003cp>But that starts with all of us. If you’re a parent, ask yourself this: What are the qualities you most want your children to possess as they grow into adults? Is it math skills, scientific knowledge, athletic ability? Or is it confidence, kindness, a sense of purpose, the wisdom to build healthy, lasting relationships? When we consult with corporations, they tell us they’re searching for employees who persevere with a task, who take personal responsibility for their work, who can get along with others and function as members of a team. Not technical abilities or specialized knowledge— they’re looking first for emotional attributes. A colleague from the RAND Corporation told me that technology advances so rapidly today that companies don’t hire workers for their current skills— firms are looking for people who are flexible, who can present new ideas, inspire cooperation in groups, manage and lead teams, and so on.\u003c/p>\n\u003cp>We may acquire some of those skills by osmosis—by watching and emulating others who possess them. But for the most part they must be taught. And they are best learned in communities. Emotion skills are both personal and mutual. They can be used privately, but their best application is throughout a community, so that a network emerges to reinforce its own influence. I have seen this happen— these skills are being deployed in thousands of schools all over the world, with dramatic results. The children benefit, naturally: there is less bullying and emotional distress, better attendance, fewer suspensions, and greater academic achievement. But we have also seen that schools where these skills are taught have teachers with lower levels of stress and burnout, fewer intentions to leave the profession, greater job satisfaction, and more engaging classrooms.\u003c/p>\n\u003cp>We all want our lives, and the lives of the people we love, to be free of hardship and troubling events.\u003c/p>\n\u003cp>We can never make that happen.\u003c/p>\n\u003cp>We all want our lives to be filled with healthy relationships, compassion, and a sense of purpose.\u003c/p>\n\u003cp>That we can make happen.\u003c/p>\n\u003cp>Uncle Marvin showed me how. It starts with the permission to feel, the first step of the process.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.marcbrackett.com/about/about-marc-brackett-ph-d/\">Marc Brackett, Ph.D\u003c/a>., is the Founder and Director of the \u003ca href=\"http://ei.yale.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Yale Center for Emotional Intelligence\u003c/a> and a Professor in the Child Study Center of Yale University. He is the author of \"\u003ca href=\"https://us.macmillan.com/books/9781250212849\">Permission to Feel:\u003c/a> \u003ca href=\"https://us.macmillan.com/books/9781250212849\">Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive.\"\u003c/a> He is the lead developer of \u003ca href=\"http://ei.yale.edu/ruler/how-ruler-works/\" target=\"_blank\" rel=\"noopener noreferrer\">RULER\u003c/a>, an evidence-based approach to social and emotional learning that has been adopted by nearly 2,000 pre-K through high schools across the United States and in other countries. He also serves on the Board of Directors for the Collaborative for Academic, Social, and Emotional Learning (\u003ca href=\"https://casel.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CASEL\u003c/a>).\u003cbr>\n\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Emotions affect everything from how well we pay attention to our mental and physical health. And yet many of us never learn to talk about them with specificity. Marc Brackett's work at the Yale Center For Emotional Intelligence is to help people learn to recognize and thus manage their emotions for better life success.","status":"publish","parent":0,"modified":1574320857,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":3245},"headData":{"title":"Why It's Imperative We All Learn To Be 'Emotion Scientists' | KQED","description":"Emotions affect everything from how well we pay attention to our mental and physical health. And yet many of us never learn to talk about them with specificity. Marc Brackett's work at the Yale Center For Emotional Intelligence is to help people learn to recognize and thus manage their emotions for better life success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"54853 https://ww2.kqed.org/mindshift/?p=54853","disqusUrl":"https://ww2.kqed.org/mindshift/2019/11/20/why-its-imperative-we-all-learn-to-be-emotion-scientists/","disqusTitle":"Why It's Imperative We All Learn To Be 'Emotion Scientists'","path":"/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \"\u003ca href=\"https://us.macmillan.com/books/9781250212849\">Permission to Feel:\u003c/a> \u003ca href=\"https://us.macmillan.com/books/9781250212849\">Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive\"\u003c/a> by Marc Brackett. Copyright (c) 2019 by the author and reprinted with permission of Celadon Books, a division of Macmillan Publishing Group, LLC.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Marc Brackett\u003c/strong>\u003c/p>\n\u003cp>Our lives are saturated with emotions – sadness, disappointment, anxiety, irritation, enthusiasm, and even tranquility. Sometimes – often – those feelings are inconvenient. They get in the way of our busy lives, or at least that’s what we tell ourselves. So we do our best to ignore them. It's everywhere, from the stiff upper lip of our country's Puritan founders to the tough-it-out ethos of schoolyards and playgrounds. We all believe that our feelings are important and deserve to be addressed respectfully and fully. But we also think of emotions as being disruptive and unproductive – at work, at home, and everywhere else. Until the 1980s, most psychologists viewed emotions as extraneous noise, useless static. Our feelings slow us down and get in the way of achieving our goals. We've all heard the message: Get over it. Stop focusing on yourself (as though such a thing were possible!). Don't be so sensitive. Time to move on.\u003c/p>\n\u003cp>The irony, though, is that when we ignore our feelings, or suppress them, they only become stronger. The really powerful emotions build up inside us, like a dark force that inevitably poisons everything we do, whether we like it or not. Hurt feelings don’t vanish on their own. They don't heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due.\u003c/p>\n\u003cp>And I'm not talking only about the times we’re feeling something unpleasant. We may also fail to understand exactly how we feel when things are going great. We're content just to enjoy the emotions and not probe too deeply. It's a mistake, of course. If we're going to make positive choices in the future, we need to know what will bring us happiness – and why.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Proof of our inability to deal constructively with our emotional lives is all around us. In 2015, in collaboration with the Robert Wood Johnson Foundation and Born This Way Foundation (founded by Lady Gaga and her mother, Cynthia Germanotta), we conducted a large-scale survey of twenty-two thousand teenagers from across the United States and asked them to describe how they feel while in school. Three- quarters of the words they used were negative, with \"tired,\" \"bored,\" and \"stressed\" topping the list. This wasn't surprising given that around 30 percent of elementary and middle school students now experience adjustment problems severe enough to require regular counseling. In economically disadvantaged schools, this runs as high as 60 percent.\u003c/p>\n\u003cp>American youths now rank in the bottom quarter among developed nations in well- being and life satisfaction, according to a report by UNICEF. Research shows that our youths have stress levels that surpass those of adults. Our teenagers are now world leaders in violence, binge drinking, marijuana use, and obesity. More than half of college students experience overwhelming anxiety, and a third report intense depression. And over the last two decades, there has been a 28-percent increase in our suicide rate.\u003c/p>\n\u003cfigure id=\"attachment_54858\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-54858\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-1020x1342.jpg\" alt=\"Marc Brackett headshot\" width=\"250\" height=\"329\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-1020x1342.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-800x1053.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-768x1010.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm-912x1200.jpg 912w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/MarcBrackettPhD_sm.jpg 1080w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Marc Bracket is the author of \"Permission to Feel,\" and is the Founder and Director of the Yale Center For Emotional Intelligence. \u003ccite>(Courtesy The Yale Center For Emotional Intelligence)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>How clearly will kids think when they are feeling tired, bored, and stressed? How well do they absorb new information when they are anxious? Do they take their studies seriously? Do they feel inclined to express their curiosity and pursue learning?\u003c/p>\n\u003cp>Here's a story that tells me a lot about the emotional atmosphere in schools.\u003c/p>\n\u003cp>The superintendent of a major metropolitan district was out making classroom visits. As she walked the halls with the principal, she saw a little girl headed to a classroom and greeted her, attempting to start up a conversation.\u003c/p>\n\u003cp>The girl refused to acknowledge her.\u003c/p>\n\u003cp>\"She wouldn’t say hello to me,\" the superintendent told me. After a moment of mutual confusion, the little girl put her head down and continued on her way. Apparently, students had been told they could walk only on the white line painted down the middle of the corridors. \"Stepping over to talk to me would mean breaking the rules,\" said the superintendent.\u003c/p>\n\u003cp>We'll never know how that conversation might have gone. The natural instinct of both student and educator to engage with each other was squelched by the school's demand for order above all else.\u003c/p>\n\u003cp>What can happen in a single exchange? A moment of small talk in a hallway? Probably very little. Although if you are like me, you have some memories from early childhood that stand out from the fog of years, that have endured over time for no other reason than that a grown-up made space in his or her life, for a moment, for you. A small thing like that, if it is heartfelt, can reverberate.\u003c/p>\n\u003cp>It's not only students who feel oppressed. What about their teachers? In 2017, in collaboration with the New Teacher Center, we surveyed more than five thousand educators and found that they spend nearly 70 percent of their workdays feeling \"frustrated,\" \"overwhelmed,\" and \"stressed.\" This conforms with Gallup data showing that nearly half of U.S. teachers report high stress on a daily basis. A frightening snapshot of our educational system, wouldn’t you agree?\u003c/p>\n\u003cp>How effective are our educators when they feel just as frustrated, overwhelmed, and stressed as the kids? Will they give 100 percent to their lessons? Do they snap at students unintentionally, or ignore their needs, because they are emotionally exhausted? Are they leaving work feeling burned out, dreading tomorrow's return to the classroom?\u003c/p>\n\u003cp>If we don't understand emotions and find strategies to deal with them, they will take over our lives, as they did for me as a child. Fear and anxiety made it impossible for me to try to deal with my problems. I was paralyzed. The science now proves why. If there had been someone to teach me the skills – if there had been someone to even tell me there were such skills – I might have felt more in control of my situation. Instead, all I could do was endure it.\u003c/p>\n\u003cp>During presentations, I’ll often make the observation that many children today are in serious crisis mode. Usually this will prompt someone to ask a question that’s really more of an opinion: \"Don't you think these kids lack the toughness and moral fiber that people had generations ago?\"\u003c/p>\n\u003cp>My response to this has matured over the years. Once, a statement like that would really rile me. It sounded like somebody looking for a reason to feel superior and blame the victims. Now I think it’s irresponsible.\u003c/p>\n\u003cp>Let's suppose that children today do lack the emotional strength we, or some other generation, had in abundance. Let's assume that in the past kids were just as challenged — maybe more — but they were able to buckle down and deal with it.\u003c/p>\n\u003cp>So what?\u003c/p>\n\u003cp>Would that mean we abdicate responsibility for doing our best to help today’s kids? If they do require a little help, isn’t it our job to give it to them, without judging? And if they need so much support, how did they end up that way? Did it have anything to do with how we raised them?\u003c/p>\n\u003cp>There was a time, not so long ago, that children did have a serious need that was not being met. Our national response was instructive. In 1945, while World War II was still raging, a general (and former teacher) named Lewis B. Hershey testified before Congress that almost half of all army draftees were turned away for reasons owing to poor nutrition. He was in a good position to know: Hershey was in charge of the Selective Service System. He saw the underfed and malnourished young American men and realized their unfitness for war.\u003c/p>\n\u003cp>Congress did not issue a proclamation condemning the fecklessness of the younger generation. It passed a bipartisan bill: the National School Lunch Act.\u003c/p>\n\u003cp>In other words, we fed our kids. It's time to feed our kids again.\u003c/p>\n\u003cp>At the Yale Center for Emotional Intelligence, that's all we think about: how we can help people to identify their emotions, understand the influence of their feelings on all aspects of their lives, and develop the skills to make sure they use their emotions in healthy, productive ways.\u003c/p>\n\u003cp>Once, after a talk to mental health professionals at a major hospital, the head of child psychiatry approached me. He said, \"Marc, great job. But, you know, according to our data we're going to need another eight thousand child psychiatrists to deal with the problems these kids will be having.\"\u003c/p>\n\u003cp>I was stunned.\u003c/p>\n\u003cp>\"You misunderstood me. I want to put you all out of business,\" I said half-jokingly.\u003c/p>\n\u003cp>He was thinking that all those troubled children would need professional interventions in order to deal with their lives. I was saying that we need to remake education so that it includes emotion skills—so that professional interventions become less necessary.\u003c/p>\n\u003cp>\u003ca href=\"https://us.macmillan.com/books/9781250212849\">\u003cimg class=\"alignright wp-image-54860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Permission-Final-Cover1-160x243.jpg\" alt=\"\" width=\"250\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/11/Permission-Final-Cover1-160x243.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/11/Permission-Final-Cover1.jpg 540w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>It’s been nearly thirty years since the idea of emotional intelligence was introduced by my mentors, Peter Salovey, professor of psychology and current president of Yale University, and Jack Mayer, professor of psychology at the University of New Hampshire. It's been a quarter century since Daniel Goleman published his bestselling book, \u003cem>Emotional Intelligence\u003c/em>, which popularized the concept. And yet we're still grappling with the most basic questions, such as \"How are you feeling?\"\u003c/p>\n\u003cp>Feelings are a form of information. They’re like news reports from inside our psyches, sending messages about what’s going on inside the unique person that is each of us in response to whatever internal or external events we’re experiencing. We need to access that information and then figure out what it’s telling us. That way we can make the most informed decisions.\u003c/p>\n\u003cp>That’s a major challenge. It’s not as though every emotion comes with a label telling us precisely what prompted it, and why, and what can be done to resolve it. Our thinking and behavior absolutely change in response to what we’re feeling. But we don’t always know why or how best to address our emotions. For parents, this might be a familiar scenario: we see a child who’s clearly suffering, and the reason isn’t apparent. Ask simply, “What’s wrong?” and the answer will almost never reveal the source of the anguish. Maybe the child doesn’t even know what’s wrong.\u003c/p>\n\u003cp>Here’s an example: Anger can sometimes seem unprovoked or inexplicable, but in almost every case it’s a response to what we perceive as unfair treatment. We’ve suffered an injustice of some kind, big or small, and it makes us mad. Someone cut in front of you in line— and you’re irritated. You were up for a promotion at work, but it went to the boss’s niece— and you’re outraged. But it’s the same basic dynamic at work.\u003c/p>\n\u003cp>Most of us don’t enjoy dealing with anger, whether it’s our own or someone else’s. When a parent or teacher is faced with what might appear to be an angry child, often the first impulse is to threaten discipline—if you don’t stop yelling, or speaking rudely, or stamping your feet, you’ll go sit in the corner, or I’ll send you to your room, or you’ll lose your privileges!\u003c/p>\n\u003cp>When it’s an adult who’s angry, our response isn’t much different. We immediately pull back. We stop listening sympathetically. We feel under attack, which makes it nearly impossible for us to deal with the information the person is conveying. But that anger was an important message. If we can try to mollify the injustice that sparked it, the anger will go away, because it’s outlived its usefulness. If not, it will fester, even if it seems to subside.\u003c/p>\n\u003cp>Thankfully, there’s a science to understanding emotion. It’s not just a matter of intuition, opinion, or gut instinct. We are not born with an innate talent for recognizing what we or anyone else is feeling and why. We all have to learn it. I had to learn it.\u003c/p>\n\u003cp>As with any science, there’s a process of discovery, a method of investigation. After three decades of research and practical experience, we at the Yale Center have identified the talents needed to become what we’ve termed an “emotion scientist.”\u003c/p>\n\u003cp>Here are the five skills we've identified. We need to\u003c/p>\n\u003cul>\n\u003cli>recognize our own emotions and those of others, not just in the things we think, feel, and say but in facial expressions, body language, vocal tones, and other nonverbal signals.\u003c/li>\n\u003cli>understand those feelings and determine their source— what experiences actually caused them— and then see how they’ve influenced our behaviors.\u003c/li>\n\u003cli>label emotions with a nuanced vocabulary.\u003c/li>\n\u003cli>express our feelings in accordance with cultural norms and social contexts in a way that tries to inform and invites empathy from the listener.\u003c/li>\n\u003cli>regulate emotions, rather than letting them regulate us, by finding practical strategies for dealing with what we and other feel.\u003c/li>\n\u003c/ul>\n\u003cp>The rest of this book is devoted to teaching those skills and how to use them.\u003c/p>\n\u003cp>In the late 1990s, Uncle Marvin and I set out together to bring these skills to schools. We failed. We were prepared to deliver classroom instruction only to children. But some teachers were resistant. “Teaching kids about anxiety makes me nervous,” one said. “I’m not opening that Pandora’s box of talking about how these kids feel,” said another. If the teachers didn’t believe in the importance of these emotion skills, they’d never be effective at instructing their students. So Marvin and I, along with new colleagues at Yale, went back to the drawing board. We saw that we would never reach children until we first enlisted teachers who understood the importance of emotion skills. And soon after that we realized that only if there was commitment at the very top, at the school board, superintendent, and principal levels, could entire school systems be transformed.\u003c/p>\n\u003cp>Then it became clear that the skills must be even more widely shared. We adults all need to understand how our emotions influence us and everyone around us, not just schoolchildren. We need to develop the skills and be positive role models. Educators and parents have to demonstrate the ability to identify, discuss, and regulate their own emotions before they can teach the skills to others. Our classroom research shows that where there is an emotionally skilled teacher present, students disrupt less, focus more, and perform better academically. Our studies show that where there is an emotionally skilled principal, there are teachers who are less stressed and more satisfied. And where there is an emotionally skilled parent, there are children who have a greater ability to identify and regulate their emotions.\u003c/p>\n\u003cp>Once our children grow into emotionally skilled adults, the entire culture will change— for the better. But learning the skills and improving the way we respond to our feelings doesn’t mean we’ll suddenly become happy all the time. Perpetual happiness can’t be our goal— it’s just not how real life works. We need the ability to experience and express all emotions, to down- or up- regulate both pleasant and unpleasant emotions in order to achieve greater well- being, make the most informed decisions, build and maintain meaningful relationships, and realize our potential.\u003c/p>\n\u003cp>But that starts with all of us. If you’re a parent, ask yourself this: What are the qualities you most want your children to possess as they grow into adults? Is it math skills, scientific knowledge, athletic ability? Or is it confidence, kindness, a sense of purpose, the wisdom to build healthy, lasting relationships? When we consult with corporations, they tell us they’re searching for employees who persevere with a task, who take personal responsibility for their work, who can get along with others and function as members of a team. Not technical abilities or specialized knowledge— they’re looking first for emotional attributes. A colleague from the RAND Corporation told me that technology advances so rapidly today that companies don’t hire workers for their current skills— firms are looking for people who are flexible, who can present new ideas, inspire cooperation in groups, manage and lead teams, and so on.\u003c/p>\n\u003cp>We may acquire some of those skills by osmosis—by watching and emulating others who possess them. But for the most part they must be taught. And they are best learned in communities. Emotion skills are both personal and mutual. They can be used privately, but their best application is throughout a community, so that a network emerges to reinforce its own influence. I have seen this happen— these skills are being deployed in thousands of schools all over the world, with dramatic results. The children benefit, naturally: there is less bullying and emotional distress, better attendance, fewer suspensions, and greater academic achievement. But we have also seen that schools where these skills are taught have teachers with lower levels of stress and burnout, fewer intentions to leave the profession, greater job satisfaction, and more engaging classrooms.\u003c/p>\n\u003cp>We all want our lives, and the lives of the people we love, to be free of hardship and troubling events.\u003c/p>\n\u003cp>We can never make that happen.\u003c/p>\n\u003cp>We all want our lives to be filled with healthy relationships, compassion, and a sense of purpose.\u003c/p>\n\u003cp>That we can make happen.\u003c/p>\n\u003cp>Uncle Marvin showed me how. It starts with the permission to feel, the first step of the process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.marcbrackett.com/about/about-marc-brackett-ph-d/\">Marc Brackett, Ph.D\u003c/a>., is the Founder and Director of the \u003ca href=\"http://ei.yale.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Yale Center for Emotional Intelligence\u003c/a> and a Professor in the Child Study Center of Yale University. He is the author of \"\u003ca href=\"https://us.macmillan.com/books/9781250212849\">Permission to Feel:\u003c/a> \u003ca href=\"https://us.macmillan.com/books/9781250212849\">Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive.\"\u003c/a> He is the lead developer of \u003ca href=\"http://ei.yale.edu/ruler/how-ruler-works/\" target=\"_blank\" rel=\"noopener noreferrer\">RULER\u003c/a>, an evidence-based approach to social and emotional learning that has been adopted by nearly 2,000 pre-K through high schools across the United States and in other countries. He also serves on the Board of Directors for the Collaborative for Academic, Social, and Emotional Learning (\u003ca href=\"https://casel.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CASEL\u003c/a>).\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_21247","mindshift_21157","mindshift_21047","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_943"],"featImg":"mindshift_54865","label":"mindshift"},"mindshift_53815":{"type":"posts","id":"mindshift_53815","meta":{"index":"posts_1591205157","site":"mindshift","id":"53815","score":null,"sort":[1561010560000]},"guestAuthors":[],"slug":"helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success","title":"Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success","publishDate":1561010560,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Preschool is an important time for children to build pro-social behaviors and learn to get along with other kids in a school setting. Recently, there has been more emphasis on academic preparation in preschool, but just as important, are the social and emotional skills kids will need to succeed when they move into kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans Early Childhood School\u003c/a> is a public pre-K that focuses on giving kids the language to talk about their emotions from an early age. Their play-based curriculum gives teachers lots of opportunities to help students build self-regulation skills. Educators here say success is when a child moves into elementary school with the self-regulation skills they need to focus and learn at the next level.\u003c/p>\n\u003cp>\"They're better able to verbalize their emotions and what they're going through,\" said Thomas Whifield, family support manager at Educare New Orleans. \"They're ready to speak about their problems and not react to their problems. And my doing that they're ready to go to that next level.\"\u003c/p>\n\u003cp>Teachers use the \u003ca href=\"https://consciousdiscipline.com/methodology/\" target=\"_blank\" rel=\"noopener\">Conscious Discipline\u003c/a> curriculum, which they like because it doesn't focus on managing behavior, but rather on giving kids the tools to direct it themselves. \u003ca href=\"https://www.edutopia.org/video/building-emotional-literacy-preschoolers\" target=\"_blank\" rel=\"noopener\">Edutopia profiled\u003c/a> Educare's social and emotional program on their \"Schools that Work\" segment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/5cO3JjMxDzU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In previous classrooms that I've had, we didn't give them the means to articulate their feelings,\" said Antonia Celius, a preschool lead teacher. \"If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!' But, what words?\"\u003c/p>\n\u003cp>Celius also points out that many preschool teachers talk about touch with kids in a negative way. She takes time every morning to do a \u003ca href=\"https://www.edutopia.org/video/60-second-strategy-respectful-touch\" target=\"_blank\" rel=\"noopener\">positive touch ritual \u003c/a>so kids learn what \"gentle touch\" means and have a framework to understand when it's a good time and place to express oneself through touch.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8KrM4qotecw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while teachers here know if they do their jobs well it will serve these students in the future, they're also aware of how important it is to help kids' caregivers to continue the practices at home. Educare has a two-generation approach to early childhood, in which they bring parents into school as much as possible and teach them the same techniques and strategies.\u003c/p>\n\u003cp>\"We're not trying to do for them, we're trying to do with them,\" said Whitfield.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/FaZ0bwo6kB8\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>They offer parents a mixture of online and in-person resources on financial fitness, health and wellness and literacy. Maybe more important, they build relationships with parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Anything I need, Ms. Angie she's there for me,\" said a single-parent named Troy. \"It's deeper than just school, they care about you.\"\u003c/p>\n\n","blocks":[],"excerpt":"Preschool is a crucial time to build young children's prosocial and self-regulation skills, in addition to academic preparedness.","status":"publish","parent":0,"modified":1561010560,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/5cO3JjMxDzU","https://www.youtube.com/embed/8KrM4qotecw","https://www.youtube.com/embed/FaZ0bwo6kB8"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":469},"headData":{"title":"Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success | KQED","description":"Preschool is a crucial time to build young children's prosocial and self-regulation skills, in addition to academic preparedness.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53815 https://ww2.kqed.org/mindshift/?p=53815","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/19/helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success/","disqusTitle":"Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success","path":"/mindshift/53815/helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Preschool is an important time for children to build pro-social behaviors and learn to get along with other kids in a school setting. Recently, there has been more emphasis on academic preparation in preschool, but just as important, are the social and emotional skills kids will need to succeed when they move into kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans Early Childhood School\u003c/a> is a public pre-K that focuses on giving kids the language to talk about their emotions from an early age. Their play-based curriculum gives teachers lots of opportunities to help students build self-regulation skills. Educators here say success is when a child moves into elementary school with the self-regulation skills they need to focus and learn at the next level.\u003c/p>\n\u003cp>\"They're better able to verbalize their emotions and what they're going through,\" said Thomas Whifield, family support manager at Educare New Orleans. \"They're ready to speak about their problems and not react to their problems. And my doing that they're ready to go to that next level.\"\u003c/p>\n\u003cp>Teachers use the \u003ca href=\"https://consciousdiscipline.com/methodology/\" target=\"_blank\" rel=\"noopener\">Conscious Discipline\u003c/a> curriculum, which they like because it doesn't focus on managing behavior, but rather on giving kids the tools to direct it themselves. \u003ca href=\"https://www.edutopia.org/video/building-emotional-literacy-preschoolers\" target=\"_blank\" rel=\"noopener\">Edutopia profiled\u003c/a> Educare's social and emotional program on their \"Schools that Work\" segment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/5cO3JjMxDzU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In previous classrooms that I've had, we didn't give them the means to articulate their feelings,\" said Antonia Celius, a preschool lead teacher. \"If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!' But, what words?\"\u003c/p>\n\u003cp>Celius also points out that many preschool teachers talk about touch with kids in a negative way. She takes time every morning to do a \u003ca href=\"https://www.edutopia.org/video/60-second-strategy-respectful-touch\" target=\"_blank\" rel=\"noopener\">positive touch ritual \u003c/a>so kids learn what \"gentle touch\" means and have a framework to understand when it's a good time and place to express oneself through touch.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8KrM4qotecw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while teachers here know if they do their jobs well it will serve these students in the future, they're also aware of how important it is to help kids' caregivers to continue the practices at home. Educare has a two-generation approach to early childhood, in which they bring parents into school as much as possible and teach them the same techniques and strategies.\u003c/p>\n\u003cp>\"We're not trying to do for them, we're trying to do with them,\" said Whitfield.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/FaZ0bwo6kB8\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>They offer parents a mixture of online and in-person resources on financial fitness, health and wellness and literacy. Maybe more important, they build relationships with parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Anything I need, Ms. Angie she's there for me,\" said a single-parent named Troy. \"It's deeper than just school, they care about you.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53815/helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21047","mindshift_20784","mindshift_1040","mindshift_164","mindshift_152","mindshift_21252","mindshift_943"],"featImg":"mindshift_53850","label":"mindshift"},"mindshift_53327":{"type":"posts","id":"mindshift_53327","meta":{"index":"posts_1591205157","site":"mindshift","id":"53327","score":null,"sort":[1553234445000]},"guestAuthors":[],"slug":"can-inuit-moms-help-me-tame-my-3-year-olds-anger","title":"Can Inuit Moms Help Me Tame My 3-Year-Old's Anger?","publishDate":1553234445,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Six months ago, I found myself preparing for battle.\u003c/p>\n\u003cp>I was lying in bed at 5:30 a.m., going over in my head how to handle the next encounter with my 3-year-old daughter, Rosy.\u003c/p>\n\u003cp>Goodness knows, I love her so much. But there's a fire in that little belly. And to be honest, I have no idea how to handle all the anger — the tantrums, the screaming and, most of all, the hitting.\u003c/p>\n\u003cp>When she's angry and I pick her up, she has a habit of slapping me across the face. Sometimes it really hurts. I've even started ducking like a boxer when I lift her up.\u003c/p>\n\u003cp>At first, I reacted as my parents did, with bluster and sternness. That only backfired. All she did was arch her back and fall on the ground.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then I consulted Dr. Google and decided calm and firm was the \"correct way.\" But Rosy could tell I was still upset and trying to control her.\u003c/p>\n\u003cp>Slowly, a wall was rising up between Rosy and me. And I began dreading our time together. Ugh.\u003c/p>\n\u003cp>Then back in early December, I had an opportunity of a lifetime. I traveled to the Canadian Arctic to \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2019/03/13/685533353/a-playful-way-to-teach-kids-to-control-their-anger\">report \u003c/a>on a story about the Inuit and their remarkable ability to regulate anger. During the trip, I got the chance to hear advice from arguably the calmest, coolest moms in the world: Inuit moms.\u003c/p>\n\u003cp>It was like these moms had handed me the manual on how to communicate with small children. And their advice completely shifted how I discipline.\u003c/p>\n\u003cp>\u003cstrong>She's not 'pushing your buttons'\u003c/strong>\u003c/p>\n\u003cp>For thousands of years, the Inuit have raised children in one of the harshest places on Earth. During that time, they've developed a suite of powerful parenting tools to teach children emotional intelligence, especially when it comes to anger.\u003c/p>\n\u003cp>At the center of these tools is a major tenet: Never shout at small children.\u003c/p>\n\u003cp>\"Yelling? There was no yelling at kids [in traditional Inuit culture],\" says Martha Tikivik, 83, who was born in an igloo and has six children.\u003c/p>\n\u003cp>In fact, there's no reason for a parent to get angry at a small child, Tikivik says: \"Anger has no purpose. It's not going to solve your problem. It only stops communication between the child and the mom.\"\u003c/p>\n\u003cp>When a child is misbehaving or having a tantrum, the child is too upset to learn, says 89-year-old Eenoapik Sageatook, whose family was forced to settle in a town when she was a little girl. So there's no reason to scold or shout during these moments.\u003c/p>\n\u003cp>\"You have to remain calm and wait for the child to calm down,\" she says. \"Then you can teach the child.\"\u003c/p>\n\u003cp>In other words, cool your jets, Mama Doucleff. Stop blowing your fuse. Stop taking the toddler's behavior personally. And stop thinking that Rosy is \"pushing your buttons,\" says Inuit mom and radio producer Lisa Ipeelie.\u003c/p>\n\u003cp>\"You think little kids are mad at you,\" she says. \"That's not what's going on. They're upset about something, and you have to figure out what it is.\"\u003c/p>\n\u003cp>OK. I admit that following this advice was really hard. I mean \u003cem>really, really\u003c/em> hard. It took weeks of practice (and another \u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/28/688180879/got-anger-try-naming-it-to-tame-it\">trick \u003c/a>I learned about anger). At first, I just stopped saying anything to Rosy when she had a tantrum or hit me. I knew that if I opened my mouth, the words would be tinged in anger. So I would just close my eyes to calm myself down and then wait for Rosy to calm down herself.\u003c/p>\n\u003cp>Once I learned not to be angry with Rosy, I began trying to help her with her own anger by loving her. I'd ask if she needed a hug, or I'd hold her really tightly.\u003c/p>\n\u003cp>Then after she calmed down, I took inspiration from the Inuit moms and turned discipline into fantasy and theater.\u003c/p>\n\u003cp>\u003cstrong>Tell a story \u003c/strong>\u003c/p>\n\u003cp>Instead of yelling or telling kids what to do, Inuit parents traditionally discipline through storytelling, says Goota Jaw, who teaches an Inuit parenting class at Nunavut Arctic College in Iqaluit, Canada.\u003c/p>\n\u003cp>For example, she says, to get kids to stay away from the dangerous ocean, parents tell them about a sea monster that lives in the water. If you go too close to the water, the parents say, the monster will put you in his pouch, drag you down to the ocean and adopt you out to another family.\u003c/p>\n\u003cp>There are stories to get kids to listen to adults, wear hats in the winter, not take food without asking and go to bed on time.\u003c/p>\n\u003cp>At first, these types of stories sounded too scary for a 3-year-old. Then a few weeks after returning from the Arctic, I flipped my opinion 180 degrees.\u003c/p>\n\u003cp>One afternoon, Rosy and I were in the kitchen, preparing dinner. I was trying to get her to close the refrigerator door. I deployed my typical strategy: adult logic followed by nagging. I explained several times how she is wasting energy.\u003c/p>\n\u003cp>It was like I was talking to a wall.\u003c/p>\n\u003cp>After a few minutes, I found myself in the all-too common predicament of arguing with a proto-human. I was ready to blow a fuse when my thoughts turned to Goota Jaw and the sea monster. So I said, with a half-serious, half-playful tone, \"You know? There's a monster inside the refrigerator, and if he warms up, he's going to get bigger and bigger and come get you.\"\u003c/p>\n\u003cp>Then I pointed into the refrigerator and exclaimed, \"Oh my goodness. There he is!\"\u003c/p>\n\u003cp>Holy moly! You should have seen the look on Rosy's face. She closed the door lightning fast, turned around and said, \"Mama, tell me more about the monster in there.\"\u003c/p>\n\u003cp>Since that moment, storytelling has become a go-to parenting tool in our home. Rosy can't get enough of these stories and even asks me to make them scarier.\u003c/p>\n\u003cp>Here are a few popular ones right now:\u003c/p>\n\u003cp>\u003cstrong>1. Sharing Monster:\u003c/strong> Living up in a tree outside the kitchen window, the sharing monster grows bigger and bigger when little kids aren't sharing. At some point, he could come up, snatch you and take you up in the tree.\u003c/p>\n\u003cp>\u003cstrong>2. Yelling Monster:\u003c/strong> He lives in the ceiling and comes down to snatch little kids who yell and are demanding.\u003c/p>\n\u003cp>\u003cstrong>3. Shoe Monster:\u003c/strong> She makes sure kids get their shoes on in the morning — quickly — or else she'll take you down into the heating vent.\u003c/p>\n\u003cp>\u003cstrong>4. Dress Spiders: \u003c/strong>Back in January, Rosy wore the same pink dress day and night for about five days. I couldn't get her to take it off. I tried talking logically: \"Rosy, if we wash it tonight, it won't have stains on it for school tomorrow.\" She looked at me as if I were speaking French.\u003c/p>\n\u003cp>Finally, I got close to her and whispered, \"If the dress gets too dirty, spiders will start to grow in it.\"\u003c/p>\n\u003cp>Rosy didn't say a word and slowly slipped the dress off. When I pulled the dress out of the dryer, I held it up and exclaimed, \"See? So nice and clean!\"\u003c/p>\n\u003cp>Rosy didn't miss a beat. \"And no spiders,\" she emphasized.\u003c/p>\n\u003cp>Overall, storytelling has opened up a huge communication channel between Rosy and me. I feel like I'm finally speaking her language. She couldn't care less about kilowatts of power or stains on the dress. But a monster that grows and spiders that crawl — those ideas she can wrap her head around.\u003c/p>\n\u003cp>\u003cstrong>Put on a play\u003c/strong>\u003c/p>\n\u003cp>Storytelling has definitely decreased the yelling, nagging and blown fuses in our home. But the stories didn't stop the hitting. For that, I needed inspiration from another Inuit strategy, which anthropologist Jean Briggs \u003ca href=\"https://yalebooks.yale.edu/book/9780300080643/inuit-morality-play\">studied \u003c/a>for more than 30 years ago.\u003c/p>\n\u003cp>In a nutshell, here's how the approach works:\u003c/p>\n\u003cp>When a child misbehaves — hits someone or has a tantrum — there's no punishment. Instead, the parent waits for a calm moment and then acts out what happened during the misbehavior.\u003c/p>\n\u003cp>Typically the performance starts with the parent tempting the child to misbehave. For example, \"Why don't you hit me?\"\u003c/p>\n\u003cp>Then the child has to think: \"What should I do?\" If the child takes the bait and hits, the parent doesn't scold or yell but instead acts out the consequences. \"Ow, that hurts!\" Mom or Dad might exclaim, to show that hitting hurts.\u003c/p>\n\u003cp>Briggs documented that the parent continues to emphasize the consequences by asking follow-up questions such as \"Don't you like me?\" or \"Are you a baby?\"\u003c/p>\n\u003cp>The goal is to give the child a chance to practice the proper behavior at a time when the child is open to learning and not emotionally charged. Throughout the drama, the parent keeps a playful tone and a wink in the eye.\u003c/p>\n\u003cp>With Rosy and her hitting, I definitely had not been reacting in a playful way. Just the opposite: I was stern and serious. So with a hefty dose of skepticism, I abandoned that strategy and gave this playful approach a try.\u003c/p>\n\u003cp>Each time Rosy hit me, no matter how hard she slapped and how infuriated I was, I didn't get angry. Instead, I said in a dramatic way, \"Ooo, that hurts! Goodness that hurts!\" to show that hitting hurt me physically and emotionally.\u003c/p>\n\u003cp>Then I asked her this one question, with an exaggerated sense of pain and suffering: \"Don't you like me?\" (To hear what I sound like, take a listen to the \u003ca href=\"https://www.npr.org/2019/03/10/701987119/teaching-kids-to-control-their-anger\">radio story\u003c/a>).\u003c/p>\n\u003cp>Immediately, this fun tone changed Rosy's behavior. The tension between us melted away, and the hitting decreased. I could see the little gears in her brain churning. \"Wait! Am I hurting Mom's feelings?\" she seemed to be thinking. (And I could see that Ipeelie was right. Rosy wasn't pushing my buttons. She cared about my feelings.)\u003c/p>\n\u003cp>So I thought I'd try putting on a little drama by asking her, \"Why don't you hit me?\" The first few tries were rough. She would wallop me. But I stuck to the script, and slowly I could see her \u003cem>thinking \u003c/em>before she struck. She started to play-hit me or stopped mid-swing. After about a month, a tiny miracle occurred.\u003c/p>\n\u003cp>We were in the kitchen, having a snack, and I said, \"Rosy, why don't you hit me?\"\u003c/p>\n\u003cp>\"No,\" Rosy responded.\u003c/p>\n\u003cp>\"No? Why not?\" I asked.\u003c/p>\n\u003cp>\"Because I love you,\" she whispered.\u003c/p>\n\u003cp>\"Because you love me?\" I said, in complete shock. \"That's very nice.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Nice — and a testimony to teaching kids through stories, play and practice.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Inuit+Moms+Help+Me+Tame+My+3-Year-Old%27s+Anger%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"After learning how parents in the Canadian Arctic address a child's misbehavior, I changed my tactics when my toddler would slap my face in anger.","status":"publish","parent":0,"modified":1553580142,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":62,"wordCount":1815},"headData":{"title":"Can Inuit Moms Help Me Tame My 3-Year-Old's Anger? | KQED","description":"After learning how parents in the Canadian Arctic address a child's misbehavior, I changed my tactics when my toddler would slap my face in anger.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53327 https://ww2.kqed.org/mindshift/?p=53327","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/21/can-inuit-moms-help-me-tame-my-3-year-olds-anger/","disqusTitle":"Can Inuit Moms Help Me Tame My 3-Year-Old's Anger?","nprImageCredit":"Michaeleen Doucleff","nprByline":"Michaeleen Doucleff","nprImageAgency":"NPR","nprStoryId":"702209976","nprApiLink":"http://api.npr.org/query?id=702209976&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2019/03/21/702209976/can-inuit-moms-help-me-tame-my-3-year-olds-anger?ft=nprml&f=702209976","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Mar 2019 11:56:00 -0400","nprStoryDate":"Thu, 21 Mar 2019 07:00:56 -0400","nprLastModifiedDate":"Thu, 21 Mar 2019 11:56:05 -0400","path":"/mindshift/53327/can-inuit-moms-help-me-tame-my-3-year-olds-anger","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Six months ago, I found myself preparing for battle.\u003c/p>\n\u003cp>I was lying in bed at 5:30 a.m., going over in my head how to handle the next encounter with my 3-year-old daughter, Rosy.\u003c/p>\n\u003cp>Goodness knows, I love her so much. But there's a fire in that little belly. And to be honest, I have no idea how to handle all the anger — the tantrums, the screaming and, most of all, the hitting.\u003c/p>\n\u003cp>When she's angry and I pick her up, she has a habit of slapping me across the face. Sometimes it really hurts. I've even started ducking like a boxer when I lift her up.\u003c/p>\n\u003cp>At first, I reacted as my parents did, with bluster and sternness. That only backfired. All she did was arch her back and fall on the ground.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then I consulted Dr. Google and decided calm and firm was the \"correct way.\" But Rosy could tell I was still upset and trying to control her.\u003c/p>\n\u003cp>Slowly, a wall was rising up between Rosy and me. And I began dreading our time together. Ugh.\u003c/p>\n\u003cp>Then back in early December, I had an opportunity of a lifetime. I traveled to the Canadian Arctic to \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2019/03/13/685533353/a-playful-way-to-teach-kids-to-control-their-anger\">report \u003c/a>on a story about the Inuit and their remarkable ability to regulate anger. During the trip, I got the chance to hear advice from arguably the calmest, coolest moms in the world: Inuit moms.\u003c/p>\n\u003cp>It was like these moms had handed me the manual on how to communicate with small children. And their advice completely shifted how I discipline.\u003c/p>\n\u003cp>\u003cstrong>She's not 'pushing your buttons'\u003c/strong>\u003c/p>\n\u003cp>For thousands of years, the Inuit have raised children in one of the harshest places on Earth. During that time, they've developed a suite of powerful parenting tools to teach children emotional intelligence, especially when it comes to anger.\u003c/p>\n\u003cp>At the center of these tools is a major tenet: Never shout at small children.\u003c/p>\n\u003cp>\"Yelling? There was no yelling at kids [in traditional Inuit culture],\" says Martha Tikivik, 83, who was born in an igloo and has six children.\u003c/p>\n\u003cp>In fact, there's no reason for a parent to get angry at a small child, Tikivik says: \"Anger has no purpose. It's not going to solve your problem. It only stops communication between the child and the mom.\"\u003c/p>\n\u003cp>When a child is misbehaving or having a tantrum, the child is too upset to learn, says 89-year-old Eenoapik Sageatook, whose family was forced to settle in a town when she was a little girl. So there's no reason to scold or shout during these moments.\u003c/p>\n\u003cp>\"You have to remain calm and wait for the child to calm down,\" she says. \"Then you can teach the child.\"\u003c/p>\n\u003cp>In other words, cool your jets, Mama Doucleff. Stop blowing your fuse. Stop taking the toddler's behavior personally. And stop thinking that Rosy is \"pushing your buttons,\" says Inuit mom and radio producer Lisa Ipeelie.\u003c/p>\n\u003cp>\"You think little kids are mad at you,\" she says. \"That's not what's going on. They're upset about something, and you have to figure out what it is.\"\u003c/p>\n\u003cp>OK. I admit that following this advice was really hard. I mean \u003cem>really, really\u003c/em> hard. It took weeks of practice (and another \u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/28/688180879/got-anger-try-naming-it-to-tame-it\">trick \u003c/a>I learned about anger). At first, I just stopped saying anything to Rosy when she had a tantrum or hit me. I knew that if I opened my mouth, the words would be tinged in anger. So I would just close my eyes to calm myself down and then wait for Rosy to calm down herself.\u003c/p>\n\u003cp>Once I learned not to be angry with Rosy, I began trying to help her with her own anger by loving her. I'd ask if she needed a hug, or I'd hold her really tightly.\u003c/p>\n\u003cp>Then after she calmed down, I took inspiration from the Inuit moms and turned discipline into fantasy and theater.\u003c/p>\n\u003cp>\u003cstrong>Tell a story \u003c/strong>\u003c/p>\n\u003cp>Instead of yelling or telling kids what to do, Inuit parents traditionally discipline through storytelling, says Goota Jaw, who teaches an Inuit parenting class at Nunavut Arctic College in Iqaluit, Canada.\u003c/p>\n\u003cp>For example, she says, to get kids to stay away from the dangerous ocean, parents tell them about a sea monster that lives in the water. If you go too close to the water, the parents say, the monster will put you in his pouch, drag you down to the ocean and adopt you out to another family.\u003c/p>\n\u003cp>There are stories to get kids to listen to adults, wear hats in the winter, not take food without asking and go to bed on time.\u003c/p>\n\u003cp>At first, these types of stories sounded too scary for a 3-year-old. Then a few weeks after returning from the Arctic, I flipped my opinion 180 degrees.\u003c/p>\n\u003cp>One afternoon, Rosy and I were in the kitchen, preparing dinner. I was trying to get her to close the refrigerator door. I deployed my typical strategy: adult logic followed by nagging. I explained several times how she is wasting energy.\u003c/p>\n\u003cp>It was like I was talking to a wall.\u003c/p>\n\u003cp>After a few minutes, I found myself in the all-too common predicament of arguing with a proto-human. I was ready to blow a fuse when my thoughts turned to Goota Jaw and the sea monster. So I said, with a half-serious, half-playful tone, \"You know? There's a monster inside the refrigerator, and if he warms up, he's going to get bigger and bigger and come get you.\"\u003c/p>\n\u003cp>Then I pointed into the refrigerator and exclaimed, \"Oh my goodness. There he is!\"\u003c/p>\n\u003cp>Holy moly! You should have seen the look on Rosy's face. She closed the door lightning fast, turned around and said, \"Mama, tell me more about the monster in there.\"\u003c/p>\n\u003cp>Since that moment, storytelling has become a go-to parenting tool in our home. Rosy can't get enough of these stories and even asks me to make them scarier.\u003c/p>\n\u003cp>Here are a few popular ones right now:\u003c/p>\n\u003cp>\u003cstrong>1. Sharing Monster:\u003c/strong> Living up in a tree outside the kitchen window, the sharing monster grows bigger and bigger when little kids aren't sharing. At some point, he could come up, snatch you and take you up in the tree.\u003c/p>\n\u003cp>\u003cstrong>2. Yelling Monster:\u003c/strong> He lives in the ceiling and comes down to snatch little kids who yell and are demanding.\u003c/p>\n\u003cp>\u003cstrong>3. Shoe Monster:\u003c/strong> She makes sure kids get their shoes on in the morning — quickly — or else she'll take you down into the heating vent.\u003c/p>\n\u003cp>\u003cstrong>4. Dress Spiders: \u003c/strong>Back in January, Rosy wore the same pink dress day and night for about five days. I couldn't get her to take it off. I tried talking logically: \"Rosy, if we wash it tonight, it won't have stains on it for school tomorrow.\" She looked at me as if I were speaking French.\u003c/p>\n\u003cp>Finally, I got close to her and whispered, \"If the dress gets too dirty, spiders will start to grow in it.\"\u003c/p>\n\u003cp>Rosy didn't say a word and slowly slipped the dress off. When I pulled the dress out of the dryer, I held it up and exclaimed, \"See? So nice and clean!\"\u003c/p>\n\u003cp>Rosy didn't miss a beat. \"And no spiders,\" she emphasized.\u003c/p>\n\u003cp>Overall, storytelling has opened up a huge communication channel between Rosy and me. I feel like I'm finally speaking her language. She couldn't care less about kilowatts of power or stains on the dress. But a monster that grows and spiders that crawl — those ideas she can wrap her head around.\u003c/p>\n\u003cp>\u003cstrong>Put on a play\u003c/strong>\u003c/p>\n\u003cp>Storytelling has definitely decreased the yelling, nagging and blown fuses in our home. But the stories didn't stop the hitting. For that, I needed inspiration from another Inuit strategy, which anthropologist Jean Briggs \u003ca href=\"https://yalebooks.yale.edu/book/9780300080643/inuit-morality-play\">studied \u003c/a>for more than 30 years ago.\u003c/p>\n\u003cp>In a nutshell, here's how the approach works:\u003c/p>\n\u003cp>When a child misbehaves — hits someone or has a tantrum — there's no punishment. Instead, the parent waits for a calm moment and then acts out what happened during the misbehavior.\u003c/p>\n\u003cp>Typically the performance starts with the parent tempting the child to misbehave. For example, \"Why don't you hit me?\"\u003c/p>\n\u003cp>Then the child has to think: \"What should I do?\" If the child takes the bait and hits, the parent doesn't scold or yell but instead acts out the consequences. \"Ow, that hurts!\" Mom or Dad might exclaim, to show that hitting hurts.\u003c/p>\n\u003cp>Briggs documented that the parent continues to emphasize the consequences by asking follow-up questions such as \"Don't you like me?\" or \"Are you a baby?\"\u003c/p>\n\u003cp>The goal is to give the child a chance to practice the proper behavior at a time when the child is open to learning and not emotionally charged. Throughout the drama, the parent keeps a playful tone and a wink in the eye.\u003c/p>\n\u003cp>With Rosy and her hitting, I definitely had not been reacting in a playful way. Just the opposite: I was stern and serious. So with a hefty dose of skepticism, I abandoned that strategy and gave this playful approach a try.\u003c/p>\n\u003cp>Each time Rosy hit me, no matter how hard she slapped and how infuriated I was, I didn't get angry. Instead, I said in a dramatic way, \"Ooo, that hurts! Goodness that hurts!\" to show that hitting hurt me physically and emotionally.\u003c/p>\n\u003cp>Then I asked her this one question, with an exaggerated sense of pain and suffering: \"Don't you like me?\" (To hear what I sound like, take a listen to the \u003ca href=\"https://www.npr.org/2019/03/10/701987119/teaching-kids-to-control-their-anger\">radio story\u003c/a>).\u003c/p>\n\u003cp>Immediately, this fun tone changed Rosy's behavior. The tension between us melted away, and the hitting decreased. I could see the little gears in her brain churning. \"Wait! Am I hurting Mom's feelings?\" she seemed to be thinking. (And I could see that Ipeelie was right. Rosy wasn't pushing my buttons. She cared about my feelings.)\u003c/p>\n\u003cp>So I thought I'd try putting on a little drama by asking her, \"Why don't you hit me?\" The first few tries were rough. She would wallop me. But I stuck to the script, and slowly I could see her \u003cem>thinking \u003c/em>before she struck. She started to play-hit me or stopped mid-swing. After about a month, a tiny miracle occurred.\u003c/p>\n\u003cp>We were in the kitchen, having a snack, and I said, \"Rosy, why don't you hit me?\"\u003c/p>\n\u003cp>\"No,\" Rosy responded.\u003c/p>\n\u003cp>\"No? Why not?\" I asked.\u003c/p>\n\u003cp>\"Because I love you,\" she whispered.\u003c/p>\n\u003cp>\"Because you love me?\" I said, in complete shock. \"That's very nice.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nice — and a testimony to teaching kids through stories, play and practice.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Inuit+Moms+Help+Me+Tame+My+3-Year-Old%27s+Anger%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53327/can-inuit-moms-help-me-tame-my-3-year-olds-anger","authors":["byline_mindshift_53327"],"categories":["mindshift_192"],"tags":["mindshift_21247","mindshift_20720","mindshift_21047","mindshift_20568"],"featImg":"mindshift_53328","label":"mindshift"},"mindshift_53110":{"type":"posts","id":"mindshift_53110","meta":{"index":"posts_1591205157","site":"mindshift","id":"53110","score":null,"sort":[1550823991000]},"guestAuthors":[],"slug":"how-making-time-for-mindfulness-helps-students","title":"How Making Time for Mindfulness Helps Students","publishDate":1550823991,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Not knowing the answer to a question when you’re called on in front of the entire class. Forgetting your homework. The kid behind you pulling your hair. School poses a lot of stressful moments, but how children (and teachers) react to them can make all the difference.\u003c/p>\n\u003cp>A new study suggests that mindfulness education — lessons on techniques to calm the mind and body — can reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behavior problems.\u003c/p>\n\u003cp>While small, the study of sixth-graders at a Boston charter school adds to a still-growing body of research about a role for mindfulness in the classroom. In recent years, the topic has excited researchers and educators alike as a possible tool to help students face both behavioral and academic challenges by reducing anxiety and giving them a new way to handle their feelings and emotions.\u003c/p>\n\u003ch3>The Findings\u003c/h3>\n\u003cp>After finding that students who self-reported mindful habits performed better on tests and had higher grades, researchers with the \u003ca href=\"https://cepr.harvard.edu/boston-charter-research-collaborative\" rel=\"nofollow\">Boston Charter Research Collaborative\u003c/a> — a partnership between the \u003ca href=\"https://cepr.harvard.edu/\" rel=\"nofollow\">Center for Education Policy Research\u003c/a> at Harvard University (CEPR), MIT, and \u003ca href=\"https://www.transformingeducation.org/\" rel=\"nofollow\">Transforming Education\u003c/a> — wanted to know if school-based mindfulness training could help more students reap similar benefits.\u003c/p>\n\u003cp>They designed a study focusing on sixth-graders in another Boston-area school. The study, published \u003ca href=\"https://www.transformingeducation.org/wp-content/uploads/2019/01/2019-BCRC-Mindfulness-Brief.pdf\" rel=\"nofollow\">in a white paper\u003c/a> by a team including \u003ca href=\"https://www.gse.harvard.edu/faculty/martin-west\">Martin West\u003c/a> of the Harvard Graduate School of Education, showed that sixth-graders who participated in an eight-week mindfulness were less stressed out than their classmates who hadn’t. Practicing mindfulness had helped hone the ability to focus in the moment, expanding students' capacity to learn and regulate their emotions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Four times a week, instructors from Calmer Choice, a Massachusetts nonprofit specializing in mindfulness education, taught the group techniques and led them through practices, like focusing on a rock for a minute, then discussing when their mind wandered and refocused on the rock. Another group of sixth-graders took computer coding during that time instead. The students were randomly assigned between the groups.\u003c/p>\n\u003cp>At the end of the eight weeks, the mindfulness group reported being less stressed than they had been before the mindfulness education, and better able to practice self-control. About half of the students also volunteered for brain scans, and those revealed positive effects for the mindfulness group, too: their amygdalas — the part of the brain that controls emotion — responded less to pictures of fearful faces than they did prior to the mindfulness work, suggesting their brains were less sensitive to negative stimuli, or, in other words, that they were less prone to get stressed out and lose focus. The group who attended coding classes didn’t see the same benefits.\u003c/p>\n\u003cp>The findings suggest that the mindfulness instruction helped boost students’ attention skills, as well as develop coping mechanisms for stress. The authors maintain that this kind of evidence could be especially useful in efforts to support students suffering from trauma and other adversities that trigger stress in the body, hurting students’ ability to succeed.\u003c/p>\n\u003ch3>Bringing Mindfulness to Your School\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>The paper includes recommendations from educators and leaders of mindfulness-based education programs for implementing mindfulness in your own school:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Build consistency and school-wide buy-in. \u003c/b>Make time for staff and students to learn about the theory and science behind mindfulness, so students know how to talk about mindfulness and understand its purpose. Creating consistent space for mindfulness practice – like guided meditations — and theory in the school day can positively affect the entire school culture, emphasizing acceptance, self-care, and empathy.\u003c/li>\n\u003cli>\u003cb>Provide teachers with dedicated time to engage in mindfulness practice themselves\u003c/b>. In order to help students reap benefits, teachers also need time and support in adopting it. Research has also shown mindfulness to be helpful to teachers, improving their own emotional wellbeing, helping them understand student perspective, and freeing them up to be more effective in the classroom.\u003c/li>\n\u003cli>\u003cb>Allow students to make their own time for mindfulness. \u003c/b>Encourage students’ awareness of their own emotions by allowing and encouraging them to identify times when they can use and practice mindfulness. In order to adopt mindfulness as a tool for mental health and happiness, students have to have the space and time to practice it.\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"A new study shows how mindfulness education in the classroom can reduce students' sense of stress and lengthen attention spans.","status":"publish","parent":0,"modified":1550823991,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":750},"headData":{"title":"How Making Time for Mindfulness Helps Students | KQED","description":"A new study shows how mindfulness education in the classroom can reduce students' sense of stress and lengthen attention spans.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53110 https://ww2.kqed.org/mindshift/?p=53110","disqusUrl":"https://ww2.kqed.org/mindshift/2019/02/22/how-making-time-for-mindfulness-helps-students/","disqusTitle":"How Making Time for Mindfulness Helps Students","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Grace Tatter, Usable Knowledge\u003c/a>","path":"/mindshift/53110/how-making-time-for-mindfulness-helps-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Not knowing the answer to a question when you’re called on in front of the entire class. Forgetting your homework. The kid behind you pulling your hair. School poses a lot of stressful moments, but how children (and teachers) react to them can make all the difference.\u003c/p>\n\u003cp>A new study suggests that mindfulness education — lessons on techniques to calm the mind and body — can reduce the negative effects of stress and increase students’ ability to stay engaged, helping them stay on track academically and avoid behavior problems.\u003c/p>\n\u003cp>While small, the study of sixth-graders at a Boston charter school adds to a still-growing body of research about a role for mindfulness in the classroom. In recent years, the topic has excited researchers and educators alike as a possible tool to help students face both behavioral and academic challenges by reducing anxiety and giving them a new way to handle their feelings and emotions.\u003c/p>\n\u003ch3>The Findings\u003c/h3>\n\u003cp>After finding that students who self-reported mindful habits performed better on tests and had higher grades, researchers with the \u003ca href=\"https://cepr.harvard.edu/boston-charter-research-collaborative\" rel=\"nofollow\">Boston Charter Research Collaborative\u003c/a> — a partnership between the \u003ca href=\"https://cepr.harvard.edu/\" rel=\"nofollow\">Center for Education Policy Research\u003c/a> at Harvard University (CEPR), MIT, and \u003ca href=\"https://www.transformingeducation.org/\" rel=\"nofollow\">Transforming Education\u003c/a> — wanted to know if school-based mindfulness training could help more students reap similar benefits.\u003c/p>\n\u003cp>They designed a study focusing on sixth-graders in another Boston-area school. The study, published \u003ca href=\"https://www.transformingeducation.org/wp-content/uploads/2019/01/2019-BCRC-Mindfulness-Brief.pdf\" rel=\"nofollow\">in a white paper\u003c/a> by a team including \u003ca href=\"https://www.gse.harvard.edu/faculty/martin-west\">Martin West\u003c/a> of the Harvard Graduate School of Education, showed that sixth-graders who participated in an eight-week mindfulness were less stressed out than their classmates who hadn’t. Practicing mindfulness had helped hone the ability to focus in the moment, expanding students' capacity to learn and regulate their emotions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Four times a week, instructors from Calmer Choice, a Massachusetts nonprofit specializing in mindfulness education, taught the group techniques and led them through practices, like focusing on a rock for a minute, then discussing when their mind wandered and refocused on the rock. Another group of sixth-graders took computer coding during that time instead. The students were randomly assigned between the groups.\u003c/p>\n\u003cp>At the end of the eight weeks, the mindfulness group reported being less stressed than they had been before the mindfulness education, and better able to practice self-control. About half of the students also volunteered for brain scans, and those revealed positive effects for the mindfulness group, too: their amygdalas — the part of the brain that controls emotion — responded less to pictures of fearful faces than they did prior to the mindfulness work, suggesting their brains were less sensitive to negative stimuli, or, in other words, that they were less prone to get stressed out and lose focus. The group who attended coding classes didn’t see the same benefits.\u003c/p>\n\u003cp>The findings suggest that the mindfulness instruction helped boost students’ attention skills, as well as develop coping mechanisms for stress. The authors maintain that this kind of evidence could be especially useful in efforts to support students suffering from trauma and other adversities that trigger stress in the body, hurting students’ ability to succeed.\u003c/p>\n\u003ch3>Bringing Mindfulness to Your School\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>The paper includes recommendations from educators and leaders of mindfulness-based education programs for implementing mindfulness in your own school:\u003c/p>\n\u003cul>\n\u003cli>\u003cb>Build consistency and school-wide buy-in. \u003c/b>Make time for staff and students to learn about the theory and science behind mindfulness, so students know how to talk about mindfulness and understand its purpose. Creating consistent space for mindfulness practice – like guided meditations — and theory in the school day can positively affect the entire school culture, emphasizing acceptance, self-care, and empathy.\u003c/li>\n\u003cli>\u003cb>Provide teachers with dedicated time to engage in mindfulness practice themselves\u003c/b>. In order to help students reap benefits, teachers also need time and support in adopting it. Research has also shown mindfulness to be helpful to teachers, improving their own emotional wellbeing, helping them understand student perspective, and freeing them up to be more effective in the classroom.\u003c/li>\n\u003cli>\u003cb>Allow students to make their own time for mindfulness. \u003c/b>Encourage students’ awareness of their own emotions by allowing and encouraging them to identify times when they can use and practice mindfulness. In order to adopt mindfulness as a tool for mental health and happiness, students have to have the space and time to practice it.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53110/how-making-time-for-mindfulness-helps-students","authors":["byline_mindshift_53110"],"categories":["mindshift_192"],"tags":["mindshift_21047","mindshift_20784","mindshift_1040","mindshift_841","mindshift_943","mindshift_20925"],"featImg":"mindshift_53112","label":"mindshift"},"mindshift_47616":{"type":"posts","id":"mindshift_47616","meta":{"index":"posts_1591205157","site":"mindshift","id":"47616","score":null,"sort":[1488288965000]},"guestAuthors":[],"slug":"emotional-agility-as-a-tool-to-help-teens-manage-their-feelings","title":"Emotional Agility as a Tool to Help Teens Manage Their Feelings","publishDate":1488288965,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Navigating the ups and downs of the teenage years has never been easy, as young adults manage a lot of changes that are hormonal, physical, social and emotional. Teens could use help during this period; according to a \u003ca href=\"http://pediatrics.aappublications.org/content/pediatrics/early/2016/11/10/peds.2016-1878.full.pdf\">recent study\u003c/a>, the prevalence of \u003ca href=\"http://time.com/4572593/increase-depression-teens-teenage-mental-health/\">depression in adolescents\u003c/a> has increased in the last decade. One way teens can manage these experiences, according to psychologist \u003ca href=\"http://www.susandavid.com/about-susan-david/\">Susan David\u003c/a>, is by equipping teens with the emotional skills to “help them develop the flexibility and resilience they need to flourish, even during hard times.”\u003c/p>\n\u003cp>“Emotions are absolutely fundamental to our long-term success – our grit, our ability to self-regulate, to negotiate conflict and to solve problems. They influence our relationships and our ability to be effective in our jobs,” said David, author of the book “\u003ca href=\"https://www.amazon.com/Emotional-Agility-Unstuck-Embrace-Change/dp/1592409490\">Emotional Agility\u003c/a>” and an instructor at Harvard Medical School. “Children who grow up into adults who are not able to navigate emotions effectively will be at a major disadvantage.”\u003c/p>\n\u003cp>In her book, David defines emotional agility as “being aware and accepting of all your emotions, even learning from the most difficult ones,” and being able to “live in the moment with a clear reading of present circumstances, respond appropriately, and then act in alignment with your deepest values.” She says emotions are data, not directions. Understanding that distinction can equip teenagers to make healthy decisions that are in alignment with their values.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David said that she would explain the concept to a teenager this way: “Emotional agility is the ability to not be scared of emotions, but rather to be able to learn from them and use emotions for all the things you want to do and be in the world.” \u003c/span>In order to respond with agility to challenging or novel situations, teenagers need to strengthen their emotional literacy. David recommends helping them understand these key concepts about emotions.\u003c/p>\n\u003cp>\u003cb>Emotions are not good or bad -- they just are.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Everyone experiences difficult emotions -- including sadness, anger and frustration. Teens need to know that “there is nothing wrong with you when you feel sad or angry inside,” said David. “Teens so often live in a world in which what peers are doing becomes the litmus of what is normal.” They engage in social comparison, often via social media platforms. “If your friends seem to be happy all the time, that can be very isolating for a teen.” When adults reassure teens that all emotions are normal and healthy, it can help ease their minds when they have a strong emotional response.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Emotions pass.\u003cbr>\n\u003c/b>“No emotion is here to stay,” said David. “You may feel really sad or really angry -- but emotions are transient. Emotions pass.” This understanding can help teens keep their emotional fluctuations in perspective. This doesn’t mean you should bury emotions or pretend they don’t affect you, said David. Instead, acknowledge them. Notice how you are feeling and create a “nonjudgmental space” between the emotion and how you choose to respond to it. David advocates viewing your emotional responses with compassion and curiosity, gently asking, “Why am I feeling this way?”\u003c/p>\n\u003cp>\u003cb>Emotions are teachers.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">People can learn from difficult emotions. In fact, David notes, emotions can give you tremendous data about what is important to you, what you care about, who you can trust and how you want to live your life. “No one is happy all the time,” said David, “so when you feel those difficult emotions, ask yourself: What is this emotion telling me? How can I use this information to be stronger, better and more connected with the world?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Courage is “fear walking.”\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">“We are surrounded by people telling us to conquer our fears,” said David, “but fear is normal.” The trick is not letting fear stop you from doing important work. “We cannot do away with fear, but we can choose to notice it with compassion and still move toward what is of value to us.” When you have the internal thought, “I want to do this but I’m scared,” take one small step that moves you toward your goal. “Courage is not the absence of fear,” said David. “Courage is fear walking.“ \u003c/span>\u003c/p>\n\u003cp>\u003cb>How Values Affirmation Strengthens Emotional Agility\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David points to two additional strategies that parents and teachers can draw on to help teens become emotionally agile: values affirmation and autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are all susceptible to social contagion,” said David, “and we end up being influenced by our peers to do things that aren’t right for us. Core values are the compass that keep us moving in the right direction.” David said that giving teens opportunities to affirm and articulate their values is protective in the face of inevitable challenges. For example, adults can invite teens to talk about why school is important to them, who they want to be, what they care about, what they want to accomplish and what difference they want to make in the world.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">Research out of Stanford University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that asking middle school students to reflect and write about the things that truly mattered to them during stressful points in the school year resulted in significant academic gains, particularly for at-risk students. A \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4103196/\">\u003cspan style=\"font-weight: 400\">similar writing exercise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with first-generation college students -- where they were asked to write about the three values that were most important to them -- also resulted in academic gains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A strong internal compass can help teens develop true autonomy -- which should not be confused with independence, said David. For example, when a teenager breaks curfew to stay out with friends, they may feel independent, but their behavior is not autonomous if it is driven by “peer pressure or chaotic emotions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and teachers can support teens by \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/23/as-teens-push-away-what-can-parents-do-to-support-success/\">\u003cspan style=\"font-weight: 400\">providing them with scaffolded autonomy,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> giving them opportunities to try (and fail) to solve problems, talking through their choices and potential outcomes, offering them authentic choices and resisting the impulse to rush in to save the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David said we need to teach teens \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to think, not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to think, as they work through emotionally charged situations. That way, when they face a difficult decision, they can act in a way that is congruent with their internal compass. “Ask them, ‘What are some strategies that might help you? You are struggling with something that feels big and difficult -- so how do we break this down? What’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">one step\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> you can take? Support them as they look for solutions that are meaningful to them.” David encapsulates the essence of this support in three words: “I see you\" -- your emotions, your ideas, your strengths, your struggles, and your dreams. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every single one of us wants to be seen. For me, ‘I see you’ means creating a space in your heart and in your home or classroom where [a child] is seen. When children and adolescents are very upset, literally just the presence of a loving person helps to de-escalate and creates the space where calm is invited in.” \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teens who who are able to identify and manage emotions may be better equipped to navigate life situations. ","status":"publish","parent":0,"modified":1488289026,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1235},"headData":{"title":"Emotional Agility as a Tool to Help Teens Manage Their Feelings | KQED","description":"Teens who who are able to identify and manage emotions may be better equipped to navigate life situations. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47616 https://ww2.kqed.org/mindshift/?p=47616","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/28/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings/","disqusTitle":"Emotional Agility as a Tool to Help Teens Manage Their Feelings","path":"/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Navigating the ups and downs of the teenage years has never been easy, as young adults manage a lot of changes that are hormonal, physical, social and emotional. Teens could use help during this period; according to a \u003ca href=\"http://pediatrics.aappublications.org/content/pediatrics/early/2016/11/10/peds.2016-1878.full.pdf\">recent study\u003c/a>, the prevalence of \u003ca href=\"http://time.com/4572593/increase-depression-teens-teenage-mental-health/\">depression in adolescents\u003c/a> has increased in the last decade. One way teens can manage these experiences, according to psychologist \u003ca href=\"http://www.susandavid.com/about-susan-david/\">Susan David\u003c/a>, is by equipping teens with the emotional skills to “help them develop the flexibility and resilience they need to flourish, even during hard times.”\u003c/p>\n\u003cp>“Emotions are absolutely fundamental to our long-term success – our grit, our ability to self-regulate, to negotiate conflict and to solve problems. They influence our relationships and our ability to be effective in our jobs,” said David, author of the book “\u003ca href=\"https://www.amazon.com/Emotional-Agility-Unstuck-Embrace-Change/dp/1592409490\">Emotional Agility\u003c/a>” and an instructor at Harvard Medical School. “Children who grow up into adults who are not able to navigate emotions effectively will be at a major disadvantage.”\u003c/p>\n\u003cp>In her book, David defines emotional agility as “being aware and accepting of all your emotions, even learning from the most difficult ones,” and being able to “live in the moment with a clear reading of present circumstances, respond appropriately, and then act in alignment with your deepest values.” She says emotions are data, not directions. Understanding that distinction can equip teenagers to make healthy decisions that are in alignment with their values.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David said that she would explain the concept to a teenager this way: “Emotional agility is the ability to not be scared of emotions, but rather to be able to learn from them and use emotions for all the things you want to do and be in the world.” \u003c/span>In order to respond with agility to challenging or novel situations, teenagers need to strengthen their emotional literacy. David recommends helping them understand these key concepts about emotions.\u003c/p>\n\u003cp>\u003cb>Emotions are not good or bad -- they just are.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Everyone experiences difficult emotions -- including sadness, anger and frustration. Teens need to know that “there is nothing wrong with you when you feel sad or angry inside,” said David. “Teens so often live in a world in which what peers are doing becomes the litmus of what is normal.” They engage in social comparison, often via social media platforms. “If your friends seem to be happy all the time, that can be very isolating for a teen.” When adults reassure teens that all emotions are normal and healthy, it can help ease their minds when they have a strong emotional response.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Emotions pass.\u003cbr>\n\u003c/b>“No emotion is here to stay,” said David. “You may feel really sad or really angry -- but emotions are transient. Emotions pass.” This understanding can help teens keep their emotional fluctuations in perspective. This doesn’t mean you should bury emotions or pretend they don’t affect you, said David. Instead, acknowledge them. Notice how you are feeling and create a “nonjudgmental space” between the emotion and how you choose to respond to it. David advocates viewing your emotional responses with compassion and curiosity, gently asking, “Why am I feeling this way?”\u003c/p>\n\u003cp>\u003cb>Emotions are teachers.\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">People can learn from difficult emotions. In fact, David notes, emotions can give you tremendous data about what is important to you, what you care about, who you can trust and how you want to live your life. “No one is happy all the time,” said David, “so when you feel those difficult emotions, ask yourself: What is this emotion telling me? How can I use this information to be stronger, better and more connected with the world?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Courage is “fear walking.”\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">“We are surrounded by people telling us to conquer our fears,” said David, “but fear is normal.” The trick is not letting fear stop you from doing important work. “We cannot do away with fear, but we can choose to notice it with compassion and still move toward what is of value to us.” When you have the internal thought, “I want to do this but I’m scared,” take one small step that moves you toward your goal. “Courage is not the absence of fear,” said David. “Courage is fear walking.“ \u003c/span>\u003c/p>\n\u003cp>\u003cb>How Values Affirmation Strengthens Emotional Agility\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David points to two additional strategies that parents and teachers can draw on to help teens become emotionally agile: values affirmation and autonomy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We are all susceptible to social contagion,” said David, “and we end up being influenced by our peers to do things that aren’t right for us. Core values are the compass that keep us moving in the right direction.” David said that giving teens opportunities to affirm and articulate their values is protective in the face of inevitable challenges. For example, adults can invite teens to talk about why school is important to them, who they want to be, what they care about, what they want to accomplish and what difference they want to make in the world.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.gsb.stanford.edu/insights/value-values-affirmation\">\u003cspan style=\"font-weight: 400\">Research out of Stanford University\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that asking middle school students to reflect and write about the things that truly mattered to them during stressful points in the school year resulted in significant academic gains, particularly for at-risk students. A \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4103196/\">\u003cspan style=\"font-weight: 400\">similar writing exercise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with first-generation college students -- where they were asked to write about the three values that were most important to them -- also resulted in academic gains.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A strong internal compass can help teens develop true autonomy -- which should not be confused with independence, said David. For example, when a teenager breaks curfew to stay out with friends, they may feel independent, but their behavior is not autonomous if it is driven by “peer pressure or chaotic emotions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents and teachers can support teens by \u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/23/as-teens-push-away-what-can-parents-do-to-support-success/\">\u003cspan style=\"font-weight: 400\">providing them with scaffolded autonomy,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> giving them opportunities to try (and fail) to solve problems, talking through their choices and potential outcomes, offering them authentic choices and resisting the impulse to rush in to save the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">David said we need to teach teens \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to think, not \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> to think, as they work through emotionally charged situations. That way, when they face a difficult decision, they can act in a way that is congruent with their internal compass. “Ask them, ‘What are some strategies that might help you? You are struggling with something that feels big and difficult -- so how do we break this down? What’s \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">one step\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> you can take? Support them as they look for solutions that are meaningful to them.” David encapsulates the essence of this support in three words: “I see you\" -- your emotions, your ideas, your strengths, your struggles, and your dreams. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every single one of us wants to be seen. For me, ‘I see you’ means creating a space in your heart and in your home or classroom where [a child] is seen. When children and adolescents are very upset, literally just the presence of a loving person helps to de-escalate and creates the space where calm is invited in.” \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47616/emotional-agility-as-a-tool-to-help-teens-manage-their-feelings","authors":["11087"],"categories":["mindshift_20874"],"tags":["mindshift_21071","mindshift_21047","mindshift_20784","mindshift_1040","mindshift_1038"],"featImg":"mindshift_47675","label":"mindshift"},"mindshift_46602":{"type":"posts","id":"mindshift_46602","meta":{"index":"posts_1591205157","site":"mindshift","id":"46602","score":null,"sort":[1476426524000]},"guestAuthors":[],"slug":"the-emotional-weight-of-being-graded-for-better-or-worse","title":"The Emotional Weight of Being Graded, for Better or Worse","publishDate":1476426524,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As most parents know, kids respond emotionally to the grades they receive -- and well beyond the jubilation that goes with an A+ or the despair that accompanies a D. When Jessie, an eighth-grader, got an uncharacteristically low score on a Spanish test, she felt not only embarrassed -- “because I’d never done that badly before” -- but lousy as well: “I didn’t feel as good about myself,” she said.\u003c/p>\n\u003cp>Not that every 95 percent is cause for celebration, at least for Xavier McCormick, now a college freshman. In high school, when he got top marks with little effort, McCormick felt indifferent to the teacher’s evaluation. “I felt ... meh,” he said. “It was just kind of a number at that point.” Ordinarily, McCormick didn’t get too worked up about grades, focusing more on learning than dutifully carrying out every last assignment. “I’m not going to do it just to get the grade,” he said. “I’d rather get two hours more sleep.”\u003c/p>\n\u003cp>A more typical teenage response to grades, especially bad ones? Fear. “My friends get so caught up in grades,” Jessie said. When they underperform, their first reaction is: “My parents are going to kill me!”\u003c/p>\n\u003cp>\u003cstrong>EMOTIONS AND LEARNING\u003c/strong>\u003c/p>\n\u003cp>The trouble with these extreme emotional reactions to grades is that students’ knowledge of a subject is tied to their experience of the grade, says Mary Helen Immordino-Yang, associate professor of education, psychology and neuroscience at the University of Southern California. Powerful emotions attached to grades drown children’s inherent interest in any given subject.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Whether the grade is good or bad, you’re taking the student away from focusing on intrinsic interest and tying their experience to grades,” Immordino-Yang explained. Under such circumstances, genuine interest in learning for its own sake wilts. “Grades can be an impetus to work, and can be really satisfying,” she said. “But when emotions about the grade swamp students’ emotions about a subject, that’s a problem.”\u003c/p>\n\u003cp>Once considered obstacles to thinking, emotions are now understood to be interdependent with various cognitive processes. A better way to think about emotion’s centrality to learning, Immordino-Yang writes in \u003ca href=\"http://books.wwnorton.com/books/Emotions-Learning-and-the-Brain/\">\u003cem>Emotions, Learning, and the Brain\u003c/em>\u003c/a>, is this: “We only think about things we care about.” When kids care mainly about grades, they’re devoting more mental resources to the assessment than to the actual subject matter.\u003c/p>\n\u003cp>Students seem to appreciate the distinction between studying to learn and working for the grade.\u003c/p>\n\u003cp>For Elizabeth Gilbert, now a graduate of the University of Chicago, writing the best essay mattered more than getting an A+. In her pursuit of excellence, she sometimes turned in assignments after they were due, enhancing her scholarship but diminishing her GPA. She gradually realized that submitting work for the grade became a sensible exit strategy. “To just settle for the grade helped,” she said.\u003c/p>\n\u003cp>McCormick put it differently. If grades were a pure reflection of learning, he added, students wouldn’t be graded on whether they did their homework. For example, in classes where homework makes up 20 percent of a student’s grades, even achieving 100 percent on every test — and so demonstrating complete understanding of a subject — won’t guarantee an A.\u003c/p>\n\u003cp>“School is about teaching kids how to follow rules, and having grades as the emphasis is how they do that,” he said.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS AND GRADES\u003c/strong>\u003c/p>\n\u003cp>Some teachers agree. Starr Sackstein, a veteran teacher in Flushing, New York, and author of \u003ca href=\"https://www.amazon.com/Hacking-Assessment-Gradeless-Traditional-Learning/dp/0986104914\">\u003cem>Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School\u003c/em>\u003c/a>, realized that she had started to use grades as a tool to control her students: For every day a paper came in past the deadline, for example, she’d deduct five points. She also started to recoil when she noticed students flipping to the back of papers she’d spent hours marking up, just to see their score. Sackstein understood how powerful grades could be to students. A self-described grade-grubber, she decided to change the way she evaluated students to maximize their learning by giving up grades.\u003c/p>\n\u003cp>Sackstein is part of a movement of teachers who are replacing grades with more nuanced kinds of student assessments. Encouraged by educators like \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a> and \u003ca href=\"http://www.brilliant-insane.com/work-mark-barnes\" target=\"_blank\" rel=\"noopener\">Mark Barnes\u003c/a>, who reject grades as blunt and reductive, these teachers educate and evaluate their students using portfolios, one-on-one conferences, peer assessments and other forms of qualitative feedback.\u003c/p>\n\u003cp>Sackstein started slowly and worked to get student buy-in. She advised her students that they were going to figure out together how to improve their learning and evaluation, and told everyone they could get an A as far as she was concerned. She dropped cumulative assessments entirely -- “because we have so much access to information all the time, it’s not a skill we need to test” -- and invited students to set their own goals and develop their own standards. Sackstein then used everything the students did in class to measure them against their own goals.\u003c/p>\n\u003cp>“I do different types of conferences with students. I have oral projects, I set up meetings with kids,” Sackstein explained about the multiplicity of ways she tailors student work. “I’m not determining what they need; they are. I’m just a reader giving feedback,” she said. Students have responded to her methods, because assessments are more personal and she provides abundant opportunities for them to express themselves.\u003c/p>\n\u003cp>Sackstein often talks to students about how grades affect them, and understands how weighty regular numerical evaluations can be.\u003c/p>\n\u003cp>“Grades have the ability to make kids feel stupid or smart, and that’s a huge power,” she said. Teachers are human, she added, and will respond emotionally and sometimes arbitrarily to different kids and various types of work. When students define themselves positively or negatively by those judgments, they cede control over their well-being to someone — a teacher — who may not understand them.\u003c/p>\n\u003cp>“We as teachers and administrators have to be acutely aware of the kids in front of us,” Sackstein said. “Their learning is all that matters.”\u003c/p>\n\u003cp>By her senior year of high school, Caroline Wohl began to realize that striving to get A's in every subject, no matter her enthusiasm for the material, was foolish and unnecessary. “I just grew up, and got less caught up in winning,” she said. She tolerated a B in AP physics, and threw herself into the school debate team, where she indulged her authentic interests and embraced the freedom from grades. Wohl missed several classes to compete in national debate tournaments, without regret.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Getting graded can have an effect one's motivations for learning. Some teachers are leaving grades behind in favor of more qualitative measures of student learning. ","status":"publish","parent":0,"modified":1555014906,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1169},"headData":{"title":"The Emotional Weight of Being Graded, for Better or Worse | KQED","description":"Getting graded can have an effect one's motivations for learning. Some teachers are leaving grades behind in favor of more qualitative measures of student learning. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46602 http://ww2.kqed.org/mindshift/?p=46602","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/13/the-emotional-weight-of-being-graded-for-better-or-worse/","disqusTitle":"The Emotional Weight of Being Graded, for Better or Worse","path":"/mindshift/46602/the-emotional-weight-of-being-graded-for-better-or-worse","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As most parents know, kids respond emotionally to the grades they receive -- and well beyond the jubilation that goes with an A+ or the despair that accompanies a D. When Jessie, an eighth-grader, got an uncharacteristically low score on a Spanish test, she felt not only embarrassed -- “because I’d never done that badly before” -- but lousy as well: “I didn’t feel as good about myself,” she said.\u003c/p>\n\u003cp>Not that every 95 percent is cause for celebration, at least for Xavier McCormick, now a college freshman. In high school, when he got top marks with little effort, McCormick felt indifferent to the teacher’s evaluation. “I felt ... meh,” he said. “It was just kind of a number at that point.” Ordinarily, McCormick didn’t get too worked up about grades, focusing more on learning than dutifully carrying out every last assignment. “I’m not going to do it just to get the grade,” he said. “I’d rather get two hours more sleep.”\u003c/p>\n\u003cp>A more typical teenage response to grades, especially bad ones? Fear. “My friends get so caught up in grades,” Jessie said. When they underperform, their first reaction is: “My parents are going to kill me!”\u003c/p>\n\u003cp>\u003cstrong>EMOTIONS AND LEARNING\u003c/strong>\u003c/p>\n\u003cp>The trouble with these extreme emotional reactions to grades is that students’ knowledge of a subject is tied to their experience of the grade, says Mary Helen Immordino-Yang, associate professor of education, psychology and neuroscience at the University of Southern California. Powerful emotions attached to grades drown children’s inherent interest in any given subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Whether the grade is good or bad, you’re taking the student away from focusing on intrinsic interest and tying their experience to grades,” Immordino-Yang explained. Under such circumstances, genuine interest in learning for its own sake wilts. “Grades can be an impetus to work, and can be really satisfying,” she said. “But when emotions about the grade swamp students’ emotions about a subject, that’s a problem.”\u003c/p>\n\u003cp>Once considered obstacles to thinking, emotions are now understood to be interdependent with various cognitive processes. A better way to think about emotion’s centrality to learning, Immordino-Yang writes in \u003ca href=\"http://books.wwnorton.com/books/Emotions-Learning-and-the-Brain/\">\u003cem>Emotions, Learning, and the Brain\u003c/em>\u003c/a>, is this: “We only think about things we care about.” When kids care mainly about grades, they’re devoting more mental resources to the assessment than to the actual subject matter.\u003c/p>\n\u003cp>Students seem to appreciate the distinction between studying to learn and working for the grade.\u003c/p>\n\u003cp>For Elizabeth Gilbert, now a graduate of the University of Chicago, writing the best essay mattered more than getting an A+. In her pursuit of excellence, she sometimes turned in assignments after they were due, enhancing her scholarship but diminishing her GPA. She gradually realized that submitting work for the grade became a sensible exit strategy. “To just settle for the grade helped,” she said.\u003c/p>\n\u003cp>McCormick put it differently. If grades were a pure reflection of learning, he added, students wouldn’t be graded on whether they did their homework. For example, in classes where homework makes up 20 percent of a student’s grades, even achieving 100 percent on every test — and so demonstrating complete understanding of a subject — won’t guarantee an A.\u003c/p>\n\u003cp>“School is about teaching kids how to follow rules, and having grades as the emphasis is how they do that,” he said.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS AND GRADES\u003c/strong>\u003c/p>\n\u003cp>Some teachers agree. Starr Sackstein, a veteran teacher in Flushing, New York, and author of \u003ca href=\"https://www.amazon.com/Hacking-Assessment-Gradeless-Traditional-Learning/dp/0986104914\">\u003cem>Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School\u003c/em>\u003c/a>, realized that she had started to use grades as a tool to control her students: For every day a paper came in past the deadline, for example, she’d deduct five points. She also started to recoil when she noticed students flipping to the back of papers she’d spent hours marking up, just to see their score. Sackstein understood how powerful grades could be to students. A self-described grade-grubber, she decided to change the way she evaluated students to maximize their learning by giving up grades.\u003c/p>\n\u003cp>Sackstein is part of a movement of teachers who are replacing grades with more nuanced kinds of student assessments. Encouraged by educators like \u003ca href=\"http://www.alfiekohn.org/\">Alfie Kohn\u003c/a> and \u003ca href=\"http://www.brilliant-insane.com/work-mark-barnes\" target=\"_blank\" rel=\"noopener\">Mark Barnes\u003c/a>, who reject grades as blunt and reductive, these teachers educate and evaluate their students using portfolios, one-on-one conferences, peer assessments and other forms of qualitative feedback.\u003c/p>\n\u003cp>Sackstein started slowly and worked to get student buy-in. She advised her students that they were going to figure out together how to improve their learning and evaluation, and told everyone they could get an A as far as she was concerned. She dropped cumulative assessments entirely -- “because we have so much access to information all the time, it’s not a skill we need to test” -- and invited students to set their own goals and develop their own standards. Sackstein then used everything the students did in class to measure them against their own goals.\u003c/p>\n\u003cp>“I do different types of conferences with students. I have oral projects, I set up meetings with kids,” Sackstein explained about the multiplicity of ways she tailors student work. “I’m not determining what they need; they are. I’m just a reader giving feedback,” she said. Students have responded to her methods, because assessments are more personal and she provides abundant opportunities for them to express themselves.\u003c/p>\n\u003cp>Sackstein often talks to students about how grades affect them, and understands how weighty regular numerical evaluations can be.\u003c/p>\n\u003cp>“Grades have the ability to make kids feel stupid or smart, and that’s a huge power,” she said. Teachers are human, she added, and will respond emotionally and sometimes arbitrarily to different kids and various types of work. When students define themselves positively or negatively by those judgments, they cede control over their well-being to someone — a teacher — who may not understand them.\u003c/p>\n\u003cp>“We as teachers and administrators have to be acutely aware of the kids in front of us,” Sackstein said. “Their learning is all that matters.”\u003c/p>\n\u003cp>By her senior year of high school, Caroline Wohl began to realize that striving to get A's in every subject, no matter her enthusiasm for the material, was foolish and unnecessary. “I just grew up, and got less caught up in winning,” she said. She tolerated a B in AP physics, and threw herself into the school debate team, where she indulged her authentic interests and embraced the freedom from grades. Wohl missed several classes to compete in national debate tournaments, without regret.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46602/the-emotional-weight-of-being-graded-for-better-or-worse","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_21047","mindshift_20784","mindshift_1040","mindshift_20772","mindshift_20557"],"featImg":"mindshift_46707","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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