Neuropsychology of

Social, Emotional, and Behavioral Challenges

Margaret A. Sedor, NCSP ABSNP, LEP

2015 WSPA Spring Convention
March 26, 2015
 WHAT’S UP?

Mendes, E. (2003). Empty the Cup…Before you Fill It up: Relationship-Building Activities to Promote Effective Learning Environments.
Mendes Training & Consulting, Inc., Carlsbad, CA.
 Learning Objectives

• Understand the brain structure and implications for academic

and social development.
• Learn of the interplay between genetics and environmental
factors for social emotional literacy.
• Review the psychiatric medications most commonly used for
youth.
• Learn prevention strategies within a positive school climate
framework.
• Discover a range of neuroscience based interventions.
 Acronyms
Aren’t Just for Special Ed. Anymore

UDL
The Violence Continuum
adapted from the National School Safety Center

Murder
Suicide
Rape
Hostages
Gangs
Hate Crimes
Weapons
Fights
Vandalism
Threats
Sexual Harassment
Verbal Harassment
Trash Talk
Insults
Put Downs

Brock & Reeves, 2013

 Our Students and MENTAL HEALTH
• The Surgeon General’s report on mental health 20% of
children need active mental health interventions, 11% have
significant impairment, and 5% have extreme functional
impairment.
• School de facto mental health system for children in this
country.
• Schools are critical in the provision of the breadth of
mental and behavioral health services.
• Schools can reduce barriers to access for children and
families, such as stigma and affordability.
• Schools provide maximal coverage for universal prevention
and early intervention programs. (Kutash, et. al. 2006)
 Prevalence of Child and Adolescent
Mental Disorders
• 50% of Lifetime cases of Mental Disorders Begin by Age 14
• 20% of Children Identified with Mental Disorders Receive Treatment
• 50% of Students 14 and Older Living with Mental Illness Drop out of school
• 21% of 9-17 Year Olds Have a Diagnosable Mental or Addictive Disorder

(U.S. Surgeon General Report 2000)

 Psychological Distress

• Going through a rough time

• Starting to show signs of mental disorders
• 21% of 9 to 17 year olds have a mental disorder
causing at least mild functional impairment.
• 5-9% estimated to have severe impairment.
 Adverse Childhood Experience Study

• Center for Disease Control & Kaiser Hospital

• 17,000 Patients participated between 1995-1997
• Measured 10 childhood traumas

• Key findings are that adverse childhood experiences:

o Vastly more common than recognized or acknowledged
o 3-6 time higher rate of academic failure, chronic
truancy, behavior problems, poor health
o Powerful relation to adult health a half-century later.
 ACE Study

“Secondary prevention of the effects of adverse

childhood experiences will first require increased
recognition of their occurrence and second, an effective
understanding of the behavioral coping devices that
commonly are adopted to reduce the emotional impact
of these experiences.”
Kaiser ACE Study (1997)

http://www.cdc.gov/violenceprevention/acestudy/
Essentials for Childhood Framework

http://www.cdc.gov/violenceprevention/pdf/efc-building-community-commitment.pdf.pdf
Framework for Safe & Successful Schools
• Supportive school environment
• Evidence-based
• Coordinated/comprehensive
• Engagement/Evaluation
• Consistency/Sustainability
• Families/Community involvement
• Access to School Psychologists
• School Safety Team
• Staff Training
• Positive Discipline Policies
• Assess School Climate

Nasp, 2013

12
What MTSS is not…

From To

Adapted from Dan Reschly, 2002

 MTSS Defined

MTSS is a coherent continuum of evidence based,

system-wide practices to support a rapid response to
student needs, with frequent data-based monitoring to
inform decision- making and
Empower each student
to achieve
their potential.
 What does MTSS Look Like?
Intensive Intervention
Few Students
• Individualized
• Function-based
Universal Prevention 1-5% • High intensity
All Students • Direct Skills Development
• Core Instruction
• Preventive 7-15% Targeted Intervention
• Proactive Some Students
• Common Rules & • Supplemental (reduce risk)
Expectations 80% • High Efficiency
• Common Referral • Rapid Response
System
• Common Core
• First Instruction
• Life Skills
• Career Readiness

All students in school

MTSS for Student Wellness
School ~District ~ Community

Prevention
Social Emotional Wellness
Suicide Prevention
Behavioral Regulation
Positive Discipline
School Engagement
Attendance
Tier I: Universal Interventions

All Students
Eliminating Barriers to Learning
Kognito
NAMI on Campus
Teaching Resilience
Universal Design for Learning
Empty the Cup… Before You Fill It Up
Engage 4 Learning
Brain Rules
MindUP
Brainology & Mindset
Positive Environments, Network of Trainers

http://www.pent.ca.gov/
 Effect Size
o Magnitude of the effect of a particular intervention
o Positive values= GOOD results
o Negative values= BAD results
o Effect sizes > 0.50 considered large
o Changes in behavior and performance are
noticeable by the lay person

Browning Wright, 2014

 Treatments that DON’T Work

Treatment/Intervention Effect Size

o Meeting with student .00
o Punitive discipline -.13 to +.06
o Alternative placement -.10 to +.04
o Special education -.03

*Effect sizes > 0.50 considered large Browning Wright, 2014

 Popular Treatments that DO Work

Treatment/Interventions Effect Size

o Positive Behavioral Supports +.90
o Social skills Training +.68
o Group-Based Contingency +.81
o Token Economy +.60
o Social Emotional Learning +1.00
o Formative Evaluation + +1.20
Graphing + Reinforcement
o Mentor-based Program +1.00
(CICO)
*Effect sizes > 0.50 considered large
Browning Wright, 2014
 Behavior Management

• Stimulus –Response Seek-Avoid

• Challenging behavior stems from lack of incentive to
behave properly
• Promotes specific task performance
• Practical for managing classroom behavior K-12
• Overreliance on reinforces
• Conditions self-centeredness (What’s in it for me?)
• Rarely generalizable
• Can be harmful with some emotional conditions, not
stemming from reinforcement
Feifer, 2012
 Paradigm Shift

Behavior Management is Effective to

MANAGE behavior…..
We need to move beyond manage and
TREAT behavior

Feifer, 2012
 Temperamental Sensitivity

• 1 of 5 children born with temperamental sensitivity.

• Difficulty self-soothing & regulating physiological
arousal.
• Low frustration tolerance
• Longer time to recover, need time to cope and
implement skills.

Browning Wright 2013

 Hi-Lo’s

• Changes learner states

• Provides for venting
• Builds connections with
classmates

Mendes, E. (2003). Empty the Cup…Before you Fill It up: Relationship-Building Activities to Promote Effective Learning
Environments. Mendes Training & Consulting, Inc., Carlsbad, CA.
 What is Neuropsychology?

The study of brain-behavioral relationships

with respect to learning and behavior.
 Amazing Facts About Your Brain

• Two Rapid Growth Spurts

o Before birth to age 3
o Age 11 to Age 12
• Sleep and Freeze
• Powering your Brain
• Neurons at Work

MindUP Curriculum: Grades 6-8. The Hawn Foundation, Scholastic Teaching Resources.
 Networks of Learning

• Recognition Network: The WHAT of Learning

Multiple Means of Representation

• Strategic Network: The HOW of Learning

Multiple Means of action and experience

• Affective Network: The WHY of Learning

Multiple Means of engagement
www.udlcenter.org
Universal Design for Learning

udlcenter.org
 Brain Structure
• The brain has three main parts:
1. Cerebrum
2. Cerebellum
3. Brain Stem

• The brain is divided into regions that control

specific functions.
How the Brain Works

Balance, Respiratory
 Cerebrum

• Frontal Lobe
• Parietal Lobe
• Occipital Lobe
• Temporal Lobe
• Right Hemisphere
• Left Hemisphere
• Corpus Callosum
 Cerebrum ~ Frontal lobe
• Behavior • Coordination of movements
• Abstract thought • Generalized and mass
processes movements
• Problem solving • Some eye movements
• Attention • Sense of smell
• Creative thought • Muscle movements
• Some emotion • Skilled movements
• Intellect • Some motor skills
• Reflection • Physical reaction
• Judgment • Libido (sexual urges)
• Initiative
• Inhibition
 Cerebrum ~ Parietal Lobe
• Sense of touch (tactile sensation)
• Appreciation of form through touch (stereognosis)
• Response to internal stimuli (proprioception)
• Sensory combination and comprehension
• Some language and reading functions
• Some visual functions
 Cerebrum ~ Occipital Lobe

• Visual
• Reading
 Cerebrum ~ Temporal Lobe
• Auditory memories
• Some hearing
• Visual memories
• Some vision pathways
• Other memory
• Music
• Fear
• Some language
• Some speech
• Some behavior& emotions
• Sense of identity
 Brain Structure & Function

• Right Hemisphere-representational hemisphere

 controls the left side of the body
 Temporal and spatial relationships
 Analyzing nonverbal information
 Communicating emotion
• Left Hemisphere-categorical hemisphere
 controls the right side of the body
 Produce and understand language
• Corpus Callosum
 Super highway- bridge of communication between the left and right
side of the brain
 Brain Structure & Function
THE CEREBELLUM
 Lower part of the back of the brain
 Balance
 Posture
 Cardiac, respiratory, & vasomotor centers
THE BRAIN STEM
 Lowest part of the brain
 Consists of midbrain
 Motor and sensory pathway to body and face
 Vital centers: cardiac, respiratory, vasomotor
 Subconscious control mechanisms: anger, fear, thirst, love,
hate….
 Success Focus

Mendes, E. (2003). Empty the Cup…Before you Fill It up: Relationship-Building Activities to Promote Effective Learning
Environments. Mendes Training & Consulting, Inc., Carlsbad, CA.
BRAIN STRUCTURE & EMOTIONAL
FUNCTION
 Self Regulation Types

o Behavioral Self-Regulation
poor inhibition of impulses and motor control

o Emotional Self-Regulation
an inability to regulate moods & reactions to social
situations.

o Attention Self-Regulation
an inability to modulate and sustain attention.

Feifer, 2012
 Neurobiological Architecture of Emotions
• Presumes that a child’s ability to adapt to the social
demands of their environment begins with the
functional organization of the brain.

• Observable behavior is a striving for homeostasis and

balance occurring in the brain.

• Treatment for behavioral and emotional disorders

should focus on both intrinsic & extrinsic factors.

• Trigger may be internal.

Feifer, 2012
 The Cerebral Orchestra of Emotions:
Subcortical Region
1. Amygdala
2. Hippocampus
3. Nucleus Accumbens
4. Orbitofrontal Cortex
5. Ventrolateral prefrontal cortex
6. Anterior Cingulate Cortex

Feifer, 2012
 The Stressed Brain ~ Amygdala

• Brain’s response to stress; linked to Amygdala

• Information filter regulated by our emotional state
• Fight-Flight-Freeze stress hormones atrophy area
that controls emotional development.

The MindUp Curriculum, The Hawn Foundation, Scholastic Teaching Resources

 Happy Brain

• Work better
• Flushed with Dopamine
• Dopamine highest when students are fully engaged
with their learning & filled with positive feelings
(optimism, hope, gratitude).
• Released when indulging in
high-risk activities
(drug use, drive fast, promiscuity).

The MindUp Curriculum, The Hawn Foundation, Scholastic Teaching Resources

 The Mindful Brain

Awareness of impulses, thoughts, feelings, and

behavior which enhances confidence, pleasure, and
sense of agency in own learning process.

The MindUp Curriculum, The Hawn Foundation, Scholastic Teaching Resources

 Subcortical Region ~ Amygdala

• Responds to unexpected and unfamiliar

events (Kagan, 2007).
• Ascribes emotional valence to stimuli.
• Primarily responsible for fear conditioning by
providing a rapid, precognitive assessment of
the situation.
• Serotonin can calm.
• SSRIs ~ Prozac, Zoloft, Paxil, Luvox, Celexa, Lexapro
Feifer, 2012
 Subcortical Region ~ Hippocampus

Located in the medial temporal lobe and

responsible for facilitating memory functioning.
This structure also involved with
o Emotional learning
o Chronic stress from abuse or neglect
o Hypervigilant hippocampus

Feifer, 2012
 Subcortical Region ~ Nucleus Accumbens

• Located in the forebrain and part of the basal

ganglia.
o Reward center of brain which is activated in anticipation of
reward.
o Most recreational drugs including cocaine and
amphetamines increase dopamine in this area.
o Involved in task motivation and rewards.
o Under-activity of reward center of our brain associated
with anhedonia (inability to feel pleasure) and depression.

Feifer, 2012
 Cortical Region ~ Orbitofrontal Cortex

• Region of the brain responsible for ascribing an

emotional valence or value judgment to another’s
feelings. Often triggers an automatic social skill
response (Rolls, 2004).
o Has rich interconnections with the limbic system.
o Responsible for emotional executive functioning.
o Self-Regulation of behavior as highest levels of emotional
decision making dictated by this brain region.
o Medications and cognitive behavior therapy needed; learn
to deal with physical/emotional situation; adaptive
response.
Feifer, 2012
Cortical Region ~ Ventrolateral Prefrontal Cortex

• Ventro (bottom) / Lateral (side)

• Behind frontal orbital cortex
• Responsible for response inhibition and emotional
regulation.
o Rich interconnections with the limbic system.
o Also involved with emotional executive functioning.
o Situated adjacent to the oritofrontal cortex
o Involved in the ability to take another’s perspective on an
emotional event (theory of mind).
o Example: rapid Zero to 100, can’t self soothe/calm. Student has
issues with self regulation, interrupts teacher, no impulse
control, no ability to inhibit.

Feifer, 2012
Cortical Region ~ Anterior Cingulate Cortex

• Front part of cingulate cortex

• Task motivation and reward based decision making.
Severe damage leads to akinetic mutism.
o Selective attention allows us to shift our focus from the
outside world of objects and events toward the inside
world of thoughts and ideas (self awareness).
o Helps provide constraint over behavior
o The brain gear shifter between cognition and emotion.
When stuck, can result in obsessive and ritualistic types of
behaviors, as well as cognitive inflexibility (Swingle, 2007).
o Key brain region in developing “theory of mind”
Feifer, 2012
MENTAL HEALTH & WELLNESS
 Disruptive Mood Dysregulation Disorders
• Mainly stems from over-arousal in lower brain regions
(limbic region) coupled with under-aroused higher brain
regions (prefrontal cortex) leading to poor emotional self-
regulation skills.
• Behaviorally, top-down cognitive control occurs between 3-
6 years of age and continues through adulthood.
• Language is a necessary, but not sufficient condition
younger children to regulate emotion.
• Children with emotional regulation disorders often have
authoritarian parents.
• Security of attachment at 24 months and ability to delay
gratification often key predictors of emotional stability by
the time a child has reached school age.
Feifer, 2012
 Bipolar Disorder ~ 4 Brain Regions
Involved
Amygdala
smaller amygdala size is a consistent finding. Plays role in
the perception of threatening information, the appraisal of
social signals that convey a threat, and the acquisition of
fear condition responses. Responds to unexpected or
unfamiliar events.

Hippocampus
smaller volume is evident in depression, and prolonged
periods of emotional stress.

** The hippocampus and amygdala are interdependent

emotional memory systems.
Feifer, 2012
 Bipolar Disorder ~ Brain Region
Cingulate Gyrus
The anterior portion of the cingulate gyrus provides constraint
over emotion and cognition, and is also involved in task
motivation and effortful control. Smaller in volume for individual
diagnosed with bipolar disorder, the left anterior cingulate.

Basal Ganglia
Individuals diagnosed with bipolar disorder have an enlarged
right nucleus accumbens, an area housed within the basal
ganglia. It has rich interconnections with the limbic system, and
plays a central role in the reward circuit of the brain and manic
behavior.

Feifer, 2012
 Bipolar Disorder ~ Treatments
Lithium
First mood-stabilizer medication with FDA approval for
treatment of mania, very effective in manic and
depressive episodes. Side effects include acne, hair
loss, and weight gain.

Anticonvulsant medications
Such as depakote, Tegretol, can have a mood stabilizing
effect and maybe be especially useful for difficult to
treat bipolar episodes. Newer meds: Lamictal,
Neurontin, Topamax. Interacts with GABA to inhibit
neural firing.
Feifer, 2012
 Bipolar Disorder ~ Treatments

Atypical antipsychotics
Abilify, Risperdal, Clozapine, and Seroquel. Functions
to enhance dopamine in mesocortical regions.

Antidepressants (SSRIs)
Zoloft and Prozac. Functions to enhance serotonin,
though can increase mania.

Feifer, 2012
 Theories of Depression

Biological
Depletion of the monoamine neurotransmitters
including dopamine, serotonin, and norepinephrine.

Neuropsychological
Under activity in the prefrontal cortex, particularly in
the motivation regions of the brain (anterior cingulate
gyrus) and positive reward centers of the brain (nucleus
accumbens).
Feifer, 2012
 Generalized Anxiety Disorders

• Elevated amygdala activity

• Anterior cingulate cortex primarily functions

as the brain’s gear shifter

• Children may be too fixated at monitoring

their own internal states.
 Social Anxiety Disorders

• Two Fear Systems:

o Initial flash of fear, primarily reflective. Amygdala

brain region for responsible to process & generate
behavioral response.

o Second fear functions to keep first fear alive, at

cerebral level, automatic negative thoughts
(ANTS).
 Social Anxiety Disorders ~ Interventions

• Cognitive Behavior Therapy (CBT) involving:

o Psychoeducation
o Exposure Therapy
o Skill Building Tasks
o Homework Assignments
• Treatment of Choice
 Anxiety Disorders ~ Treatments

• SSRIs for disorders occurring outside of conscious

control.

• Shortage of serotonin:
o Anxiety
o Panic
o Phobias
o PTSD
o Obsessions
o Compulsions
o Eating Disorders
 Anxiety Disorders ~ Treatments

• Exposure Therapy quiets overactive amygdala

• Strong interpersonal attachments to caregivers increases

resiliency to stress.

• Cognitive Behavior Therapy

• Structured class settings

• Neurofeedback aimed to diminish arousal

 Neurofeedback
• A learning paradigm which helps develop control over
the brain functions regulated autonomously.

• Provides excellent way to treat the underlying causes

of emotional dysregulation from an inside-to-outside
manner.

• Student learns to self-regulate their own brain

functioning, increased “availability for therapy &
behavioral interventions.

• Allows brain to re-set itself in an optimal emotional

state.
Feifer, 2012
 Depression
• Twice as likely in women, 3 times higher in families
with positive history, highest for unmarried males and
married females.
• Not common for younger children, more common in
adolescence (5%), implicates prefrontal cortex.
• 35-50% depressed make suicide attempt.
• 15% severely depressed complete suicide.
• Prozac (SSRI) is only FDA approved antidepressant for
children over age 8.
• 4% of children on Prozac have suicidal ideation, twice
that of placebo.
 Depression ~ Treatments

• Cognitive Behavioral Therapy

• Play Therapy
• Neurofeedback
• Psychopharmacological approaches (SSRIs)
• Increased number of interpersonal connections
 Depression ~ Treatments

Psychodynamic
A sense of loss, either by death of loved one, or
rejection of loved one, where self-loathing emerges
due to an overwhelming sense of being responsible for
the loss.

Cognitive Behavioral
Failure and hopelessness becomes an accepted way of
life.
 Depression ~ Treatments

Neurofeedback
Techniques aimed at diminishing the amplitude of
theta (slow) waves in the cortex area.

Psychopharmacological approaches (SSRIs)

Increasing the number of interpersonal connections in
a child’s life.
 Common Medications
• Stimulants Vyvanse, Dexedrine, Ritalin, Concerta, Adderall
• Non Stimulant Strattera
• Anti-hypertensives Tenex, Intuniv, Propranolol, Clonidine
• Antidepressants Imipramine, Norpramin, Nortiptyline, Elavil (rare w/Kids)
• SSRIs Fluoxetine, Prozac, Zoloft, Paxil, Lexapro, Celexa, Luvox
• Atypical Wellbutrin, Effexor, Cymbalta, Remeron, Trazadone
• MAOs Nardil, Parnate
• Antipsychotics Risperdal, Zyprexa, Seroquel, Abilify, Geodon
• Mood Stabilizers Lithium, Tegretol, Trileptal, Neurontin, Lamictal, Topamax
• Anxiety-Breaking Benadryl, Vistaril, Atarax
• Benzodiazepines Klonopin, Xanax, Halcion, Ativan, Serax, Valium
• Atypical Buspar, Ambien, Sonata
 Common Medications

Medications Treatments
• Stimulants • ADHD
• Non Stimulant • ADHD
• Anti-hypertensives • ADHD, Tourette’s, Sleep, Autism
• Antidepressants
• ADHD, OCD, Anxiety, Tics, Enuresis
• SSRIs
• Atypical
• MAOs • Depression, Anxiety, panic disorder, ADHD
• Antipsychotics • Mood lability, severe aggression, schizophrenia
• Mood Stabilizers • Mood lability, bi-polar disorder, self-injury
• Anxiety-Breaking • Anxiety, panic disorder-worry, nervousness
• Benzodiazepines • Sedative & Symptoms of alcohol withdrawal
• Atypical
 Synapse
• “right place” between
neurons

• “right time” when neuron

wants to activate or inhibit
it’s neighbor neuron

Receptor site
• Lock n Key concept
• Each type of
neurotransmitter will react
with one specific type of
receptor site & no other
• Neurotransmitters:
Component in the nerve cell that makes
chemicals. (40 different chemicals act as
neurotransmitters).

• Presynaptic neuron:
Makes the neurotransmitters (chemicals) and
secretes/dumps them into the right place at the
right time.
 Common Neurotransmitters

Serotonin
• Function usually inhibitory, helps control moods,
influences sleep & inhibits pain pathways in the
spinal cord.
• Disorder such as depression, headache, diarrhea,
constipation, sexual dysfunction.
• Medications used-SSRI (Selective Serotonin reuptake
inhibitors), most common are antidepressants, work
specifically on the neurotransmitter system
 Common Neurotransmitters

Dopamine
• Function usually inhibitory, basal ganglia in
the subcortical area of the brain
• Disorder in the dopamine system-psychotic
disorders, meds work on dopamine receptors
• Medications used-antipsychotic and
antidepressants
 Common Neurotransmitters

Norepinephrine
• Function usually excitatory, some inhibitory, in
subcortical area, controlling wakefulness, overall
activity & mood.
• Disorder such as depression; autonomic nervous
system
• Medications used-anti-depressants which work on
the neurotransmitters and receptor sites
NEUROBASED INTERVENTIONS
 The Learning Brain

http://www.youtube.com/attribution_link?a=gV_9NGQhcB4&u=/watch%3Fv%3DcgLYkV689s4%26feature%3Dem
-share_video_user
Universal Design For Learning
“I don’t know”
The left prefrontal cortex appears to be
the brake center for impulses, and the
neurons are not fully myelinated
(developed) until late adolescence
or early adulthood.
 Key Concepts
• Adolescent brain still developing, environment
shaping
• Prefrontal Cortex most growth during adolescent
• Gray matter declines in adolescents in prefrontal
cortex, connected to synaptic pruning
Used= strengthen
Not used= eliminated/fine tunes
• Limbic System- emotions, “kick” of risk taking.
• Issues are developmental, careful with stigmatizing.

Blakemore, TED.com
PREVENTION ~
POSITIVE SCHOOL CLIMATE FRAMEWORK
Academic Success….
Mental Health Matters
 Congressional Briefing:
1st Anniversary Sandy Hook Elementary
Take Away Messages
• Preventative measures
• Identifying warning signs
• Access to Mental Health
Services
• Overcoming Stigma
• Teach the new R ~
Resilience
Nelba Marquez-Greene
Founder Sandy Hook Promise
Lost a child at Sandy Hook
Elementary

NASP, 2014
 Nationwide Discipline Initiative
• Council of State Governments
Justice Center & Public Policy
Research Institute of Texas A & M
University
• School to Prison Pipeline
• Zero Tolerance Discipline Policies
• Disproportionality African
American Males
• Promotion of positive school
climate
• Nation-wide research initiative
• David Osher

Fable, T., Thompson, M. D., Plotkin, M., Carmichael, D., Marchbanks, M. P. III, and Booth E. A. (2011). Breaking schools’ rules: A statewide study of how school discipline relates to students’ success and
juvenile justice involvement.New York , NY; College Station, TX: Council of State Governments Justice Center; Public Policy Research Institute of Texas A&M University.
http://justicecenter.csg.org/files/Breaking_Schools_Rules_Report_Final.pdf
 A Paradigm Shift
Traditional Discipline
Goal:
• Stop undesirable behavior
through punishment
Focus:
• The student is the problem
School-Wide PBIS
Goal:
• Replace problem behavior with
appropriate behavior
• Adapt the System
Focus:
• Prevention and Intervention

Conceptual Framework: Conceptual Framework:

Retributive Restorative
• Misbehavior should be
punished • Reparative
• Removal of offender, exclusive • Inclusive
• Reactive approach • Pro-active approach 92
 Foundation of Learning

Self regulated state of balance

in the nervous system
required for
Learning and adaptive behavior
Dr. Regalena Melrose
• We ALL display problematic behavior in
response to this unnatural pressure.

• Often misunderstood symptoms of

disorders.

• Need to understand cumulative effect of

stress/trauma on nervous system over time.
Dr. Regalena Melrose
 Interventions that DO NOT work

• Anger management
• Reasoning/talking
• Power Struggle
• Time-out
• Loss of points/privileges
• Punching a pillow
• Isolation
Dr. Regalena Melrose
 Interventions that DO work:
Social Emotional Literacy
• A relatively quiet safe place
• Compassionate containment
• Community and belonging
• Earning/keeping rewards
• Time-away “take a break”
• Few words
• Chances to start over/repair
Dr. Regalena Melrose
 What Works cont.….

• Positive acknowledgment
• Success and competency
• Building resources (external, internal)
• Positive communication with parents

Dr. Regalena Melrose

Positive Encouragement
 Why School-wide Framework?

For Common Core State Standards to fulfill their

potential, schools need strong teachers focused
on the whole child, aligned with a unified and
comprehensive system for addressing barriers to
learning and teaching and re-engaging
disconnected students.
Adelman & Taylor, 2013

99
 Facts about Social & Emotional Issues
• Social, emotional, and behavior issues interfere
with learning

• Boys engage in higher rates of social & emotional

issues than females (4:1)

• Certain students have a genetic predisposition to

social, emotional, and behavioral problems but,
many must be turned on by environmental
factors (60% genetic/40% environment)
Diana Browning Wright 2013
 Neuroscience of Optimal functioning of
brain and body
Decrease heart rate, blood pressure, stress
hormone levels (cortisol)
• Sleep
• Nature
• Play
• Nutrition
• Water
Dr. Regalena Melrose
 Creating Necessary Conditions
Physical Space
• Order & organization
• Color Coding & Schedule
• Limits & boundaries
• A relatively quiet space
• A safe place in the room “time-away”
• Pictures of Nature
• Sensory Materials
Dr. Regalena Melrose
 MTSS and Brain Changes
• Neural plasticity
brain can change structurally and functionally as
a result of input from environmental interventions.

• School-based supports
can alter the way students’ brains
are structured and function.

Browning Wright 2013

 Mirror Neurons
• Neurons which fire when another person acts; thus
the neuron “mirrors” the behavior of the other (smile,
yawn).

• Implications:
o Students learn via modeling from educators/peers
o Student will treat us how we treat them
o Work on ourselves first before working with
students
o Those who smile more often live 7 years longer
Browning Wright 2013
 Myelination
• Myelin Sheath
an electrical layer that forms around a neuron
that helps it fire faster and more smoothly
(rubber coating around neuron).

• Practicing a skill leads to myelination or the

development of fluent/automatic firing autopilot
less cognitive effort needed to perform skill when
called upon.
Kognito At-Risk simulation

http://california.kognito.com/
 HELPGUIDE.ORG

http://www.helpguide.org/articles/depression/teen-depression-signs-help.htm
National Suicide Prevention Lifeline

http://www.suicidepreventionlifeline.org/
Suicide Prevention Resource Center

http://www.sprc.org/featured_resources/customized/teachers.asp
 NAMI on Campus High School (NCHS)

• NCHS Clubs on campuses with

TETRIS/EBL trained staff or staff
with Mental Health Background

• Advisors are school staff members with an interest in helping change the
campus climate towards mental health and wellness

• NAMI California offers monthly Coaching Webinars for Advisors and a

staff person to provide support and technical assistance

• Building a framework in the district, the school, the staff and the students
to support mental health and wellness
Family and youth voice

What NAMI California Affiliates Bring to EBL

Trainings:
• Connect schools to local community partners (NAMI)

• Overview of Ending the Silence, a mental health education and

stigma-reduction program for students

• Information on how to bring ETS to their school

• Direct contact through youth voice

• Lived Experience

• Provide information about resources for schools and families

NAMI on Campus High School (NCHS)

• Peer clubs led by an

Advisor that bring
mental health
awareness to campus

• Clubs open to all students, regardless of mental health status

• Clubs promote mental health activities on campus

• Strive to create a safe and stigma and discrimination-free

environment on campus
• Creates life-long mental health advocates
Mental Health First Aid

• 8-hour course that teaches you how to help someone

who is developing a mental health problem or
experiencing a mental health crisis

• Helps you identify, understand, and respond to signs of

mental illnesses and substance use disorders
 A ssess for risk of suicide or harm
 L isten nonjudgmentally
 G ive reassurance and information
 E ncourage appropriate professional help
 E ncourage self-help and other support strategies
Reconnecting Youth
75 lessons in the RY curriculum. It is typically offered as a semester-
long, for-credit class by a teacher/facilitator

RY program goals:
• Increased school performance
• Decreased drug involvement
• Decreased emotional distress

Activities Focus On
• Self-esteem Enhancement
• Decision Making
• Personal Control
• Interpersonal Communication
Applied Suicide Intervention Skills
Training ~ ASIST
Applied Suicide Intervention Skills
Training ASIST
• For caregivers who want to feel more comfortable, confident
and competent in helping to prevent the immediate risk of
suicide

• Two-day, highly interactive and practice-oriented workshop

• Develop skills
 Learn how to communicate with a suicidal individual
 Recognize and review risk
 Intervene to prevent the immediate risk of suicide
 Understand resources available
Dr. Regina Melrose
 Activity: 60 Seconds
1. Feel your feet on the ground.
2. Take in the support of the chair.
3. Breathe in through your nose.
4. Visualize yourself in a safe, beautiful place.
5. Notice what is happening inside your body.
6. Focus only on the pleasant, comfortable
sensations that arise.
7. If thoughts or unpleasant sensations enter into
your awareness, simply go back to the beginning
of the exercise and do the steps again, as many
times as need be.
Dr. Regalena Melrose
Empty the Cup ~ Dr. Ernie Mendes

Create mental & emotional

space for Learning
Brain Based Interventions
• An emotional event school-wide or
classroom relevant

• You hear thematic “off-task”

conversations

• After a long weekend or holiday break

• At the beginning of class as a writing

process

• Excessive talking
 20 Ways to Build Emotional Bank Account
with STUDENTS
• Address student by name daily.
• Use their name, interests, skills & knowledge while instructing.
• Provide feedback with sandwich method; strength/improvement/positive.
• Acknowledge all student responses.
• Acknowledge their current strengths, as well as their potential
• Use eye contact.
• Share your own vision, passion, hobbies, for life in general.
• Listen without judgment.
• Know your student’s interests, get to know their values and beliefs.
• Make visual, auditory, and kinesthetic connections as they enter, during
transitions, during seat work, etc.
 20 Ways to Build Emotional Bank Account
with STUDENTS
• Practice empathy which each encounter, however, always hold them
accountable.
• Help them problem solve: listen and ask questions more often than
speaking, lecturing, or advising.
• Get their input on some decisions.
• Eat lunch with students on occasion.
• Greet them at the door.
• Wish them well as they leave.
• Be conscious of their bid attempts and respond toward their bids.
• Hold high expectations.
• Be aware of your nonverbal messages, i.e., the tone of your voice.
• Avoid sarcasm and never put a student down, regardless of your own
frustration.
 Brain Based Interventions
• Writing about w before m
t can improve s .

• Writing about s___________ can boost your

i___________ s_____________.
Engage 4 Learning ~ Dr. Ernie Mendes

Tap Brain’s 4 is BEST

1. C_________ System.

2. E _________ System.

3. P _________ System.

4. S _________ System.

Engagement Matters
 Brain Based Interventions

What’s Up? 3 Questions

• What’s pressing right now?
• What’s working (success)
• What’s not (challenge)
• Today’s topic?
• Anything else?
• Thankful for right now?
• Learned yesterday?
• Promise for today?
 B. E. M. Principle

• Most important information f_______

• Use hands-on activity during the m ______

portion.

• Provide a r_______ at the end of your class.

• Teach in small c _______.

 Language Patterns

• I don’t know (but what I do know is…)

• I see your point

• I hear what you’re saying …and…

 Emotions

• C ____________

• L ____________

• D________ B ___________
 Emotions

• Negative ones are s_____________.

• _____ are hardwired.

• + ones are good for your h__________.

 Emotions

Hardwired Emotions Emotions Learned

• Fear • Empathy
• Anger • Humility
• Sadness • Sympathy
• D _________ • Sharma
• Gratitude
• S _________
• Optimism
• Joy
• Compassion
• Patience
• cooperation
 Self-Control

• Effects are p _________

• Self regulation can be t ___________

• Sensitivity to environmental cues affects

suppression of action

• Will power is depleted by usage (decision fatigue)

 …Self-Control

• The fuel is g ________

• Low Levels of g_________ after an initial self-
control predict poor performance on a
subsequent self-control task
 Application

• Food or drink (raises blood sugar)

• Movement (releases glucose stored as
glycogen in the liver)
• Strong emotions (trigger release of glucose)
• Make things actionable for your brain to-do
list only things that can be done asap (reduce
depletion risk)
 Application
• Meditate-mindfulness – 5 min
• Exercise-even for 10 min (GABA)
• Sleep-tired-brain cells loose ability to absorb
glucose
• Use wait-time-desire has ebb & flow wait 10
min
• Forgive yourself- plan for next time
 Two-Step Composure

1. Two deep breaths

2. Calming Thought:
State your name,
“Just relax, you can handle this”
 To process, you can ….

• Write about it
• Talk about it
• Move about it
• Stay open to it
• Change gears
 • Evidenced-based Curriculum
• 15 Neuroscience Based Lessons
• 4 Units; Students Learn About ~
o Brain physiology & mindful attention
o Monitor senses, feelings, respond reflectively vs
reflexively
• Increase Optimal Learning Capacity
– Academic Performance,
o Self Regulation, Mindful Engagement, Concentration,
Perspective Taking, Empathy, Kindness, Complex
Problem Solving Skills
• Teach CASEL 5-point Framework
o Self Awareness, Self Management, Social Awareness,
Relationship Skills, Relationship Decision Making

http://thehawnfoundation.org/mindup/

The MindUP Curriculum: The Hawn Foundation, Scholastic Teaching Resources

 MindUp Curriculum

• "brain-based" teaching has transformed teaching and

learning in countless classrooms, explains,
– “Asking kids to visualize success on an upcoming skill or
knowledge set is no ‘new Age’ strategy. When done well,
mental practice is known not only to make physical
changes in the brain but also to improve task performance
(Pascual-Leone et al., 2005)” (2010).
 Brainology & Growth Mindset

Brainology Curriculum Growth Mindset

http://www.mindsetworks.com/brainology/
http://www.mindsetworks.com/webnav/whatismindset.aspx
 Resources
• Dr. Steven Feifer, www.schoolneuropsychpress.com
• Dr. Regalena Melrose, Brain Charge, www.drmelrose.com
• Dr. Ernest Mendes, Engaged 4 Learning, www.erniemendes.com
• Dr. Ernest Mendes, Empty The Cup…Before you Fill It Up, www.erniemendes.com
• John Medina, Brain Rules, National Center on Universal Design for Learning
www.udlcenter.org
• Collaborative for Academic, Social and Emotional Learning, www.CASEL.org
• Dr. Diana Browning Wright, Positive Environment Network of Trainers, www.PENT.ca.gov
• International Society for Neurofeedback & Research (ISNR) www.isnr.org
• MindUP Curriculum: Brain-Focused Strategies for Learning and Living. Scholastic, Hawn
Foundation, http://thehawnfoundation.org/mindup/
• Brainology Curriculum, http://www.mindsetworks.com/brainology/
• Dr. Carol Dweck, Mindset: The New Psychology of Success, How we can learn to fulfill our
potential, http://www.mindsetworks.com/webnav/whatismindset.aspx