SEL Learning Goal 2:

Self- Management

Module 2B: Self-Management for

Grades 7 to ADULT

Subgoal 2A: Understand and use strategies for managing your emotions and behavior.

How to use This SEL Module Learning Journey Series

• If possible, PRINT OUT THE MODULE and create binder so you can use it like a guide or journal and refer to it whenever you may need a strategy.
• The module series is based on the 5 Learning Goals (Competencies) in the SEL Framework.
• This is SEL Learning Goal 2: SELF- MANAGEMENT- Module 2B: Grades 7-ADULT
• It is a lengthy self-paced module. Please take your time in exploring it.
• These modules are based on the newly created SEL Curriculum that MVSD developed in 2020.
• COVID 19 protocols apply during this time.

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How to use This SEL Module Series continued...

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• This module is a user-friendly guide to increase knowledge and understanding of how to incorporate and embed SEL skills into everyday activities that students participate in at school. It is intended to help you support students in transferring skills learned to other environments such as home, community, on the job, and in any environment where interaction takes place.
• As with Module 1, you can also use this module as a personal SEL Field Journal and add to/create your own strategies, compile additional ideas, and write reflections along the way!
• IMPORTANT- This module is set up in grade level sections. You may be tempted to only skip to slides that pertain to just the grade level you teach or are working in. PLEASE don’t. Go through all of the slides and do all of the activities, responses, and view the videos!

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Review: What is Social Emotional Learning?

According the new definition by CASEL, SEL is…

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“Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”- CASEL

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Self- Management SEL Wheel

Focus of Module 2: Self- Management

Slide Pic from: CASEL

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Tenets of the SEL Self-Management Learning Goal

Demonstrate and Practice from CASEL:

• Resilience in the face of obstacles
• Regulating one’s emotions
• Compassion for self and others
• Perseverance
• Pause between stimulus and response
• Healthy Boundaries
• Setting and Monitoring Personal and Academic Goals

Self-reflection on the Self Management Tenets

• Before diving into this module and learning about self-management strategies you can use to teach children, take a moment to reflect on your own self-management strategies and coping skills that you use to help you manage your own emotions and behaviors. Evaluating your own self-management skills will help you as you learn how to teach and support children with managing their emotions and behaviors.
• Review each tenet and give a personal reflection about it. Do you feel this is a strong area for you? If so, how? If not, what do you think might be helpful for you to strengthen this area?

TENET 1: Resilience in the face of obstacles: _______________________

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SEL Self- Management Tenets continued...

Tenet 2: Regulating one’s emotions: ____________________________________

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Tenet 3: Compassion for Self and Others: ________________________________

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Tenet 4: Perseverance: _______________________________________________

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Tenet 5: Pause Between Stimulus and Response (Think before acting): _______

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SEL Self- Management Tenets continued...

Tenet 6: Healthy Boundaries: ___________________________________________

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Tenet 7: Setting and Monitoring Personal and Academic Goals: _____________

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In general, I see my personal self-management of emotions and behavior as…

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Let’s Talk About Self- Management

Watch this overview on Self-Management Video: How can support middle schoolers, high schoolers, and even adults in “growing” their self-management skills? It’s all about teaching students to shift attention!

Universal Design for Learning (UDL) & SEL

As you recall from Module 1… ALL of the SEL skills, strategies, ideas, activities to do with students can be adjusted, adapted, and accommodated so that ALL students can ACCESS and PARTICIPATE in Social- Emotional Learning Goals and Competencies.

Through:

Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action and Expression

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What Does Self-Management Look Like and Sound Like for Older Students?

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SEL Learning Goal 2: Self-Management

MVSD Benchmark Skills: Grades 7-9

Sub-goal 2a: Understand and use strategies for managing your emotions and behavior

Definitions: Impulse Control; Stress Management; Self-discipline

• I can maintain confidence during stress, emotional responses, or changing emotions.
• I can recognize the impact of my behavioral responses to thoughts, emotions, and actions.
• I can reflect on possible positive and negative consequences before expressing an emotion or behavior.
• I can identify things that may cause me to feel overwhelmed or stressed.

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Academic and Personal Self- Management Strategies

for Grades 7-9: Subgoal 2A: Understand and use strategies for managing your emotions and behavior- Activities in BOLD RED come from the MVSD SEL Curriculum Guide- Practice COVID Protocols during this time.

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Self- Management

Let’s take a few minutes to watch an SEL video intro on Self Management. In this video you will learn 6 great tips for managing stress!

Student Activity: Problem Solving Real Life Stressful Scenarios

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Directions: With a partner, or in a small group, read each stressful scenario that could happen in real life and brainstorm a possible solution that will help reduce the stress level.. (Provide adult facilitation, guidance and support as needed).

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Scenarios provided by: https://www.home-speech-home.com/problem-solving-scenarios.html

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Problem Solving Real Life Stressful Scenarios Continued...

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For more scenarios, go to: https://www.home-speech-home.com/problem-solving-scenarios.html

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Video Clip to watch with students: Show these, talk about how each character manages his/her stress, and offer the character advice.

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Family Stress Theory Movie Clip:

How does the daughter deal with her stress in this clip?

The brother? Mother? Father? What does the baby

think about this? What strategy might you suggest to

each family member to help them better manage

their emotions?

Video Clips continued...

How is Riley managing her stress about eating broccoli?

Is it working for her?

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How does the little girl manage her anger and stress over losing her toy?

What could be another way?

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What does Young Sheldon do to manage his stress and fear while choking? Why is he more concerned about throwing away the jelly than choking?

Teach Students a Cognitive “Brake” Strategy Using the Acronym SOLD

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S= STOP what you are doing.

O= Observe how you are doing.

L= Look at whether your feeling matches what is going on.

D= Decide how you will behave.

Although this strategy above is designed for be used to teach students how they can self-check or “put the brakes on” their behavior, it can also be used by adults as well. In this short You Tube video, Put the Brakes on Your Reaction, watch as the presenter shares a brief scenario of a student/teacher interaction and shares how a teacher can “put the brakes on” his/her own behavior before reacting. Although she is not using the SOLD acronym, her tips are similar.

Info for this slide: https://www.bing.com/videos/search?q=put+the+brakes+on+your+reaction+video&&view=detail&mid=6AF17659E847A47BC6916AF17659E847A47BC691&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dput%2Bthe%2Bbrakes%2Bon%2Byour%2Breaction%2Bvideo%26FORM%3DHDRSC3

Strategy: Support Students in Developing a Graphic Organizer- the Venn Diagram- that compares/ contrasts ways to express their feelings.

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Teach students how to use graphic organizers to compare and contrast feelings.

More graphic organizer templates to consider for teaching students ways to express their feelings…

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Support Students in Developing a Graphic Organizer that compares/ contrasts ways to express feelings.

Check out these ideas and strategies for finding ways to express feelings:

A FREE organizer on managing anger from TPT: The Anger

Flame: Making choices to increase our anger flame or

decreasing it - learn how to manage anger

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https://www.teacherspayteachers.com/Product/The-Anger-Flame-Introduction-Emotional-Regulation-and-Anger-Management-1383067?st=c9c6305220eef1ae25bd49bcf9c66e3b

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Strategy: Support Students in using stress management techniques in the classroom.

View this Informational Stress Management Video with students you support.

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Try this fun stress management activity with students!

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Stress Reduction Strategies to Try with Middle School Students

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The following is a link to many cool stress reduction activities to teach and use with students: https://www.healthiersf.org/resources/pubs/StressReductionActivities.pdf

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Activities with descriptions and step-by-step instructions include:

• Deep Breathing
• Progressive Relaxation
• Simple Meditation
• Visual Imagery
• Peer-Sharing (Co-Listening)
• Animal Charades (Physical Activity)
• Silent Ball Physical Activity
• Movement to Music Freeze Dance (Physical Activity)
• Paper Mosaics (Art Activity- Flower, Elephant, Butterfly)

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Encourage the student to choose a strategy to try. Do the strategy with the student. Provide support as needed to the student in performing the strategy. Next, facilitate the feedback process by guiding him/her in filling out the feedback form and sharing it with a peer (Feedback Form is on the next slide; scribe if needed).

Stress Reduction Strategy Student Feedback Form

Student Name: ______________________________________

After doing one of the strategies from the previous slide (or any other stress reduction strategy that you choose) fill out this feedback form and share how the strategy worked with a partner.

Name of Strategy: ______________________________________________________________

Did you find it helpful? YES NO If NO, explain why ________________________________

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If if helped you, tell HOW the strategy helped to reduce your stress level. If it didn’t, what do you think would have made a difference? _______________________________________________

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Would you recommend it to someone? YES NO If no, why not? _______________________

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How Not to Let School Stress You Out

Watch and listen to The Josh Speaks video. Hear from a student’s perspective what he has to say about how you can work through your stress and not let school stress you out!

Calm Classroom

Calm Classroom Mission:

“Our mission is to empower students and educators to cultivate peaceful, engaged school communities through the regular practice of trauma-informed mindfulness techniques that support mental and emotional well-being.”

From the website Take a look...

• Mindfulness-based techniques
• Promotes self-awareness, mental focus, emotional well-being
• Easy to learn, simple to teach
• Engaging, accessible, researched-based, trauma- informed

Source for this slide: https://calmclassroom.com/

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Calm Classroom

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See Calm Classroom in action with younger students.

See how it works with older students.

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They offer a FREE trial.

SEL Learning Goal 2: Self-Management

MVSD Benchmark Skills: Grades 10-12

Sub-goal 2a: Understand and use strategies for managing your emotions and behavior

Definitions: Impulse Control; Stress Management; Self-discipline

• I can demonstrate the ability to reframe difficult situations into opportunities that promote resilience and optimism.
• I can evaluate how thoughts and emotions impact decision-making and responsible behavior.
• I can recognize and evaluate how expressing one’s emotions might impact or influence others.
• I can apply self-monitoring strategies to process emotions and reframe thoughts and behaviors.

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Academic and Personal Self- Management Strategies

for Grades 10-12: Subgoal 2A: Understand and use strategies for managing your emotions and behavior- Activities in BOLD RED come from the MVSD SEL Curriculum Guide- Practice COVID Protocols during this time.

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Constructive Feedback: Giving, Receiving and Responding

Tips for teaching students how to give, receive, and respond to Constructive Feedback: Takeaways from the ASCD Article: https://inservice.ascd.org/teaching-students-to-give-and-receive-meaningful-feedback/

• TIP 1: Teach students how to ask the right questions: how to ask what they really want to know

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The author states that “this small change can make a big difference in HOW students reflect on their progress. They learn to look at their work again and revise or refine it instead of just finishing it and moving on.”

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Tip 2: Teach students how to have collaborative conversations.

Teaching students the language to use in conversations for communicating their thoughts will prepare them for participating in and having collaborative conversations with others.

• *The adult has to explicitly teach, model, and practice questioning and giving feedback strategies before meaningful conversations can occur.
• Conversations that are insightful and productive
• Conversations that will often bring about change in the work that was created
• Students need to understand and practice giving relevant feedback to their peers.
• Once they have these skills, their ability to engage independently in effective conversations with peers increases.
• The more they can converse about their work, the more meaningful and specific the feedback can be. (See article for example feedback dialogue and how it changed)

Tip 3: Ongoing Self and Peer Evaluation

• Provide students the right tools for reflective practice which will improve their language development and social interactions.
• Expect meaningful, constructive, and collaborative dialogue and conversations between students and make this a regular part of instruction and not just at the end of a project or assignment.
• Teach the brainstorming process from Day 1.
• Students will gain self-confidence and learn how to value each other’s input and feedback about their work.

Info for this slide taken from the ASCD Article: Teaching Students to Give and Receive Meaningful Feedback, by: Kristin Vanderlip Taylor

https://inservice.ascd.org/teaching-students-to-give-and-receive-meaningful-feedback/

Teaching Students How to Reframe a Problem

Tips from: http://www.thunderheadworks.com/ten-ways-reframe-problem-challenge/

Some tips adjusted and modified to use with students in school-

Tip 1: Teach the student to spend time thinking about the prompt or question. What is the question hoping to accomplish- reframe the question and ask things like: “What if I…?” “How might it look it I…?”

Tip 2: Teach the student how to: “Frame-storm” - explore different ways to frame the challenge or question. Working on the right questions is KEY in getting good outcomes.

Tip 3: Teach the student to ask: Why?

Tip 4: Teach the student how to reframe the question, problem, or challenge into a set of smaller steps or tasks to move them closer to solving the problem or reaching the goal.

Tip 5: Ask others how they would frame the question.

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Cognitive Reframing- What is it and how can we teach students how to use it ?

https://www.verywellmind.com/cognitive-reframing-for-stress-management-3144872

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• Reframing is a way of changing the way you look at something- an academic problem or challenge, a personal problem or challenge.
• It can turn a stressful event into highly traumatic or a challenge to overcome.
• Reframing is a way we can change our perceptions of a problem and relieve stress.
• For personal challenges, support the student in helping them look at their thinking patterns: negative thinking can increase stress
• Support the student in noticing their thoughts: when noticing negative thoughts, teach students to look whether that thought holds truth, accuracy, or lack thereof. Ask students to challenge every negative thought they get and replace it with a thought that is related to his/her situation, but with a more positive outlook.
• Work with students on ways to replace their negative thoughts with more positive thoughts- HOW? Let’s find out more!

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Info for this slide taken from: https://www.verywellmind.com/cognitive-reframing-for-stress-management-3144872

Cognitive Reframing continued...

Reframing: Teaching students ways to change their negative thoughts into more positive ones:

• Support the student in changing his/her self-talk use something less strong, with less negative emotion.
• When looking at a stressful situation, support the student in looking at it as a challenge instead of a threat.
• Support students to look for /find a “gift” in each situation and support them to see the facts of the situation in a less negative way.

Info for this slide from: https://www.verywellmind.com/cognitive-reframing-for-stress-management-3144872

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Reframing Thoughts with Cognitive Restructuring

View this video to learn about how to support students to ask the right questions and to help students learn how to reframe a problem or a thought.

Use this video as a teaching tool with students.

Know the Principles of Reframing before you practice how to reframe a problem.

(Info for this slide ame from this link, however, now, it is no longer available) http://feelhappiness.com/reframing-your-thoughts-make-yourself-happier/

Support students in understanding the principles of reframing thoughts before practicing how to do it.

Principle 1: Events or situations do not have inherent meaning. “We assign a meaning based on how we interpret an event. Even when something seems really bad to us, it is only bad because of the way we look at it.”

Principle 2: Every thought has a hidden “frame” behind it. “The frame is the underlying belief and assumption you imply by your thought.” For example: “I will never pass this test because I am not smart.” part of the frame is that only smart people pass their tests.

Principle 3: There is a positive intention behind every negative thought. The inner voice that is expressing negativity happens because that voice is trying to help us in some way.With support if needed, help students find a positive intention behind that negative thought. HOW?

Enter… Two Steps in the Reframing Technique...

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Reframing Negative Thoughts

Notes from this slide from: Feel Happiness http://feelhappiness.com/reframing-your-thoughts-make-yourself-happier/

One way students can reframe negative thoughts is by:

Keeping a Thought Journal: The student can keep a small notepad in their back pocket or backpack so it is available at all times.

• Any time he/she has a negative thought, have them write it down. This act immediately stops the negative thought in its tracks.
• This allows the student to really look at the negative thought and notice the most common areas or limited beliefs the student needs to work on.

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Stressful Thoughts Have Chain Reactions

• School Counselor Keri suggests that when we have worry thoughts, they can cause a chain reaction (see pic) worry thought-feeling-action- thought
• Worry thoughts lead to emotions such as fear, nervousness, etc.
• These emotions lead to actions like withdrawing or escaping, not participating, etc.
• Those actions lead to more thoughts like: “No one likes me.” or “It’s too dangerous.”
• Students need to see how this cycle happens.
• Once they can see the chain reaction, we can support them in finding an alternative thought- one that challenges the worry. Example:

Worry thought: “What if no one at the party talks to me?”

Alternative Thought: “I can think of at least 1 thing to say at the party.”

Info for this slide from: https://www.counselorkeri.com/2019/04/29/reframe-worries/

Stressful Thoughts Have Chain Reactions continued...

• Counselor Keri states that “In this situation, the worry thought places all the control in others’ hands. But the alternate thought gives the thinker the power to take control in the situation.” Work through this with the students and show how the chain works might sound:

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“The key to helping students reframe worries is to make sure the reframed thoughts are believable and realistic, not just positive!”- School Counselor Keri (www.counselorkeri.com )

Living a Healthy Lifestyle is Important!

Tips on Leading a Healthy Lifestyle: FREE resource from TPT:

• Start out slow
• Add more fiber into your diet.
• Find substitutes for your favorite treats.
• Find a team or group.
• Only keep healthy food in the pantry.
• Invest in yourself.

https://www.teacherspayteachers.com/FreeDownload/Tips-for-Transitioning-to-a-Healthier-Lifestyle-5160337

Have students take this healthy lifestyle inventory- free from TPT

https://www.teacherspayteachers.com/Product/Healthy-Lifestyles-worksheet-Distance-Learning-suitable-5367578?st=5efb019b8eba4283acb1b0fed9631bf8

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Healthy Living continued...

Have your student/s take a Self-care Evaluation Checklist- free resource from TPT:

https://www.teacherspayteachers.com/FreeDownload/Student-Self-Care-Evaluation-4513768

From their answers, support the student in creating a healthy lifestyle goal that he/she wants to work toward. Support them in writing down the goal and the steps they will need to reach their goal:

My healthy lifestyle goal: ________________________________________________________

Steps to reach my goal:

Step 1: _____________________________ How long I think it will take to reach this step: _______

Step 2: ____________________________ How long I think it will take me to reach this step: ____

Step 3: ____________________________ How long I think it will take me to reach this step: _____

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How the Think Pair Share Strategy Works in Academics

Take a look of this video clip on the Think-Pair Share Strategy that an ESL teacher uses with her students. Listen as students talk about how this strategy can help them feel more comfortable sharing their ideas with peers.

Adapting the Think Pair Share Strategy for Distance Learning

From: Online Teaching

What can Think Pair Share Look Like in a Synchronous and Asynchronous learning environment? Take a look:

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Sample Resilience Activity Using the Think Pair Share Strategy with Students

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Qualities that Symbolize Resilience: Empathy

Question posed to students: What are some ways that you can show empathy or have shown empathy toward others?

Take a few minutes to THINK about this question. (to add in another layer, you can ask students to write down their ideas)

Now PAIR up with a partner (you can always pre-plan this and have partners already set up) and share your ideas.

You and your partner can now SHARE your thinking and ideas with the class.

Think Write Pair Share Strategy Template

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For a greater depth of knowledge on this strategy and a FREE template, go to: https://www.nasa.gov/sites/default/files/files/4-TWPS_Template.pdf

Practicing Perspective-Taking

Link from: creducation.net

From the site: “Understanding that we all may view things differently at one point or another is a part of life. Although we may see things differently, this does not necessarily mean that your perception is wrong and mine is right.”

Check out this link to a perspective taking activity. It can be done in a 1:1, small group, or as a whole class- If the words are too difficult for the student to understand, you can always modify and change them so that the student is able to understand them. This perspective-taking activity will help students understand how we can all have different perspectives, given the same topic. Check out the activity details:

We Each See the World a Little Differently

https://creducation.net/resources/perception_checking/See_World_Differently_Activity_OCDRCM.pdf

Perspective Taking … Let’s Watch (a great video to share with students)

Things aren’t always what they seem and there are two sides to every story…

Snack Attack- When the grandmother gets on the train, stop the video. Ask students to share their thoughts about her and the guy.

Then start the video again and after we see the other side, ask students what they think about each character now.

Additional Discussion Questions on the next slide.

Source: https://www.badgerstatespeeechy.com/perspective-taking-activities-middle-high-school-students/

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Snack Attack Discussion Questions for Students to Reflect Upon

• Have your thoughts been negative about someone after a mishap only to find out later that the mishap was their own fault?
• Are you guilty of making a rash judgement only to find out later it was incorrect?
• If they were the grandmother and had a chance to apologize to the teenager, what would they say?
• Did the character traits you might have used to describe them during the first viewing of the video change when you reached the end?

From: https://www.badgerstatespeeechy.com/perspective-taking-activities-middle-high-school-students/

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Practicing Perspective Taking Activity

Here is a free resource from TPT on Perspective Taking. Students can do this activity in partners or small groups. Here is a sample of a task card:

Vinny has just asked his parents if he can go to an unsupervised party on Saturday night. His parents have said no. Tell 3 different things that Vinny is thinking. Tell 3 different things that Vinny’s parents are thinking.

Vinny’s Perspective: His parents perspective

1. ___________________________ ________________________________
2. ___________________________ _________________________________
3. ___________________________ _________________________________

https://www.teacherspayteachers.com/FreeDownload/FREE-Perspective-Taking-Scenarios-Social-Skills-for-Middle-High-School-5152401

Time to Reflect...

We’ve covered a lot in this section! Take a moment to reflect on 1 new learning that you think you might like to try with student/s from one of the following areas from Benchmark Skills Grades 10-12: circle one

Giving and receiving constructive feedback reframing a problem perspective taking

keys to resilience-using a THINK-PAIR-SHARE strategy cognitive reframing/reframing negative thoughts

Reflection: ______________________________________________________________________________

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SEL Learning Goal 2: Self-Management

MVSD Benchmark Skills: ADULT

Sub-goal 2a: Understand and use strategies for managing your emotions and behavior

Definitions: Impulse Control; Stress Management; Self-discipline

• I can express my thoughts and emotions appropriate to the environment.
• I can use a variety of techniques to manage my emotions and stress.
• I can anticipate the impact of expressing my emotions on others.

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Personal Self- Management Strategies for ADULT Subgoal 2A: Understand and use strategies for managing your emotions and behavior- Activities in BOLD RED come from the MVSD SEL Curriculum Guide- Practice COVID Protocols during this time.

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The Power of Using “I” Messages

Where did the “I” Message come from? (info taken from Wikipedia)

• Dr. Thomas Gordon, Psychologist who specialized in Communication and Conflict Resolution skills, created the “I “ Message Model to improve and build effective relationships in the 1960s.
• I-messages are often used with the intent to be assertive without putting the listener on the defensive by avoiding accusations. They are also used to take ownership for one's feelings rather than implying that they are caused by another person.

An example of this would be to say: "I really am getting backed up on my work since I don't have the financial report yet", rather than: "you didn't finish the financial report on time!"

• “I” Messages can also be used in constructive criticism.

Info from: https://en.wikipedia.org/wiki/I-message

Reflective Listening: Using “I” Statements

Support the adult to use and practice these statements:

I feel (state your feelings),

When (state the undesired behavior you wish to stop),

Because (state why you feel the why you do)

I need/want (state your solution).

From: Peace of Mind: This worksheet also includes role play scenarios. https://www.peaceofmindcounseling.org/upload/imessagesworksheet.pdf

For more practice: https://fyi.extension.wisc.edu/rentsmart/files/2016/10/E-act-3-handout-5.pdf

Mindfulness and Meditation to Manage Stress

Mindfulness is a skill that strengthens with practice.

Present Moment- Wonderful Moment Breathing Exercise: In this exercise the mind slows down while focusing on one specific unifying task. This exercise also increases the feelings of connection, warmth, joy, and openness.

This is a good exercise to practice while walking your dog, between transitional moments at work, and when anxiety bubbles up.

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The following techniques are from:

https://chillchief.com/mindfulness-activities-for-adults/#present-moment-wonderful-moment-breathing

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Present Moment Wonderful Moment Mindfulness Technique

Created by: Thich Nhat Hanh

Breathing in, I calm my body. Breathing out, I smile.

Dwelling in the present moment, I know this is a wonderful moment.

Breathing in, I know that I am breathing in. Breathing out, I know as the in-breath goes deep, the

out breath grows slow.

Breathing in makes me calm. Breathing out brings me ease.

With the in-breath, I smile. With the out-breath, I release.

Breathing in, there is only the present moment. Breathing out, it is a wonderful moment.

In, Out. Deep, Slow. Calm, Ease. Smile, Release. Present Moment. Wonderful Moment.

Site for this slide: http://www.smiledsoul.com/present-moment-wonderful-moment/

Mindfulness Technique: 4-7-8 Breath

• “The primary intent of this exercise is to calm the nervous system in times of stress. A mindful moment is presented through the experience of breathing.”
• Originally a Yoga breath but further developed by Dr. Andrew Weil.
• Practice 2x/day for 4-6 weeks

How the technique works:

Start by sitting or lying down. Place the tip of your tongue on the roof of your mouth right behind your teeth. Push all the existing air out of your lungs before beginning.

• Breath quietly in through your nose for a count of 4.
• Hold your breath for a count of 7.
• Breath forcefully out of your mouth (with the tip of your tongue on the roof of your mouth) for a count of 8 while making a “whooshing” sound.
• Repeat for 4 breath cycles.
• The speed does not matter as long as you keep the tempo steady.
• Can use this to avoid a panic attack.

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Technique: Paying Attention to Sound- Mindful Hearing

• Can be practiced any time and in any location.

Technique: Sit, stand, or lay down in a comfortable position.

Close your eyes to focus more closely on sound.

Listen carefully as every sound rises and falls away.

Notice each sounds exact quality as it passes through your awareness.

• How to use the technique? Can use when feeling stressed, to get closer to an enjoyable moment, or when overwhelmed.

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Technique: Mindful Eating

• Think of eating as a time to pay close attention to the food and the sensory experience it creates.
• Eat away from the tv and try to speak minimally.
• Pay close attention to the aroma of the food.
• Look at the way the food appears.
• With each bite, become aware of how the fool feels in your mouth.
• Note how each flavor tastes on your tongue.

This action allows for the authentic experience and pure enjoyment of eating.

Technique: Mindful Walking and Mindful Pausing

Mindful Walking:

• Begin walking with no destination.
• Move leisurely without rushing and notice each foot touching the ground.
• Pay attention to your inhales and exhales.
• You can pair this with the Present Moment Wonderful Moment breathing exercise.

Mindful Pausing: works well when you are confronted with a triggering conversation, action, or event

• Become aware of a negative emotion.
• Pause and allow.
• Observe the feeling without judgement.
• Return to the present moment. Respond.

Stress Management: Know Your Triggers

Important takeaways from an article from the Mayo Clinic:

2 Types of Stress: Acute and Chronic

Acute Stress is known as the “fight or flight response.” It comes on suddenly and quickly. *Severe acute stress can cause mental health problems.

• It’s the body’s immediate reaction to a perceived threat, challenge, or scare.
• Intense- in certain circumstances, it can be thrilling
• Mild, acute stress can be beneficial as it can help motivate you to do things
• Examples: getting a ticket; having a job interview

Info for this slide and for slides 66-68 comes from: https://https://www.medicalnewstoday.com/articles/326134/healthy-lifestyle/stress-management/in-depth/stress-management/art-20044151

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Chronic Stress

• Persistent, ongoing stress that can lead to health problems such as migraines and not being able to sleep.
• This type of stress is more subtle than the acute type but it may have longer lasting effects.

So what can we do? KNOW YOUR STRESSORS!

Know Your Stressors

• Make a list that identifies your sources of stress and develop strategies to manage them.
• External Stressors: events and situations that happen to you- Examples include: major life changes- These changes can be positive, such as a new marriage, a planned pregnancy, a promotion or a new house. Or they can be negative, such as the death of a loved one or a divorce.
• Environment: the input from the world around you can cause stress such as noises, how you react to a sunlit room, etc.
• Unpredictable Events: things that happen that you can’t plan for such as an increase in your rent or an unexpected guest shows up to stay at your house
• Workplace: impossible workload, conflict with colleagues, deadlines, etc.
• Social: meeting new people, relationships with families, your children, friends

Strategies to Manage External Stressors

Look at lifestyle factors to help you manage these types of stressors:

• Diet, exercise, sleep- all of which boost your resiliency
• asking for help from others, using humor, learning to be assertive, and practicing problem-solving and time management
• Focus your time and energy on activities that are important to you.
• Decrease those types of activities that don’t help manage stress and may increase it.
• Limit your commitments.

Internal Irritations: internal feelings and emotions that bring on stress

We tend to bring on most of our own stressors and responses. Some examples include: fears, uncertainty and lack of control, and beliefs- our attitudes, opinions, and expectations can set us up to experience stress. How to manage? Reframe your thoughts and have a positive mindset! Practice the mindfulness techniques mentioned previously.

Wellness Programs- Types and How can I get involved?

If you work in a school district (and there are many other companies do this as well), check out the PATH to Wellness Program that your district participates in!

• Typically there is a contact person for each building for PATH activities- ask someone in your school. Website: https://vehi.org/wellness-program/
• Check out LIVE WELL Vermont: https://humanresources.vermont.gov/benefits-wellness/wellness
• LIVE WELL Programming link: https://humanresources.vermont.gov/benefits-wellness/wellness/LiveWell-Vermont-Programming
• Pathways Vermont: https://www.pathwaysvermont.org/what-we-do/our-programs/pvcc/
• Franklin County Home Health: http://www.fchha.org/what-we-do/community-wellness/the-center-for-health-wellness/

Reflections on Subgoal 2a:

Understand and use strategies for managing your emotions and behavior

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Please take a moment to reflect upon a new resource, strategy, or tool that you learned from this module. You can go to your grade level section or choose from any of the sections.

Strategy/Resource: ____________________________________________________

What I liked about it: ___________________________________________________

___________________________________________________________________

How I might use it: ____________________________________________________

___________________________________________________________________

Thank You!

You have finished Subgoal 2a for Module 2B for SEL Learning Goal 2: Self- Management -Understand and use strategies for managing your emotions and behavior.

Next we will explore Subgoal 2b (also a part of SEL Learning Goal 2) Demonstrate the ability to motivate, persevere, and see oneself as capable - for Grades 7-Adult