Understanding the Adolescent Brain (learningspacestructure) Social/Emotional Learning

1. Understanding the Adolescent Brain (learningspace.instructure.com)Social/Emotional Learning RON HERTEL, Program Supervisor For Social Emotional Learning ron.Hertel@k12.wa.us (http://www.k12.wa.us/studentsupport/sel/onlinemodule.aspx)

4. Three specialized & interrelated brain parts under study regarding adolescence are: 1)The Brain Stem - oldest part of the brain and controls life supporting autonomic functions such as heart rate, breathing and fear, freeze, flight mechanism and coordinates motor control signals sent from the brain to the body. It is highly influenced by both the limbic system and the Prefrontal Cortex (PfC). 2) The Limbic System- emotional network of the brain, including the amygdala (which has a large role in emotional response) and the hippocampus (which has a large role in memory, allowing us to build from past events and experiences). This system, responsible for emotional regulation, mood swings, reward seeking, is especially active during adolescence. 3) The Pre-Frontal Cortex (PfC) - one of the last parts of the brain to mature and highly influenced by experiential learning. You might think of it as the “air traffic control system” of the brain. It plays a key role in integrating signals from all parts of the brain and determining how they get processed by other parts of the brain. It is responsible for executive function tasks like abstract thinking, analysis, regulating behavior, mitigating conflicts in thought, choosing between right and wrong, and being able to pre-determine outcomes. The PfC also governs the emotional part of our brain, the limbic system, and is key in maintaining emotional control.

8. The vast majority of youth are connected to at least one institution outside their homes: schools. • Adolescents who experience trauma, justice-involvement, and/or mental health illness or disorders, however, are much more likely to be connected to multiple community based services, including community non-profits, foster care, hospitals, courts, justice centers, youth centers, YMCAs, and substance use clinics. • The needs of youth in these situations are fundamentally the same as the others- a safe supporting environment, consistently caring adults, and empowerment over their life choices- but they may also need intensive professional intervention. • What is unique about this group, is that they may be starting from a different place in terms of brain development (perhaps due to trauma, mental health issues, or substance use), and their support system is likely to be more dispersed and inconsistent, meaning they are experiencing even more tumult than the typical teenager. 

9. Adolescence is an Open Window • Brain development, • Why is adolescence so important to brain development? • Empathy • Resilience • Growth mindset • Self-Regulation • Executive Function • Adverse Childhood Experiences • Trauma • Epigenetics • Mental Health • Social Emotional Development • Negative Risk Taking Module Focus Areas

10. Each Module is Divided into Three Components

11. Environments that Support Healthy Development • Module 1 • Living by principles of resilience • Create environments, encourage engagement, and optimize times when brains thrive • A culture of relevance, reward and recognition • Sensitivity to individual needs • Module 2 • Modeling in schools and other environments • Creating safe and supportive culture among students • Peer to peer learning and practice • Consistent emotionally safe, school environments • Encouraging Authentic adolescent voice and engagement • Module 3 • A culture that reminds us it is never too late to alter a trajectory • Light up their purpose and positivity • Support students’ development of SEL Skills • Consistent and keen observations on an individual level

12. Module 1 • Demonstrating a coaching attitude • Adults as sounding boards • Looking for the spark of youth motivations • Being open to question old assumptions • Making time for teens; unconditional positive regard • Positive Interactions • Module 2 • Encouraging community connections • Validate efforts and experience over characteristics and accomplishments • Conversations that light up their purpose • Open and honest communication • Encouraging pro-social risk taking • Module 3 • Be informed about the issues and be involved • Practice self-care and team approaches • Build trust and communication • Consider your own SEL development • Be conscious with discipline • Be prepared to talk about suicide and self-harm behaviors

13. Module 1 • Be patient with yourself and take care of the basics • Physical exercise to benefit both your body and your brain • Share what you know with adults (and be patient with them • Interpret and build on your successes • Focus on the now Inspiration and Ideas for Youth • Module 2 • Take care of the basics • Choose and reflect with intention • Look for a sounding board • Check in with your emotions - mindfulness • Paying attention to patterns in your body • Module 3 • Learn more • Practice self-compassion • Safe use of Social Media • Keep an eye out for your peers

14. For More Information Regarding this Module Contact: Ron Hertel, Office of Superintendent of Public Instruction, Ron.Hertel@k12.wa.us Debra Appleton, Office of Superintendent of Public Instruction, Debra.Appleton@k12.wa.us (360) 725-6050 Visit our website at: https://learningspace.catalog.instructure.com/

15. OSPI Perspective & SEL Training Modules The Need for Social Emotional Learning “There is broad agreement that today’s schools must offer more than academic instruction to prepare students for life and work.” National Research Council, 2012 Research is increasingly recognizing that the purveyors of social emotional learning, our teachers and administrators, need to possess, at minimum, the social emotional skills we expect from our students.

17. “Teachers are too busy teaching Common Core to address the social-emotional development of their students. This is troubling given that researchers strongly suggest that the learning process is 50 percent social-emotional and 50 percent cognitive.” Vicki Zakrzewski, Education Director, Greater Good Science Center

18. We all need the same basic things to survive – but we may need slight variations in the conditions around us to truly thrive.

19. Recognizing one’s emotions and values as well as one’s strengths and limitations Social Emotional Learning (SEL) Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Forming positive relationships, working in teams, dealing effectively with conflict Content courtesy of CASEL

20. Washington’s Social Emotional Learning Framework

21. Online Training Module for Social Emotional Learning • Segment 1: Introduction to SEL • Segment 2: Embedding SEL School-Wide • Segment 3: Creating a Professional Culture Based on SEL • Segment 4: Integrating SEL into Culturally Responsive Classrooms • Segment 5: Identifying and selecting evidence-based programs Website: http://www.k12.wa.us/StudentSupport/SEL/OnlineModule.aspx Ron.Hertel@k12.wa.us (360) 725-6050