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Kevin N. Wright, Ph.D. Professor, Department of Human Development Binghamton University

To Do Good Practice You Have To Understand Deeply : How the Social and Emotional Environment Affects Physiological Functioning which i n t urn Shapes Learning and Behavior. Kevin N. Wright, Ph.D. Professor, Department of Human Development Binghamton University

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Kevin N. Wright, Ph.D. Professor, Department of Human Development Binghamton University

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  1. To Do Good Practice You Have To Understand Deeply: How the Social and Emotional Environment Affects Physiological Functioning which in turn Shapes Learning and Behavior Kevin N. Wright, Ph.D. Professor, Department of Human Development Binghamton University Keynote Speech, Superintendent’s Day Johnson City School District Johnson City, New York March 14, 2014

  2. What were you thinking?

  3. Asking the question: What were you thinking? • Implies: • That the person made a cognitive decision • That the person was conscious of her actions • That the person could exercise some control of her behavior

  4. Neurology and Behavior

  5. When threatened! • The Reticular Activating System toggles higher brain functioning off and emphasizes limbic system functions. • Hypothalamus, pituitary, adrenal system starts to release chemicals • Cortisol • Norepinephrine • Hormones kick in neurological activity in the reptilian brain • Fight or Flight or ?

  6. What were you thinking? She may not have been thinking. Not all behavior results from cognitive decision-making.

  7. I said, put on your coat!

  8. James Gilligan, M.D. So, why did I ask you to read an article about prisoners and particularly the most violent of the violent?

  9. THE MOST VIOLENT OF THE VIOLENT • Are equally unique in their violence against others and the violence they experienced as children • Undergo a mortification process – dissociation • Lost soul, living dead • Use violence to fight off psychic annihilation • If you don’t love yourself, can’t care about others • When you see that child with flat affect… Wade Ridley: Match.com murderer

  10. No one is untreatable (or unmanagable in the classroom) • When he was attacked, his not paying attention to them was viewed as disrespecting them • Respect and humiliation are key to understanding extreme violence and school house misbehavior • It is precisely the most horrendous offenders who are the teachers • There is value in helping others in the therapeutic process (remorse) • You need to help them gain a sense of self-respect because they can’t respect others if they don’t respect self. • Ask the sucker puncher why he is sucker punching.

  11. Understanding the Effects of Maltreatment on Brain Development Trauma: abuse, sexual abuse & chronic stress May alter not only FUNCTION but also BRAIN STRUCTURE

  12. “Fire can warm or consume,water can quench or drown,wind can caress or cut.And so it is with human relationships;we can both create and destroy,nurture and terrorize,traumatize and heal each other” ― Bruce D. Perry, M.D.

  13. Persistent Fear Response • Creates permanent memories that shape the child’s perception and response to the environment. • High levels of cortisol may damage the hippocampus which is involved in understanding cause and effect. • Produces “neuron death,” related to delays in cognition, motor development, and social skills.

  14. What were you thinking?

  15. Chronic traumatic stress creates memories that automatically trigger responses without conscious thought.

  16. Dissociation Retreat

  17. Six important things to understand about problematic behavior: 1. Toxic environments have profound effects of development. 2. Misbehavior is the product of the accumulation of risks and opportunities. 3. We should be extremely humble about the potential for resilience. 4. Trajectory is a probability not a destiny. 5. “Rejection produces shame, shame produces anxiety about psychic annihilation (you feel you will cease to exist), and violence is one sure way to demonstrate to yourself and other that you exist. “ 6. Trauma produces spiritual emptiness. James Garbarino, Ph.D.

  18. Kevin’s simple suggestions for working with the angry & aggressive student: Never take anger and aggressive behavior personally Make your behavioral expectations clear Do not be overly punitive, demeaning, humiliating or disrespectful Catch students being successful and praise and encourage Recognize that behavior change takes time (you may be undoing 14 years of life experiences) Develop a behavior change plan Corollary: punishments should be part of an overall behavior management plan 7. Use the word “choice” 8. Begin each day with a clean slate

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