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SAFE STRESS

SAFE STRESS. A PROACTIVE RESPONSE TO CONFLICT AND CRISIS IN THE CLASSROOM Presented by Thomas Reilly, Ed. D. January 31, 2014 2014 IL CCBD Lisle, IL. REVIEW OF RECENT U.S . EVENTS. Governmental shutdown causing stocks to plunge Lagging economy Lousy housing market

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SAFE STRESS

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  1. SAFE STRESS A PROACTIVE RESPONSE TO CONFLICT AND CRISIS IN THE CLASSROOM Presented by Thomas Reilly, Ed. D. January 31, 20142014 IL CCBD Lisle, IL

  2. REVIEW OF RECENT U.S. EVENTS • Governmental shutdown causing stocks to plunge • Lagging economy • Lousy housing market • Mass shootings continue • Major burnout

  3. STRESS DEFINED The confusion created when one’s mind overrides the body’s desire to …. ………………………………………… out of some…….. Who desperately needs it!!!

  4. ATTITUDE The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% how I react to it. So it is with you. We are in charge of our attitudes.

  5. For the purpose of this presentation, stress is defined as the body’s reaction to ANY demand made on it.

  6. For many people, stress is so common that it has become a way of life. • STRESS IS VERY COMMON

  7. STRESS AND BALANCE Stress is a normal physical response to events that make you feel threatened or upset your balance in some way.

  8. IMBALANCE To illustrate, stress-related problems are perceived to be caused by a degree of imbalance between the demands of the environment and the person’s coping skills.

  9. Today, people are asking schools to do what they used to ask God to do.

  10. LEARNING BISADILITY: STUDENT STRESS Isusgectth at thechil b wi that learn ingbisadility mu stfreQuentlyexger I e n c e a N alicein won berl an bex is ten ceof ten wef in b that

  11. TRANSLATION I suspect that the child with a learning disability must frequently experience an Alice in Wonderland existence. Often, we find that…

  12. Let he or she who is without alcohol, nicotine, caffeine, or a spreading waistline be the first to cast criticism at the student whose act is not together. That said, maybe the teacher in the next slide has gone a little too far.

  13. IMPACT OF NEGATIVE STRESS ON LEARNING • Stress causes changes in the body-brain system and INHIBITS learning. • How are your students impacted by stress?

  14. STRESS AS AN OCCUPATIONAL HAZARD • You may not be surprised that stress is viewed as an occupational hazard in special education – especially for those working with those youth with emotional and behavioral handicaps. It can also lead to BURNOUT.

  15. DIVORCE RATE FOR TEACHERS The divorce rate for special ed teachers is relatively low at 17.55% based on a study done in 2010. REFERENCE = On line “divorce rates by profession”

  16. STRESS IS A FACT OF LIFE From a biological perspective, stress can be neutral, negative, or positive.

  17. STRESS FACTORS IN JOBS There are many factors involved in which occupation a person has. Frequently, the job helps define the amount of time worked, the mental toll it takes, and the personality developed from success or failure on the job.

  18. STRESS-RELATED DISORDERS The main disorders are neuroses, which include mental imbalance caused by prolonged psycho-emotional experience, mental and physical strain, lack of rest or sleep, long-lasting internal struggling, inhibited feelings of grief, anger, or suffering. Some somatic diseases may cause neuroses as well.

  19. GENERALLY SPEAKING… Stress is related to external and internal factors. External factors include the physical environment, including your job, your relationships with others, your home, and all situations, challenges, difficulties, and expectations you are confronted with on a daily basis.

  20. INTERNAL FACTORS …determine your body’s ability to respond to, and deal with, the external, stress-inducing factors.

  21. FACTORS THAT INFLUENCE ABILITY TO HANDLE STRESS • nutritional status • overall health • fitness level • emotional well-being • amount of sleep and rest • WHAT OTHERS CAN YOU THNK OF?

  22. STRESS FACTORS AFFECTING TEACHERS • Budget cuts • Student-to-teacher ratio • Behavior management skills • ANY OTHERS?

  23. OTHER STRESS-RELATED MENTAL DISORDERS FOR STUDENTS AND TEACHERS • Anxiety • Phobias • Panic disorder

  24. TEACHERS’ STRESS IN RELATION TO JOB SATISFACTION Regardless of gender, teachers with low stress and high support levels reported less general psychological stress-related symptoms, while teachers with a high support level reported less specific symptoms related to anxiety and sleep problems (David, Chan, & Eadaoin, 1998).

  25. IF YOU DON’T’ LEARN TO LAUGH AT TROUBLE, YOU WILL NOT HAVE ANYTHING TO LAUGH AT WHEN YOU ARE OLD.

  26. BASICASSUMPTIONS Re STRESS • A certain amount of stress is inevitable and NOT necessarily bad. • Different stressors induce differing degrees of stress in different teachers. • Too little stimulation (BORED!) is as detrimental to good mental health as too much pressure and tension. • Introspection must precede a stress management plan.

  27. IT IS NOT ALL BAD: GOOD TEACHERS MAY HAVE SOME OF THE FOLLOWING CHARACTERISTICS • Patience • Do not embarrass students • Are approachable • Gain and show trust • Maintain a positive attitude • Lead by example

  28. PERCEPTIONS Some teachers actually believe that, without conflict, their lives would be manageable. I have found there is ALWAYS something else to take the place of the item you managed to get rid of.

  29. NUCLEAR POWER AND SH_ _ or point of view Our students are sometimes smarter than we give them credit.

  30. CONFLICT IS INEVITABLE • Contrary to what we might believe, conflict in itself is not good or bad. It is, however, inevitable. Thus, it can frequently be valuable to humans.

  31. CONFLICT The role of conflict in the classroom or school setting can be overwhelming if not addressed promptly.

  32. The antithesis of conflict is collaboration.

  33. CRISIS PLAN It is always a good idea to have a crisis plan for your classroom. There is a very good reason your school has a crisis plan for tornadoes, fires, etc.

  34. UNDER SEVERE STRESS.... A child in conflict will regress from coping to • Defenses “ • Primitive expression of feelings • Verbal abuse • Physical aggression

  35. We need to learn to manage rather than encourage conflict; i.e. deal with conflict constructively. One way to do this is through a workshop such as the following?????

  36. Teachers must be aware of their behavioral influence on student self-control.

  37. Not surprisingly, students who are not positively engaged behaviorally, receive teacher responses that further undermine their motivation. REFERENCE = Skinner, E.A. & Belmont, (1993( M.J. Journal of Ed Psych 85(4), 571-581.

  38. DIFFERENTIAL TREATMENT OF AT-RISK STUDENT BY THEIR TEACHERS • They are provided fewer opportunities to respond. • They are given less praise for appropriate behavior. • They receive more reprimands than others in the same class. • Teachers are generally unaware of how they differentially treat students and the long-term impact on students.

  39. CONVERSELY High expectations are a consistent predictor of students goals and interests. Negative feedback (lack of nurturance) is a negative predictor of academic performance and social behavior. REFERENCE = Wentzel, K.R. (2003). Child Development, 75(1), 287-301.

  40. What are your primary concerns in the classroom? • Power struggles • Yearn for good relationships • Stressed out Teacher-based problems can be partially resolved by taking proactive steps to increase their own self-awareness

  41. FIVE KEY QUESTIONS TO INCREASE TEACHER SELF-AWARENESS • Am I taking proactive steps to identify and defuse my own emotional triggers? • Am I paying attention to what I need to pay attention to? • Am I using effective strategies to reduce burnout and nurture my own mental health?

  42. FIVE KEY QUESTIONS P. 2 4) Am I using an appropriate sense of humorto build relationships, diffuse conflict, engage learners, and manage my own stress? 5) Do I regularly acknowledge significant ways I am making a difference in the lives of students?

  43. CONFLICT AS A MATH EQUATION • When conflict results in stress, it should be evaluated in terms of it frequency, duration, and clustering of events; i.e. F + D + C = intensity

  44. JOB SATISFACTION • Teacher stress is a key factor in job satisfaction and subsequent job retention for the teachers of students with emotional and behavioral handicaps.

  45. SHHHH • AUDIENCE!! Please do not say a word. Just intently watch our volunteer and LOOK FOR SIGNS OF STRESS. • Write down what you observe.

  46. It seems safe to assume that stress plays a major role in the success or failure of all educators, but particularly the teachers of EBD youth.

  47. BASIC ASSUMPTIONS RE STRESS • A certain amount of stress is inevitable and NOT necessarily bad. • Different stressors induce differing degrees of stress in different teachers. • Too little stimulation (BORED!) is as detrimental to good mental health as too much pressure and tension. • Introspection must precede a stress management plan

  48. MAJOR FACETS OF A PEACEFUL CLASSROOM • 1. Consistency • 2. Positive communication • 3. Pro-social instruction • 4. Relationship-driven teaching • 5. Students are respected and listened to • 6. students have opportunity for daily success

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