The Science of Hope Building Resilient Children in Your Classroom Sandy Avzaradel, MS Ed. Manager, Early Childhood Mental Health and Wellness Program August 3, 2018 Ecmh.oc@gmail.com

The Science of Resilience

It’s all about relationships! Responsive relationships Serve and return Champion of children This Photo by Unknown Author is licensed under CC BY-SA

The Balance Adaptive Skill Building Problem Solving Regulate behavior Adaptability Adversity Responsive Relationships Skilled Caregivers

Resiliency Factors Supportive adult-child relationships Scaffolding learning to build self-efficacy and control Strengthen adaptive skills and self-regulatory capacities Use cultural responsiveness as the foundation

Adaptive Skills Building Executive Function Skills Establishing routines Modeling social behavior Creating and maintaining supportive, reliable relationships Creative play Social Connection

Nurturing and Responsive Relationships Positive relationships among dyads (teacher-parent; teacher- teacher; teacher-child; child-child) Positive feedback at a rate of 5:1 Supporting Children’s Play Serve and Return Share the child’s focus of attention Return the serve by being supportive and encouraging Label the object, action or feeling Take turns and wait – keep the interaction going back and forth Practice endings and beginnings Support all communication attempts

Let’s Share Building Positive Relationships Teacher/teacher Teacher/child Teacher/parent Child/child This Photo by Unknown Author is licensed under CC BY-SA-NC

High Quality Supportive Environment Adequate materials Defined play centers Balanced schedule Structured transitions Individualized instructions for children who need more support Behavior expectations – specifically taught Engaging activities Clear directions

Targeted Social Emotional Supports Teach and support Identifying and expressing emotions self-regulation strategies for handling anger and disappointment social problem solving cooperative responding friendship skills collaboration with peers Partner with families in teaching social and emotional skills

Let’s Share Social and Emotional Skills 2 examples of how to embed skill building throughout the day This Photo by Unknown Author is licensed under CC BY-NC-ND

Children’s Literature that Promote Resilience Emotional Regulation Impulse Control Causal Analysis Self-efficacy Empathy Optimism Reaching Out

Emotional Regulation Impulse Control Causal Analysis Self-efficacy Empathy Optimism Reaching Out Feelings Mr. Grump’s Outing Bootsie Barker Bites The Short Tree and the Bird that Could Not Sing Moondance Would You Rather It’s a Good Thing How are You Feeling? Foods with Moods Mr. Magnolia Little Cloud Three Cheers for Errol The Pumpkin Fair I Like Being Me Daydreamers Harriet and the Roller Coaster Regina’s Big Mistake Peter and the Wolf Proud of our Feelings The Very Busy Spider What Were You Thinking? Bailey Goes Camping Chrysanthemum My Mouth is a Volcano! (Julia Cook) Sometimes I Feel Like a Mouse Elsa-Marie and her Seven Little Daddies A Gift for Gita No David! A Chair for My Mother Stay Fang Lila and the Secret of Rain What if? Duck on a Bike How Smudge Came (CC) Dancing with Katya (CC) Lila and the Secret of Rain (CC) Ten Little Fingers and Ten Little Toes (CC) 26 Big Things Small Hands Do

Responsible Decision Making Plays Nice with Others By: Susanne Denham & Chavaughn Brown Early Education and Development, 2010 Relationship Skills Responsible Decision Making Social Awareness Self-Regulation Self Awareness

Early Social-Emotional Development by: Nicole M. Edwards, Ph. D Early Social-Emotional Development by: Nicole M. Edwards, Ph.D. forward by: Susanne Denham, Ph.D. Apply evidence-based universal prevention strategies to proactively support social-emotional growth Book Walk

Resources National Center for Pyramid Model Innovations (NCPMI) Center on the Developing Child, Harvard University Play’s Nice With Others, Denham & Brown, 2010 Reaching IN …Reaching OUT, 2008 The Child & Family Partnership