For most drivers, the speed limit signs are enough to regulate speed. When we couple those types of signs with an attachment to the community that they are planted in, most people drive appropriately. Speed limit signs are an example of a universal intervention. They are a broad intervention aimed at as many people as possible. A smaller percentage of drivers will require the occasional speeding ticket in order to remain mindful of their speed. And an even smaller percentage of drivers will require a more substantial level of intervention. This example is basically how the tiered interventions associated with Positive Behavioral Interventions & Supports (PBIS) are structured. Tier 1 interventions are like speed limits. They apply to everyone equally, and are effective at reducing speeding for most.

In Tier 1, a school should be attempting to target 100% of its student body.

An intervention at this level would be something like establishing school-wide positive expectations. Defining the expectations and behaviors that we expect from our students gives them specific goals to aim at instead of simply telling them what behaviors will be met with punishment. Schools that establish 3-5 positively stated, easy to remember, and reinforced expectations. The Junior High School that I attended as a child, Wasatch Junior High, in Salt Lake City, had the expectations of Accountability, Respect, and Excellence. Three broad categories that are reiterated throughout a student’s day, and their experience in that particular school.

Where should a universal intervention be focused?

The classroom was the place where these expectations were reiterated most often. Teachers who see young people engaging in Accountability, in this example, reinforce them for doing so. Setting the example for positive behaviors in the class, and reinforcing the young person in the moment the positive behavior occurs. Of course, while only reinforcing positive behaviors has actually been shown to reduce negative behaviors, we still have to discourage problem behaviors. All discipline policies should be aimed at discouraging behaviors that interfere with academic and social success. Students require familiarity, predictability, and consistency in the procedures and policies that govern their behavior.

While thinking about universal interventions, see if you can spot the Tier 1 intervention being used in your school!

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What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) is a comprehensive program that was developed to improve students’ academic, behavioral, and social-emotional outcomes, reduce exclusionary discipline—like suspensions, expulsions, restraints, and office referrals—and improve teacher outcomes—like teacher efficacy, school climate, and perceptions of safety. The basic premise of PBIS is a three-tiered model.

Tier 1: The Foundation of PBIS and the Universal Intervention

Tier 1—the foundation of the model—is focused on “Universal Prevention.” Interventions at this level affect all students, equally. Basic expectations like tardiness, classroom behavior, and problem solving are established. But rather than define what students are NOT to do, PBIS encourages schools to teach and reinforce behaviors and expectations they want to see. Students need to be fully aware of these 3-5 positively stated, and easy to remember expectations. And school personnel should be unified and committed to consistently reinforcing students adhering to the standards.

Tier 2: The First Layer of Acute Intervention

In the second-Tier targeted support for students who are not successful with Tier 1 supports alone. This is going to likely be a small group of students, only 10-15% or so. The students requiring this level of support may benefit from social skills groups, self-management, and academic supports. These interventions should be continuously available, readily accessible to teacher referral, easily implemented by school staff, and aligned with school-expectations established for Tier 1. Increasing instruction provided to students and practice with self-regulation and social skills can support students in monitoring and managing their own behavior. In this level of intervention adults increase their level of supervision and support. Increasing the frequency of positive feedback to reinforce goal-directed behavior. Teachers should also consider prevention of problem-behaviors by anticipating the circumstances in which they arise, and ensuring the student is functioning academically.

Tier 3: The intervention targeted to the individual in need

The final layer of intervention is the most acute. Tier 3 is able to successfully navigate highly disruptive, and even dangerous. Students that require this level of intervention are a small, small minority—only about 1% of the population. An understanding of why a student behaves the way that they do is central to developing a support structure. Understanding the behavior in question will help prevent unwanted behavior, teach appropriate behavior, reinforce appropriate behavior and reduce incentives for unwanted behavior. Tier 3 student support teams require the presence of applied behavioral experts, administrative support, and multi-agency support in some cases.

Conclusion

While not a specific set of instructions for implementing PBIS, we hope this post serves as a useful outline for the type of structure PBIS brings to teachers in order to better support their students. We know that students in PBIS schools are more productive, positively engaged, resilient, and more able to develop positive social bonds. When teachers are able to engage students individually, remember not to take student (mis)behavior personally, and reinforce the positive behaviors versus punishing the negative ones the classroom environment really starts to take on a whole new life. Stay with us on the Stand4Kind blog for the next few weeks as we will be talking a lot more about classroom management and PBIS!

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Skipping over a song we don’t fancy is no problem but we feel differently about mistakes. Making a mistake is generally something we try to avoid. Students too often view mistakes as something to feel ashamed or embarrassed about, humiliated by, or fearful of. Mistakes are often not embraced because they are not encouraged. Too often, mistakes are actively discouraged. The truth is that making mistakes is a critical part of how people learn. Mistakes are crucial pieces of information that force us to reconcile our actions with unanticipated outcomes, and help us forge ever more accurate and robust solutions.

How our brains respond to Mistakes

The part of our brain that is responsible for learning and memory—the hippocampus—can help us understand mistakes. Cells in this area of the brain are able to identify when there is a “mismatch” between our memory and the current environment. When you just can’t seem to find your car, everything in the parking garage looks familiar, but you feel that you are NOT in the right place. The feeling even happens before you are aware. Before we are consciously aware we are getting “warmer,” we start to unconsciously recognize the environment that is around our car as correct.

Mistakes trigger the same types of processes. “Error neurons’ are part of our brains way of signaling when we are moving in the wrong direction. Within milliseconds of any error, these “Error” cells respond in direct proportion to the size of the mistake. These cells also trigger new connections to be made in our brains when we make mistakes. We can’t help but learn from our mistakes!

Where the fear of mistakes come from

When we structure learning environments for young people to make mistakes, we maximize the potential for learning. Acknowledging and accepting that failing is scary is the first step to incorporating failure into the process of learning. The fear of error comes from a place that is ancestral. When our early ancestors made mistakes, it often meant they paid the price with their life. Being revealed/labeled as incompetent can also lead to a downward spiral of anxiety and performance issues, as well. And our brains respond to this type of event…with fear. The same type of negative emotion you experience when you find a spider, is the same neural process that happens after a mistake. When students make a mistake, we must support them in rooting out negative thoughts like “I am stupid,” and replace them with the thought “I am learning.”

The problem with only exploring territory that we understand is that we have very little to gain from that territory. If we map out everything around us the danger might be moderated, but so is the gain. We are unlikely to get trapped by something unexpected, but we are also unlikely to learn something new. The problem with unexplored territory, however, is that it is dangerous. We don’t know what lurks around the corner.

What can we do about it?

The solution to this problem is to stay at the border of what we know and what we do not yet know. Psychologists call this space the “the zone of proximal development.” It is the space at the edge of our knowledge. Failure is common when we are pushing ourselves to the edge of our abilities. When we must use everything we know to extrapolate an answer about something unknown our learning is made as efficient as possible. When a problem is easy to solve, or familiar, a student feels confident and empowered. But when a problem is more difficult to solve and a student feels confident in their abilities they are likely to give it a try. And when an error is made, the student and teacher can diagnose the error, and incorporate the solution into future problems.

Embrace the error

When students make mistakes, our first inclination might be to “correct” them. Showing them that their answer was not correct, how and why it is was not correct, and giving them an understanding as to how to find the correct solution. What if students had the freedom to make errors? If students learned in a classroom where mistakes are encouraged versus corrected. Errors are commonplace. Everyone makes mistakes. Even teachers writing at blackboards has been shown to model mistakes to the class, normalizing mistake making to students in a way that humanizes the experience.

Embracing the commonplace of error will make our students better learners and our teachers’ better teachers. When we are able to take risks without fear of reprisal or humiliation, the classroom becomes a place where experimentation is encouraged and “risks” appear to have smaller consequences.

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Project Firefly was developed by Stand4Kind as a gatekeeper program to protect young people from suicide. A gatekeeper is a person, in this case, who can recognize the signs and symptoms of suicide in others. Creating a community of Fireflies–lights in the darkness–with the vision to recognize when others are struggling and the skills to intervene is the goal. Project Firefly teaches students and teachers to L.I.T.E. the way for others.

• Listen to the person & Look for the signs of crisis.
• Identify the signs of crisis & Intervene
• Take the person in crisis to support & Take away means of suicide
• Engage & Encourage after the crisis has ended

Listening to the person & Looking for the signs of crisis

We know that most people who experience suicidal ideations attempt to communicate to others that they are in need of support. If we can give that person our full attention and offer them an opportunity to safely tell us what they are experiencing, the person in crisis will ask for our help. It is important that Fireflies are non-judgmental, not distracted, and empathizing with the person we are listening to. We know that our first instinct is to talk, talk, talk. Which is why our first step in the process is to LISTEN. Prevention starts with our ability to empathetically listen.

Looking for the signs of crisis is why we listen. When people are searching for help, they can communicate directly (e.g., “I am having thoughts about dying, they are scaring me, and I think I need help.”) or indirectly (e.g., “I am just so tired of life.”). Hearing these statements can be hard. Trying to say them, harder. But it is necessary that we look for the signals so we can provide the support.

Once we Identify the signs of crisis, we Intervene

The best intervention we can offer is ourselves. We want to be present, engaged, and focused on the person in front of us. Asking someone if they are having suicidal thoughts is one of the scariest questions we can ask. We pray the answer is “no.” But, when the answer is some form of “yes,” we need to be ready. Asking “the question” is straight forward: Sometimes when people say things that you are saying, they are also experiencing suicidal thoughts. Are you experiencing thoughts about hurting or killing yourself?” Just like that. That short. That direct. No ambiguity.

It is important that we stay calm during this process. After all, the person we are Listening to is in crisis. If we are also in crisis, we can not help them. Secondly, remember that it is your job to Listen, and provide hope. Not lecture them on the reasons they should want to live. The goal when we intervene is to give the person a sense of calm. Ultimately, we want them to let us help them find support.

Intervening to help the person in crisis and find support involves knowing what resources are available to you. This differs from place to place, but we will leave some links at the bottom of the article to point you in the right directions for community support.

Take the person to support & Take away means of suicide

When a person we know is experiencing suicidal thoughts, there are a couple of things we must do to link to the support we need.

1.  Take the situation seriously
   • Suicide is a moment of crisis. And if the person you are listening to asks to “be alone,” the answer from us is No.
   • It takes a lot of courage to ask for help. Take the person seriously or they may loose the courage they mustered to come to you in the first place.
2. Weigh the options that are available to you
   • It might be late at night. You might be communicating with your friend over text message. You are going to have to consider the specifics of your situation as you are weighing the options to you.
   • Is this person at home? Are there parents around? Are your parents home? If you are at school, can you get a teacher or counselor involved? Call 911 if there is an active suicide attempt, or emergency.
3. If the person refuses to engage with immediate support, like parents or teachers, there are options to call or text different crisis lines.
   • It can be scary to talk to an adult in a moment of crisis. But there are neutral adults available and a number of different resources around the country.

Take away the means of suicide

The second part of this step is to remove means of suicide. This involves asking the person who has told you they are thinking about suicide if they have a plan to kill themselves. We are going to ask the person if they have medications stockpiled, or if they have a firearm. If they tell us they have rope hidden they were going to use to hurt themselves, we must ask them to give it to us.

In the moment of crisis remember that us being supportive is the first priority. Letting the person in crisis know that we care about them. Giving the person in crisis hope, and helping pull them back from the edge of the crisis and help them see that there is a future for them that is not being dead.

Last year, 18.8% of youth actively considered suicide. 1 out of 5 young people. And 15.7% of youth actually made a plan to die. As Fireflies in the community, we can provide a light in the darkness. You can provide hope and connect a person in crisis to the support that can save a life.

Some additional resources:

Suicide Prevention Lifeline

SafeUT Mobile App

National Crisis Text Line

Stand4Kind

Psychological Flexibility – Acceptance v. Experiential Avoidance

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The dog, the bird, and the fisherman…

What I absolutely loved about this film is how many layers of our world exist in the interaction between the little dog on the boat and the apparent worm-thief. At first, the dog attempts to alert his owner to the presence of a bird stealing the fish bait, and the owner rebukes the dog with each (noisy) alert. The dog has a decision to make: do I do what I believe to be the right thing–by telling my master–even though I am being punished for it; or do I ignore the bird and let her quietly steal of the worms. As the bird appears to be a bit of a rascal, the dog continues to alert his owner, despite being punished for it. This seemed to be a fitting metaphor for much of our lives. There are, indeed, times where you are standing on ground that you believe to be firm and just. And you find yourself standing alone. It takes courage to continue to stand up for what you believe. But, it also takes a bit of humility to explore what ELSE might be happening that you have failed to consider.

The power of empathy

That is the next step of the video. The fisherman becomes aware of the thieving aviator and scares her off for good. The dog watches the bird fly back to her nest, where he sees three hungry babies waiting for the spoils of their mother’s hunt for food. How many times in your life have you hear the term Empathy? Well, sometimes you get a reminder of why empathy and kindness are so closely related. It can be difficult to be kind, if we are failing to attempt to feel what others might be feeling. We can miss our connection to others when we simply make assumptions about them. We must remember to slow down. Consider what someone might be going through. Consider what would cause you to behave the same way. Only then can we connect deeply to others.

Empathy and Kindness

Once the dog empathizes with the bird, the dog knows what to do. Without concern for himself, or the fisherman he accompanies, he offers the rest of the worms to the bird. So that her children may eat. The dog does this without thought of reward, and without considering what this might mean for his master, the fisherman. The dog is doing what he is capable of doing for another being in need. That is kindness. When we go out of our way for someone else. And, sometimes, just like in the video, when we do a kindness to another, the favor is returned 10-fold. Get out in the world and connect to people where you can. Show kindness to strangers, and watch that kindness spread all around you.

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Principal Newton understands that when his students look good, they feel good. And when they feel good about themselves, they are able to be successful in the classroom and in life. Small acts, like free haircuts, have a ripple effect in the lives of others. When someone does a kindness to another, it becomes more likely that positive behavior will propagate outward. Spreading through the community where it started.

Kindness has the power to prevent bullying, bring joy into classrooms and schools, and create the conditions for others to be successful. Check out the video below for a little inspiration. And ask yourself this week: “what small act could I take that would spread a little kindness?”

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“More than 3 Million People infected as of July 8th”

What are different states up to?

In a July 8^th press conference on education, Vice President Mike Pence indicated that the White House “hope[s] every school in America is able to open this fall.” Schools across the country are trying to be creative in their plans to keep students and staff safe. Utah schools are considering 4-day school weeks so that the 5^th day could be used to decontaminate the building. Alabama schools seem set to open on August 10^th, but recognize that “could still change,” according to Montgomery Public Schools Superintendent, Dr. Ann Roy Moore. In Florida, Education Commissioner Richard Corcora relayed an order that schools must be open “at least five days per week for all students” and provide all services required by law, including in-person instruction. Schools in New York seem to be taking a more cautious approach according to an article in today’s New York Times. New York Mayor Bill De Blasio has suggested “two days a week or three days a week, depending on the week,” and expanded “remote learning exclusively,” at parental discretion.

The White House “hope[s] every school in America is able to open this fall.”

-Vice President, Mike Pence

What are some of the concerns for schools?

Every state, and even each county nested in those states, has to wrestle with the unique needs of its population when considering how to re-integrate communities back into schools. Further compounding the difficulty of reopening are expectations from parents as they balance worrying about the safety of their children and their own families, with getting back to work as the economy continues to slowly attempt to get back to normal. Teachers and school staff must also be considered. While children seem to be more resilient to the symptoms of Coronavirus, the average age of a teacher in the United States is around 42 years old. Many teachers are also in higher risk age groups according to their age, or any number of pre-existing conditions. What’s more, we do not know if a teacher/student has grandparents who live at home, children/siblings who have pre-existing conditions, or connections to other vulnerable individuals.

What does the path forward look like?

The CDC recently released a series of guidelines/suggestions surrounding the safe re-opening of schools. There were a host of suggestions that were made to reduce the spread of coronavirus and attempt to keep people safe. Schools should, according to the guidelines, consider implementing hygiene education, modified layouts, staggered scheduling, cohorting, mandating student mask compliance, and preparing policies for when someone gets sick. President Trump tweeted in opposition to these guidelines stating that he “disagree[s] with the CDC on their very tough and expensive guidelines for reopening schools.” He went on to call the guidelines “impractical,” and intimated that he would be coming up with his own set of guidelines for schools to follow.

The first weeks of August, and the new school year, feel like a long way out. But, those days are just around the corner. Stand4Kind will continue to monitor the schedule for re-opening schools, and will be here to support our students, teachers, schools, and communities to the best of our ability. Remember, kindness always wins!

Check out some of our other recent posts:

The importance of community

Compassion = Empathy + Action

What is Leadership?

The post How will schools re-open? appeared first on Stand 4 Kind.

My wife and I moved to Alabama one year ago. Moving from Utah was a big change. All of our friends and family still reside in Utah, and at the time we moved we did not know anyone in Alabama. Not. One. Single. Person. If we were going to be successful after we moved, we would need to build a social network. So, we made friends with her colleagues at work, and worked hard to connect with people who are supportive and invested in our wellness. Looking back, there are a few tips that stand out from building a new group of friends:

1. Connecting with people is about seeing value in the unique parts of each person.

   1. Sometimes we are surrounded by people who feel really different from us; people from different backgrounds, religions, states and countries. Searching out those unique parts of each person we come into contact with while we are building a community helps to look beyond the immediate differences to discover all of the things that we have in common with another person. An article in Psychology Today really highlighted some great ways to connect with other individuals, including “trading self-consciousness for interest in another person!”

2. Make time for people.

   1. If you want to build a strong community, it takes time and effort. This might not come as a surprise, but making time for people is actually very difficult in our busy lives. Maybe it is baking small loaves of bread to introduce yourself to the neighbors or asking a friend to dinner so that you can get to know them better, there are lots of ways that we can make time for people to let them know that they are important to us. “Making a plan” to participate in the world was another tip highlighted in the Psychology Today article.

3. Explore new hobbies with other people.

   1. A great way to meet other people and build relationships is to find out what they enjoy doing, and explore those activities with them. Maybe your new friends like to hike, or cook, or read, or run, whatever it is they enjoy doing learning a new hobby can be a great way to grow and a great way to build community. When you show interest in others, it generally is the case that the interest is reciprocated.

4. Keep showing up.

   1. It can be really tiring to engage with your community when you might really just want to relax at home and read a book, or watch a movie. But, if you keep showing up consistently for your blossoming community, it will grow in ways that you might be surprised by. Go to the school dance. Cheer on the basketball team. Volunteer to help the drama club with their fall production. When you put yourself out there, and keep showing up, your community will grow.

5. Share your gifts with others.

   1. You are a delightful and interesting person! One who others want to be around. And you have special interests and characteristics that other people are interested in learning about. Building community is partly about you being interested in others, but it is also about giving other people the opportunity to show interest in you. If you love to cook, invite some friends over and make them dinner. Take your favorite desert to your next youth group meeting. Show your new friend out on your favorite hike. Tell people all about those things that you care about and your community will solidify around you.

We all need social support and friendship in our lives. When we are surrounded by meaningful relationships, we can weather tougher circumstances, experience more joy, and live more fully. And although building relationships with others takes time and effort, it is well worth it!

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