Reaching and Teaching Stressed and Anxious Learners in Grades 4-8
Purchase
Description
" Offers those of us who interact with students an opportunity to respond with sensitivity and reflective action. Barbara Oehlberg not only identifies the issues, but also provides activities that can help us gain greater insight into the child's world and provide opportunities for empowerment and healing."
-Susan Ross, Coordinator of Health Services
Canton City Schools, OH
"With the wisdom in this important work, we can help our children develop new strategies for successful living in a stressful world."
-Stephen Canneto, Director
Art for a Child's Safe America Foundation
"Links sound neurological research with practical activities for educators and youth workers."
-Martha de Acosta, Director
Education and Training Programs
Milton S. Eisenhower Foundation
From trauma, stress, and hopelessness to safety, challenge, and optimism!
Not all children cope equally well with the stresses and traumas life throws their way, and every educator recognizes that "deer in the headlights" look some children get when current events and past traumas combine to trigger a fight-or-flight stress response. No matter how safe the classroom may be in reality, trauma deactivates cognitive skills, and learning cannot resume until the child's equilibrium has been restored.
This important new resource helps educators understand how trauma and stress interfere with cognitive skills, and how classroom and school activities can be used to restore feelings of safety, empowerment, and well-being. Topics include:
- Neurobiology of the developing child and how cognitive lock-out from the neocortex occurs during stress responses
- Strategies for reactivating cognitive skills, memory, and the ability to learn following stress responses
- How acting-out behaviors are linked to stress and trauma
- How to generate a united effort on school safety and violence prevention issues
Teachers, counselors, principals, and administrators will find that these innovative strategies enhance feelings of safety and optimism in all learning environments and programs, transforming hopelessness and anxiety into resiliency and hope.
Contents
Foreword by Susan G. Clark
Foreword by Susan G. Clark
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
About the Author
Introduction: Children Haven’t Changed; Childhood Has
Introduction: Children Haven’t Changed; Childhood Has
Glossary: The Vocabulary of Anxiety, Stress, and Trauma
Glossary: The Vocabulary of Anxiety, Stress, and Trauma
Part I: Brain Changes and How They Affect Student Behaviors and Learning
- 1. The Impact of Losses and Stress on the Student’s Mind and Body
- Losses
- Stress
- When Traumatic Memories Are Triggered
- Cognitive Lockout
- Interventions Are Possible
- 2. Regaining Cognitive Access: The Process of Transforming Stress and the Sense of Helplessness
- Transforming Perceptions of Helplessness
- Strengthening Self-Regulation
Part II: Activities for Transforming the Helplessness Generated by Stress and Fear
- 3. Language Arts: Creative Writing and Journaling
- Topics for Creative Writing and Journaling
- Issues of Loss and Being Lost or Invisible
- Issues of Rejection or Being Excluded
- Issues of Brokenness, Helplessness, or Futurelessness
- Issues of Betrayal or Broken Promises
- Issues of Emotional Intelligence (Dealing with Feelings)
- Issues of Hope, Empowerment, and Healing
- Debating Points and Issues
- Prose and Poetry
- Integrating Art and Creative Writing into Core Curriculum Areas
- Ad Campaigns
- Comic Books
- Mandalas
- 4. Social Studies and History: Creative Topics
- Historical Cartoons and Storyboards
- Fictional Comic Books About Historical Characters
- Artistic Media Projects for History or Social Studies
- Creating Scripts for Hypothetical Radio Interviews
- Writing Radio Scripts for “What if …” Programs
- Creating Public Service Announcements
- 5. Character Education
- Internal Strengths: Emotional Intelligence
- A Classroom Directory of Feelings and Emotions
- A Feelings Mural: Addressing All Feelings
- A Box of Respect: Addressing Self-Acceptance, Self-Respect, and the Ability to Respect and Empathize With Others
- The Iceberg Project: Addressing Issues of Respect, Empathy, and Trust
- Letters to Hurts: Addressing Empathy, Compassion, Courage, Anger Issues, Forgiveness, and Generosity
- Drawing a Dream: Addressing Issues of Anger, Work Ethic, Forgiveness, and Hopelessness
- Facing Fears: Addressing Fears, Courage, Anger, and the Ability to Overcome
- Playground Charters: Addressing Issues of Leadership, Integrity, Conflict, Hopefulness, and Justice
- Where Are the Heroes?
- Issues of Emotional Honesty, Leadership, Risky Behaviors, and Choices
- Honoring Strengths With a Character Wall
- The Character Board Game
- Physical Strengths
- Internal Capacities for Self-Regulation and Stress Management
- Leading a Relaxation Exercise
- 6. Building Resiliency Through Afterschool, Summer Camp, and Recreational Programming
- Afterschool Programs
- Specific Activities for Afterschool Programs
- Logos
- Collaborations for Creative Projects With Younger Children: Plays, Puppets, and Masks
- Designing Board Games
- Physical and Mental Exercises
- Sand Trays
- Clubs for a Sense of Belonging and Identity
- Crossword Puzzles
- Theater and Arts Groups or Camps
- Drama Scripts for Stage or Radio: Building a World Fit for Children
- Comedy Scripts
- Movement and Dance
- The Power of the Beat: The Rhythm of Healing
- Media Production
- Summer Camps or Activity Programs
- Boys and Girls Clubs, Scouting, and 4-H
- Section III: Schools That Work: A Sense of Safety for All
- 7. Sustaining Enhanced Learning Environments
- Opportunities for Classroom Change
- Avoiding the Stress of Threats
- Alternative Responses
- Classroom Guidelines
- Restorative Discipline
- "Discipline That Restores"
- Stress Reduction Strategies for the Classroom
- 8. School Safety Issues: Violence Prevention
- Generating a United Effort: Leadership and Staff Development
- Specific Strategies for Overall Security and Sense of Safety Throughout the School Building
- Strategies Specifically for Middle Schools
- Supports for Reentering Students
- Supports for New or Transferring Students
- Suspension and Expulsion Policies
- Crisis Preparation
- Conflict and Anger Management
- Violence Prevention Strategies
- Early Prevention
- Bullying
- Inclusion
- Restorative Justice
- 9. Meaningful Change in the U.S. Education System
- Initiating Change from the Ground Up
- Generating Support
Resource A: Crossword Puzzles
Resource A: Crossword Puzzles
Resource B: Answers to the Crossword Puzzles
Resource B: Answers to the Crossword Puzzles
References
References
Index
Index
Description
" Offers those of us who interact with students an opportunity to respond with sensitivity and reflective action. Barbara Oehlberg not only identifies the issues, but also provides activities that can help us gain greater insight into the child's world and provide opportunities for empowerment and healing."
-Susan Ross, Coordinator of Health Services
Canton City Schools, OH
"With the wisdom in this important work, we can help our children develop new strategies for successful living in a stressful world."
-Stephen Canneto, Director
Art for a Child's Safe America Foundation
"Links sound neurological research with practical activities for educators and youth workers."
-Martha de Acosta, Director
Education and Training Programs
Milton S. Eisenhower Foundation
From trauma, stress, and hopelessness to safety, challenge, and optimism!
Not all children cope equally well with the stresses and traumas life throws their way, and every educator recognizes that "deer in the headlights" look some children get when current events and past traumas combine to trigger a fight-or-flight stress response. No matter how safe the classroom may be in reality, trauma deactivates cognitive skills, and learning cannot resume until the child's equilibrium has been restored.
This important new resource helps educators understand how trauma and stress interfere with cognitive skills, and how classroom and school activities can be used to restore feelings of safety, empowerment, and well-being. Topics include:
- Neurobiology of the developing child and how cognitive lock-out from the neocortex occurs during stress responses
- Strategies for reactivating cognitive skills, memory, and the ability to learn following stress responses
- How acting-out behaviors are linked to stress and trauma
- How to generate a united effort on school safety and violence prevention issues
Teachers, counselors, principals, and administrators will find that these innovative strategies enhance feelings of safety and optimism in all learning environments and programs, transforming hopelessness and anxiety into resiliency and hope.
Contents
Foreword by Susan G. Clark
Foreword by Susan G. Clark
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
About the Author
Introduction: Children Haven’t Changed; Childhood Has
Introduction: Children Haven’t Changed; Childhood Has
Glossary: The Vocabulary of Anxiety, Stress, and Trauma
Glossary: The Vocabulary of Anxiety, Stress, and Trauma
Part I: Brain Changes and How They Affect Student Behaviors and Learning
- 1. The Impact of Losses and Stress on the Student’s Mind and Body
- Losses
- Stress
- When Traumatic Memories Are Triggered
- Cognitive Lockout
- Interventions Are Possible
- 2. Regaining Cognitive Access: The Process of Transforming Stress and the Sense of Helplessness
- Transforming Perceptions of Helplessness
- Strengthening Self-Regulation
Part II: Activities for Transforming the Helplessness Generated by Stress and Fear
- 3. Language Arts: Creative Writing and Journaling
- Topics for Creative Writing and Journaling
- Issues of Loss and Being Lost or Invisible
- Issues of Rejection or Being Excluded
- Issues of Brokenness, Helplessness, or Futurelessness
- Issues of Betrayal or Broken Promises
- Issues of Emotional Intelligence (Dealing with Feelings)
- Issues of Hope, Empowerment, and Healing
- Debating Points and Issues
- Prose and Poetry
- Integrating Art and Creative Writing into Core Curriculum Areas
- Ad Campaigns
- Comic Books
- Mandalas
- 4. Social Studies and History: Creative Topics
- Historical Cartoons and Storyboards
- Fictional Comic Books About Historical Characters
- Artistic Media Projects for History or Social Studies
- Creating Scripts for Hypothetical Radio Interviews
- Writing Radio Scripts for “What if …” Programs
- Creating Public Service Announcements
- 5. Character Education
- Internal Strengths: Emotional Intelligence
- A Classroom Directory of Feelings and Emotions
- A Feelings Mural: Addressing All Feelings
- A Box of Respect: Addressing Self-Acceptance, Self-Respect, and the Ability to Respect and Empathize With Others
- The Iceberg Project: Addressing Issues of Respect, Empathy, and Trust
- Letters to Hurts: Addressing Empathy, Compassion, Courage, Anger Issues, Forgiveness, and Generosity
- Drawing a Dream: Addressing Issues of Anger, Work Ethic, Forgiveness, and Hopelessness
- Facing Fears: Addressing Fears, Courage, Anger, and the Ability to Overcome
- Playground Charters: Addressing Issues of Leadership, Integrity, Conflict, Hopefulness, and Justice
- Where Are the Heroes?
- Issues of Emotional Honesty, Leadership, Risky Behaviors, and Choices
- Honoring Strengths With a Character Wall
- The Character Board Game
- Physical Strengths
- Internal Capacities for Self-Regulation and Stress Management
- Leading a Relaxation Exercise
- 6. Building Resiliency Through Afterschool, Summer Camp, and Recreational Programming
- Afterschool Programs
- Specific Activities for Afterschool Programs
- Logos
- Collaborations for Creative Projects With Younger Children: Plays, Puppets, and Masks
- Designing Board Games
- Physical and Mental Exercises
- Sand Trays
- Clubs for a Sense of Belonging and Identity
- Crossword Puzzles
- Theater and Arts Groups or Camps
- Drama Scripts for Stage or Radio: Building a World Fit for Children
- Comedy Scripts
- Movement and Dance
- The Power of the Beat: The Rhythm of Healing
- Media Production
- Summer Camps or Activity Programs
- Boys and Girls Clubs, Scouting, and 4-H
- Section III: Schools That Work: A Sense of Safety for All
- 7. Sustaining Enhanced Learning Environments
- Opportunities for Classroom Change
- Avoiding the Stress of Threats
- Alternative Responses
- Classroom Guidelines
- Restorative Discipline
- "Discipline That Restores"
- Stress Reduction Strategies for the Classroom
- 8. School Safety Issues: Violence Prevention
- Generating a United Effort: Leadership and Staff Development
- Specific Strategies for Overall Security and Sense of Safety Throughout the School Building
- Strategies Specifically for Middle Schools
- Supports for Reentering Students
- Supports for New or Transferring Students
- Suspension and Expulsion Policies
- Crisis Preparation
- Conflict and Anger Management
- Violence Prevention Strategies
- Early Prevention
- Bullying
- Inclusion
- Restorative Justice
- 9. Meaningful Change in the U.S. Education System
- Initiating Change from the Ground Up
- Generating Support
Resource A: Crossword Puzzles
Resource A: Crossword Puzzles
Resource B: Answers to the Crossword Puzzles
Resource B: Answers to the Crossword Puzzles
References
References
Index
Index
Reviews
Reaching and Teaching Stressed and Anxious Learners in Grades 4-8
Strategies for Relieving Distress and Trauma in Schools and Classrooms
January 2006 | 184 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412917247 | $40.95 |
| Lifetime | 27/02/2023 | 9781483361741 | $37.00 |
" Offers those of us who interact with students an opportunity to respond with sensitivity and reflective action. Barbara Oehlberg not only identifies the issues, but also provides activities that can help us gain greater insight into the child's world and provide opportunities for empowerment and healing."
-Susan Ross, Coordinator of Health Services
Canton City Schools, OH
"With the wisdom in this important work, we can help our children develop new strategies for successful living in a stressful world."
-Stephen Canneto, Director
Art for a Child's Safe America Foundation
"Links sound neurological research with practical activities for educators and youth workers."
-Martha de Acosta, Director
Education and Training Programs
Milton S. Eisenhower Foundation
From trauma, stress, and hopelessness to safety, challenge, and optimism!
Not all children cope equally well with the stresses and traumas life throws their way, and every educator recognizes that "deer in the headlights" look some children get when current events and past traumas combine to trigger a fight-or-flight stress response. No matter how safe the classroom may be in reality, trauma deactivates cognitive skills, and learning cannot resume until the child's equilibrium has been restored.
This important new resource helps educators understand how trauma and stress interfere with cognitive skills, and how classroom and school activities can be used to restore feelings of safety, empowerment, and well-being. Topics include:
- Neurobiology of the developing child and how cognitive lock-out from the neocortex occurs during stress responses
- Strategies for reactivating cognitive skills, memory, and the ability to learn following stress responses
- How acting-out behaviors are linked to stress and trauma
- How to generate a united effort on school safety and violence prevention issues
Teachers, counselors, principals, and administrators will find that these innovative strategies enhance feelings of safety and optimism in all learning environments and programs, transforming hopelessness and anxiety into resiliency and hope.
Table Of Contents:
- Foreword by Susan G. Clark
- Preface
- Acknowledgments
- About the Author
- Introduction: Children Haven’t Changed; Childhood Has
- Glossary: The Vocabulary of Anxiety, Stress, and Trauma
- Part I: Brain Changes and How They Affect Student Behaviors and Learning
- 1. The Impact of Losses and Stress on the Student’s Mind and Body
- Losses
- Stress
- When Traumatic Memories Are Triggered
- Cognitive Lockout
- Interventions Are Possible
- 2. Regaining Cognitive Access: The Process of Transforming Stress and the Sense of Helplessness
- Transforming Perceptions of Helplessness
- Strengthening Self-Regulation
- Part II: Activities for Transforming the Helplessness Generated by Stress and Fear
- 3. Language Arts: Creative Writing and Journaling
- Topics for Creative Writing and Journaling
- Issues of Loss and Being Lost or Invisible
- Issues of Rejection or Being Excluded
- Issues of Brokenness, Helplessness, or Futurelessness
- Issues of Betrayal or Broken Promises
- Issues of Emotional Intelligence (Dealing with Feelings)
- Issues of Hope, Empowerment, and Healing
- Debating Points and Issues
- Prose and Poetry
- Integrating Art and Creative Writing into Core Curriculum Areas
- Ad Campaigns
- Comic Books
- Mandalas
- 4. Social Studies and History: Creative Topics
- Historical Cartoons and Storyboards
- Fictional Comic Books About Historical Characters
- Artistic Media Projects for History or Social Studies
- Creating Scripts for Hypothetical Radio Interviews
- Writing Radio Scripts for “What if …” Programs
- Creating Public Service Announcements
- 5. Character Education
- Internal Strengths: Emotional Intelligence
- A Classroom Directory of Feelings and Emotions
- A Feelings Mural: Addressing All Feelings
- A Box of Respect: Addressing Self-Acceptance, Self-Respect, and the Ability to Respect and Empathize With Others
- The Iceberg Project: Addressing Issues of Respect, Empathy, and Trust
- Letters to Hurts: Addressing Empathy, Compassion, Courage, Anger Issues, Forgiveness, and Generosity
- Drawing a Dream: Addressing Issues of Anger, Work Ethic, Forgiveness, and Hopelessness
- Facing Fears: Addressing Fears, Courage, Anger, and the Ability to Overcome
- Playground Charters: Addressing Issues of Leadership, Integrity, Conflict, Hopefulness, and Justice
- Where Are the Heroes?
- Issues of Emotional Honesty, Leadership, Risky Behaviors, and Choices
- Honoring Strengths With a Character Wall
- The Character Board Game
- Physical Strengths
- Internal Capacities for Self-Regulation and Stress Management
- Leading a Relaxation Exercise
- 6. Building Resiliency Through Afterschool, Summer Camp, and Recreational Programming
- Afterschool Programs
- Specific Activities for Afterschool Programs
- Logos
- Collaborations for Creative Projects With Younger Children: Plays, Puppets, and Masks
- Designing Board Games
- Physical and Mental Exercises
- Sand Trays
- Clubs for a Sense of Belonging and Identity
- Crossword Puzzles
- Theater and Arts Groups or Camps
- Drama Scripts for Stage or Radio: Building a World Fit for Children
- Comedy Scripts
- Movement and Dance
- The Power of the Beat: The Rhythm of Healing
- Media Production
- Summer Camps or Activity Programs
- Boys and Girls Clubs, Scouting, and 4-H
- Section III: Schools That Work: A Sense of Safety for All
- 7. Sustaining Enhanced Learning Environments
- Opportunities for Classroom Change
- Avoiding the Stress of Threats
- Alternative Responses
- Classroom Guidelines
- Restorative Discipline
- "Discipline That Restores"
- Stress Reduction Strategies for the Classroom
- 8. School Safety Issues: Violence Prevention
- Generating a United Effort: Leadership and Staff Development
- Specific Strategies for Overall Security and Sense of Safety Throughout the School Building
- Strategies Specifically for Middle Schools
- Supports for Reentering Students
- Supports for New or Transferring Students
- Suspension and Expulsion Policies
- Crisis Preparation
- Conflict and Anger Management
- Violence Prevention Strategies
- Early Prevention
- Bullying
- Inclusion
- Restorative Justice
- 9. Meaningful Change in the U.S. Education System
- Initiating Change from the Ground Up
- Generating Support
- Resource A: Crossword Puzzles
- Resource B: Answers to the Crossword Puzzles
- References
- Index