Orientation SessionCalmMomentsCards

EmpoweringSchoolPersonneltoReduceStudentStressandEnhanceEmotionalWell-BeingDuringSituationalStressorsandThroughouttheDay

• Recognizestressreactionsandthesituationsthatmightincreasestress

• Embedsimpleevidence-basedstrategiestoreducestressandincreasefeelingsofemotionalwell-beingsothatstudentscanbemorepositive,productive,andhappy!

AnEveryMomentCountsmodelprogram

Developed by:

AlisaDeininger,OTR/L,AuroraSchoolsSarahKolic,OTR/LandDeniseYoung,COTA/L,StarkCountyEducationalServiceCenter/LakeLocalSchools,Ohio

Citation:Deininger,A.,Kolic,S.,&Young,D.(2015).CalmMomentsCards:AmodelprogramforEveryMomentCounts.OhioDepartmentofEducation.

CalmMomentsCardsprogramwas developedby2OTsandoneOTAinordertohelpschoolpersonnelandfamiliesbeabletorecognizeandrespondeffectivelytostudents’stressthroughouttheday.

Occupationaltherapypractitioners,withprofessionaleducationinmentalhealthpractice,canplayanimportantroleinmentalhealthpromotion,preventionandinterventionwithstudentsandschoolpersonnel.

DevelopedbyOTs…...butimplementedbyall!

Bazyk,S.(ed.).(2011).Mentalhealthpromotion,prevention,andinterventionforchildrenandyouth:Aguidingframeworkforoccupationaltherapy.AOTAPress.

Amentalhealthpromotion initiativefocusingonembeddingstrategiesthroughout thedaytohelpallstudentsbecomementallyhealthy inordertosucceedinschool,athomeandinthecommunityfor

EveryMomentCounts

ProjectDirector:SusanBazyk,PhD,OTR/L,FAOTAFundedbytheOhioDepartmentofEducation

www.everymomentcounts.org

1.Positiveaffectoremotionalstate.Feelinggoodemotionally– happy,content,positiveaboutlife.Observechildren’saffect;notesignificantchanges2.Positivepsychologicalandsocialfunctionattendingskills?enjoyingfulfillingrelationships?3.Doingwellfunctionally– engaginginproductiveactivities – academically,socially,physically.Tuneintochildren’sschoolwork,friendships,interactionsduringlunch&recess4.CopingwithlifestressorsandchallengesObservehowthechildcopeswithapoortestgrade,losingagame,notmakingtheteam,beingteased,etc.

Beingmentallyhealthyisapositive stateoffunctioning

Goal:Helppromotepositivementalhealth

Keyes,C.L.(2007).Promotingandprotectingmentalhealthasflourishing:Acomplementarystrategyforimprovingnationalmentalhealth.AmericanPsychologist,62,95-108.

EveryMomentCountsGuidingPhilosophy

Everymoment doescount! Smallmomentsmakebigdifferencesin howchildrenfeelandfunctioninschool,home,&community.•Allchildrenandyouthhavearighttoparticipateinandenjoytheirday– fromstarttofinish.• Enjoyableexperiencesthroughoutthedaypromotefeelingsofemotionalwell-being.•Everyone canbeamentalhealthpromoter.• Addressingthementalhealthneedsofallstudentsdoesnotinvolvedoingmore,butdoingdifferently - namelythroughembeddedstrategies.

Bazyk,S.(ed.).(2011).Mentalhealthpromotion,prevention,andinterventionforchildrenandyouth:Aguidingframeworkforoccupationaltherapy.AOTAPress.

Whyisthisprogramneeded?

Feelingstressedandanxiousduringtheschooldaycanleadtochallengesinacademicandsocialparticipation.Plus….

….Studentsdon’tfeelemotionallywellorhappywhen

they’restressed.

http://cliparts.co

Weaver, L. L., & Darragh, A. R. (2015). Systematic review of yoga interventions for anxiety reduction among Children and Adolescents. American Journal of Occupational Therapy, 69(6).

Whatistheconnectionbetweenstressandanxiety?• Stressistheexperienceofemotional

tensionresultingfromasituationthatistoodemanding

• Examplesofpossiblesituationalstressors:startingadifficultassignment,takingatest,speakinginfrontoftheclass

• Anxietyisstressthatisexperiencedafterthestressorisgone.Dailystressorscanleadtoongoingfeelingsofanxiety andminimizefeelingsofemotionalwell-beinginstudents.

www.helpguide.org

Stresscausesstresshormonestobereleasedbythenervoussystemresultinginmuscletightness,increasedheartbeatandbloodpressure.

Alittlestressmayenhanceperformanceinthemoment.

Toomuchstresscancauseustofreezeupandmaylimitfunctioning.Examples:• Poorconcentration• Limitedmemory• Racingthoughtswww.helpguide.org

ChronicStresscanleadtomentalandphysicalillnessandbehavioralchallenges:

• Anxietydisorders• Depression,generalunhappiness• Sleepproblems• Nausea• Achesandpains• Socialwithdrawal• Procrastination• Academicchallenges

www.helpguide.org

AnxietyDisordersOne of the most prevalent mental health disorders in children/youthSignsandsymptoms:• Drymouth• Shortnessofbreath• Muscletension,twitches• Excessivesweating• Racingheart• Dizziness,lightheadedness,headache• Flushedface,flushedskin• Numbness,tingling(pinsandneedles,jellylegs)• Nausea,butterflies• Difficultythinking,speaking,formingthoughts• FeelinglikeyouaregoingtofaintorpassoutReference:Melemis (23)

Chronic stress may lead to the development of an anxietydisorder.

PurposeoftheCMCProgram

TohelpALLpersonnellearnhowtohelpreducestressandpromotementalwell-beingthroughoutthedayby:• Fosteringawarenessofsignsofstressandtriggersthatmaycausestress.Theprogramdoesnotallowoneto‘diagnose’anxiety

• Providingsimpleembeddedstrategiesaimedatreducingstressandanxietyinresponsetoeverydaysituationalstressors(e.g.takingatest,completinganassignment)

• Promotingapositiveclassroomculturethatencompassespositivethinking,relaxation,focusingskills,andenjoyableactivitiestopromotepositivementalhealthandhappiness!

• Assistingstudentsinidentifyingstress&anxietyandapplyingcalmingtechniques.

What are the Calm Moments Cards?

Easytoimplementevidence-basedstrategiesaimedatreducingstressandanxietyandenhancingmentalwell-beinginordertoenhanceschoolfunction.17Cardsthatprovide:

• Thinkingstrategies• Focusing&calmingstrategies• Sensorystrategies• Triggersthatmaycausestress• TeachingMoments– explanations

supportinguseofthestrategies• Enjoyableactivitiestopromote

positivementalhealth

CalmMomentCards(CMC)BasedOnEvidence

Areviewofbestavailableevidenceoninterventionsforreducinganxietysupportstheuseofstrategiesinthefollowing3areas:• Thinking(cognitivebehavioral)• Focusingandcalming(mindfulness,yoga)• Sensory(sensoryinputusedstrategically

forself-regulation)

SummaryofResearchOutcomes:SeeEMCwebsite.AmixedmethodsstudyofCMCimplementationin2015-16with93schoolpersonnelfoundstatisticallysignificantimprovementsinknowledge,beliefsandactions.www.everymomentcounts.org

WHOcanbenefitfromtheCMCs?

.

Universal

Targeted

Intensive

Tier3(Intensive) Studentswithidentifiedanxietydisorders.Tier2(At-Risk) Studentsat-riskofanxietyduetochronicsituationalstressors(e.g.poverty,bullying)orco-morbidity(ASD,ADHD)Tier1(Universal):ALLstudentscanbenefitfromlearningaboutstressreactionsandengaginginactivitiesthathelpreducestress&promotepositivementalhealth

• ParticipatinginArt• ParticipatinginAssemblies

• EatingintheCafeteria• EmergencySituations• EndoftheDayRoutine• CompletingHomework• ParticipatinginMusic• ParticipatinginPhysicalEducation

• PlayingatRecess• UsingtheRestroom• ReturningfromRecess• ParticipatinginSchoolPartiesofSpecialEvents

• StartoftheDay• TestTaking• TransitioningbetweenClasses• TransitioningbetweenSubjects• Writing/Completingwork

17SituationalStressors

• Cognitivedemands• Sensorycomponentofthe

environment• Associatednegativefeelings• Motorandvisualdemands• Changesinroutines• Socialstressors• Organizationaldifficulties• Perfectionism,fearoffailure

StressTriggers

SituationalStressTriggers

CognitiveBehavioralActivities

ThinkingStrategies:PositiveAffirmations

AFFIRMATIONWEAVERThis is a 10 minute video. Only show 2-3 minutes.

• Useofpositivethoughtlessonsontheeffectsofstress• Effectivestrategiesincludelearningthatwhatwedo(activities)&howwe

think(cognitive)caninfluencehowwefeel(e.g.stressedorcalm).Activitiesandaffirmationsareusedtopromotefeelingfocusedandcalm.

• ActivitysuggestionstobeembeddedthroughouttheschooldayarelocatedonthefrontofeachcardwithanentirelistofactivitieslocatedinAppendixA.

ACTIVITY-BASEDCOGNITIVEBEHAVIORALSTRATEGIES

• Thesestrategies(mindfulness,yoga,movementandguidedvisualization)allowthemindtorelaxandreleasethoughtsandemotions, topreventastressreactiontoachallengingsituation

• Stress affectsabilitytobreath,thereisaconnection betweenclearandlogicalthinkingandbreathing

• Yoga:impactsthenervoussystemsrelatedtomuscletension,breathingandlowersheartrate

FocusingandCalmingStrategies

MovementPoses&BreathingStrategies

GOZEN!4-7-8BREATHING

OtherCALMINGstrategies:Mindfulness:Deepeningawarenessofone’senvironmentandwhat'sgoingoninthebrainandbody.Shiftsattention fromthoughtsandemotionstothebreath.Lettinggo ofone’sthoughtsbyfocusingonthepresent.Notthepastorfuture.

GuidedVisualization: Allowstheimaginationtoprepare foreventsinapositiveway.Thebodyrelaxesinresponsetowhatisbeingimaginedthroughtheuseofallsenses.3Componentsonthecards- Activities,MovementPosesandBreathing.Locatedonthebackofeachcard andalsocompiledforeasyreferenceinAppendixC

Sensory Based Strategies• Sensory processing is the brain's ability to

receive, organize and interpret sensory information so that one can respond and interact appropriately with one’s environment.

• Too much sensory input received at one time can lead to feeding overwhelmed leading to a stress reaction.

• Sensory strategies are recommended on the back of each card to ‘calm’ the nervous system and promote focusing. Examples include:– Touch: Fidgeting with a small item (stress ball)– Movement: Rhythmical movements like walking,

sucking on a peppermint– Pressure/touch: Weighted lap pad– Sounds: Classical or soothing music

Other suggestions:• Lookforwaystobringtheoutdoors to

yourclassroom.Natureisapowerfulstimulator ofallthesenses.Greenspaces(beingaroundplantsandtrees)iscalming.

• Also,considertheimportanceofinteroception–helpingstudentsrecognizetheirbodysignals(e.g.tensemuscles,sweating,nausea)

Mahler,K.(2016).Interoception:Theeighthsensorysystem,AAPCPublishing.

Sensory Based Strategies

SensoryStrategies

TeachingMomentsDesigned as quick references for evidence to support strategies

Provide additional learning tips for users to implement strategies

Use to help others understand stressand helpful strategies to use

These are located on the back of each card and also compiled in Appendix D

TeachingMoments

AppendixA-ETheappendices include acompilation ofallactivities,reproducibletemplates, yogapositions, breathingstrategies, teachingmoments andreferences.

AppendixA- Acomplete listofactivities referredtointheCalmMoments Cards.Manyactivities canbeinterchangeable andusedwithsituational stressorsthroughouttheday.Theactivities arelisted incategories foreasyselection ofspecific tasks.AppendixB- Templates areincludedformanyactivitiesthroughoutthecards,labelled Aà NAppendixC- Acomplete listofallmovementposesandbreathingstrategies,alongwithdiagramsofeachposition.AppendixD- Alltheteachingmoments forquickreferencetoevidence supportingtheuseofthestrategies.AppendixE- Anextensive listofreferences andresourcesincludingwebsites,apps,and books tofurtherenhanceownyourprogram.

All of the Calm Moments Cards and Appendices are located …In the ‘Embedded Programs’ tab of the Every Moment Counts website à www.everymomentcounts.org