Emotional Intelligence

Anxiety: Practices and Strategies for a Systemic Solution

Tommie Radd Anger Management, Self-Concept Development, Social Skills, Your Personalized System Topic Here , , , , , ,

Anxiety: Practices and Strategies for a Systemic Solution
Schools need a comprehensive plan to hit addictions head on through prevention and awareness.  This presentation provides a formula to combat addictions and has links to use with important brain information that documents the impact of heroin addition.  Use the presentation for strategic planning needed for prevention experiences.

AOCC Anxiety Presentation Color Poem 1MB

Anxiety: Practices and Strategies for a Systemic Solution

AOCC 2017 Conference Hilton Columbus at Easton Town Center November 10, 2017 Lunch and Learn Session 12:15 – 1:15

Contact information for additional questions:

Tommie Radd, PhD, LPC, NSCC, NBCC,CRC: Consultant

Phone: 614-607-1373; email: [email protected]; web site: www.allsucceed.com

Doris Coy, PhD, LPCS, NCC, NCCC:: Consultant

email: [email protected]

The internal environment people create has a dramatic impact on their ability to become and stay encouraged, optimistic and focused on growth and learning beyond any immediate success or challenge.
– Tommie R. Radd, PhD

Anxiety: Practices and Strategies for a Systemic Solution

Agenda

  1. Introduction – Self-Talk/Self-Pictures/Relaxation/Mindfulness Defined/Explained
  2. An Overview of System Anxiety Formula
  3. An Overview of School Counseling Program Components and Life Lab Information
  4. An Overview of Guidance System Components and Checklist:
    1. Behavior Management (extrinsic)
    2. Self-Talk/Self Pictures (intrinsic)
    3. Curriculum (student skills)
    4. Implementation (staff skills)
    5. Family Involvement
    6. Observation/Evaluation
  5. Activity and Ideas for Implementation
  6. Questions & Closing

    7. Anxiety

    Merriam-Webster:
    Medical :an abnormal and overwhelming sense of apprehension and fear often marked by physical signs (such as tension, sweating, and increased pulse rate), by doubt concerning the reality and nature of the threat, and by self doubt about one’s capacity to cope with it.

    Overview of the System Anxiety Formula

    • Comprehensive School Counseling Program System – Program Components Are Interrelated and Interactive
    • Guidance System is the Foundation of the School Counseling Program
    • the skills needed to handle anxiety are taught
    • personal, social, emotional, and behavioral skills are viewed as a priority
    • the educational community sees the importance of including personal, social, emotional, and behavioral skills as part of the core curriculum
    • the relationship between academic learning and anxiety is taught and explained
    • families receive the support and help they need
    • classrooms are viewed as life labs for student support and belonging
    • students receive ongoing assistance for anxiety management as opportunities occur

    Heroin Prevention Page 6

    Suggested Elementary Counselor Time Allocations

    1. Foundation: 40%
    2. Counseling Groups: 30%
    3. Individual Counseling: 10%
    4. All Others: 20%

    Suggested Middle/JR. High School Counselor Time Allocations

    1. Foundation: 35-30%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25%

    Suggested High School Counselor Time Allocations

    1. Foundation: 30-25%
    2. Counseling Groups: 30-35%
    3. Individual Counseling: 10%
    4. All Others: 25-35%

    Anxiety

    Overview of a Guidance System

    • Behavior Management – Extrinsic – what we say and do
    • Self-Talk & Self-Pictures – Intrinsic – what we say and believe with what we think and feel
    • Curriculum – Student Skills
    • Implementation – Staff Skills
    • Family Involvement – Family Skills
    • Observation/Evaluation
    • Congruent
    • Systemic – identify all components of the System or whole and understand the relationship between components
    • Slowly and simultaneously
    • 3-5 year process
    • The Whole is larger than the sum of the parts

    Anxiety
    Anxiety

    Life Lab

    A way of defining the classroom as a simulation in which students, pre-K-12 and beyond, learn, experience, and apply the essential skills needed for life; the comprehensive developmental guidance system creates a life lab in every classroom through which students develop a conscious and intentional frame of reference that can be applied throughout life.

    Theoretical Framework

    A few of the theories that Include Self-Talk/SelfPictures in addressing in the treatment process:

    1. Rational Emotive Therapy
    2. Adlerian Therapy
    3. Reality Therapy
    4. Cognitive Behavioral Therapy

    Practices and Strategies

    1. Self-Talk – Positive Internal Messages
    2. Self-Pictures – Positive Internal Pictures
    3. Relaxation – The State of Being Free From Tension and Anxiety (Oxford Dictionary)
    4. Mindfulness – Calm Body – Focus Mind

    Remember:

    • Feel ALL as if the Truth!
    • Think It! See It! Feel It! Be It!
    • Become your Potential!!

    General – Universal Specific – Personal – Relevant To An Individual

    Self-Concept Series Talk Self-Concept Series Self-Pictures
    Step 1 "I am important and special." A self-picture that could accompany this Step 1 statement is a time or place that reminds the person of one’s personal worth just for being a unique person. It could be a picture of the person sitting peacefully, etc. Each person can choose a picture, which can be changed as desired.
    Step 2 "I help myself." A self-picture that could accompany this Step 3 statement is of a time or situation that represents a person helping him or herself. It could be an image of the person smiling in the mirror, acting in a helpful way, etc. Each person can choose a picture, which can be changed as desired.
    Step 3 "I am responsible for me." A self-picture that could accompany this Step 3 statement is of a time or situation that represents a person being responsible and accountable for his or her own actions. It could be the person following through on an assignment, apologizing for a mistake, etc. Each person can choose a picture, which can be changed as desired.

    My Personal Self-Talk/Self-Picture Plan Self-Talk/Self-Picture Plan Activity

    Completing the Self-Talk/Self-Picture Plan incorporates the process for addressing anxiety:
    My Personal Self-Talk/Self-Picture Plan
    The Plan includes all components and is to be adjusted based on feedback and progress.

    Your Action Plan

    • List 3 ways you can implement the strategies for yourself! Starting with YOU helps you to
      feel more comfortable with helping others!
    • Brainstorm 3 ways you can incorporate a plan for your school based on the System and
      Schoolhouse Information
    • Explain how the practices and strategies address anxiety for you, your school community

    References

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-58-2

    Radd, T. R. (2014). Teaching and Counseling for Today’s World: Pre-K-12 & Beyond Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-61-2

    Radd, T. R. (2007). The Grow With Guidance System Manual Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-53-7 (1-878317-53-9).

    Radd, T. R. (2014). The Grow With Guidance System Manual Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-59-9

    Radd, T. R. (2007). The Grow With Guidance Primary Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-54-4 (1-878317-54-7).

    Radd, T. R. (2014). The Grow With Guidance Primary Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-60-5

    Radd, T. R. (2007). The Grow With Guidance Intermediate Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-55-1 (1-878317-55-5).

    Radd, T. R. (2014). The Grow With Guidance System Intermediate Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317- 62-8

    Radd, T. R. (2007). The Grow With Guidance Middle School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-56-8 (1-878317-56-3).

    Radd, T. R. (2014). The Grow With Guidance Middle School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-63-6

    Radd, T. R. (2007). The Grow With Guidance High School Level Third Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-57-5 (1-878317-57-1)

    Radd, T. R. (2014). The Grow With Guidance High School Level Third Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-64-4 References

    Radd, T. R. (2006). Classroom Activities for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. I. Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-45-8

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol I. Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-2

    Radd, T. R. (2006). Classroom Activiites for Teachers, Counselors, and Other Helping Professionals Pre-K–12 & Beyond Vol. II Omaha, Nebraska: Grow With Guidance. ISBN: 1-878317-46-6

    Radd, T. R. (2014). Classroom Activities for Teachers, Counselors, and Other Helping Professionals: Pre-K-12 & Beyond Vol II Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 1-878317-65-

    Radd, T. R. (2014). The Grow With Guidance System Music: G. G. Raddbearie Sings, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-68-7

    Radd, T. R. (2007). The Grow With Guidance® System Music: G.G. Raddbearie Sings. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317-47-6 (1-878317-47-4).

    Radd, T. R. (2014). The Grow With Guidance System Fun Game Second Edition, e-book. Columbus, Ohio: Grow With Guidance. ISBN: 978-1-878317-67-9

    Radd, T. R. (2007). The Grow With Guidance® System F.U.N. Game, Second Edition. Omaha, Nebraska: Grow With Guidance. ISBN: 978-1-878317-49-0 (1-878317-49-0)

    Radd, T. R. (2006). The History, Development, and Research of the Educational Systems Model: The Grow With Guidance® System. Omaha, Nebraska: Grow With Guidance. isbn: 978-1-878317- 52-0 (1-878317-52-0).

    A complete Research Report is available here.

Chardon Remembered

Tommie Radd Destructive Behaviors Toward Others – School Safety , , , ,

Chardon Remembered – School Violence

The tragedy that spread through the airwaves about the shooting in Chardon left me numb and filled with sadness. I was raised in Northeastern Ohio, not too far from this site. Seeing such school violence, abuse, and death in my back yard, reminded me that all of our students are at-risk. It is important to remember the critical part we play. No program or approach can claim to be the answer to school violence, but based on my research and experience, I am convinced there is a great deal more that can and needs to be done.

Chardon Remembered [.pdf] 72.0KB
Checklist for Assessment [.pdf] 104.5KB

Meeting this challenge needs to be more than a crisis plan, crisis counseling, and memorial services. They are essential, but not enough to realistically meet this issue head-on. I am convinced that we need to focus on what Grow With Guidance offers now more than ever.

Teaching and Counseling for Today’s World and the Grow With Guidance System Manual offer over 24 formulas to address dynamics at play in the layers of this crisis including:

  1. General Challenges
  2. Student Skill Development
  3. Student Self-Destructive Behaviors
  4. Student Destructive Behaviors Toward Others

The foundation of each formula includes the Grow With Guidance System. This System focuses on teaching and developing the personal, emotional, behavioral, and social skills (PEBS) in an inviting environment with positive relationships. When a comprehensive, developmental guidance system is in place, we are proactive in laying the components necessary for prevention while establishing our ability to respond and not just react when a tragedy occurs.

Check Yourself Out. See how many YES responses you have. The greater number or YES responses, the greater your level of pro-action and prevention.

  1. Do you teach basic personal, emotional, behavioral, and social skills (PEBS) to all students K-12?
  2. Does staff support, participate, and implement those skills taught?
  3. Do you include self-talk, self-picture, relaxation, brain integration, and sensory activities for all students?
  4. Do you have a positive behavior plan for all students?
  5. Does your staff participate in personal and professional growth plans?
  6. Do you include family involvement in the process?
  7. Do you have an inviting school climate plan?
  8. Do you evaluate and use diagnostic assessments to guide your student (PEBS) skill progress every year?
  9. Do you prioritize working with the Whole student?
  10. Do you avoid being focused on academics and testing to the detriment of empowering the whole student?

Check Yourself Out. The Classroom Group Guidance System Checklist is another way you can assess and evaluate your program for pro-action and prevention.

Checklist for Assessment [.pdf] 104.5KB

REMEMBER:

Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. —Tommie R. Radd, PhD

Reference: Teaching and Counseling for Today’s World 

Sandy Hook Remembered

Erica Destructive Behaviors Toward Others – School Safety , , , ,

Sandy Hook Remembered

The tragedy that traumatized our country, the shooting at Sandy Hook Elementary School, left us overwhelmed. As many of us have said – ENOUGH! We recently experienced the tragedy at Chardon and just this week there was another shooting. The list goes on and keeps growing! Seeing continued school violence, abuse, and death is a call to action. It is important to remember the critical part we play. No program or approach can claim to be the answer to this problem, but based on my research and experience, I am convinced that there is a great deal more that can and needs to be done. I CHALLENGE YOU TO JOIN ME NOW TO DO IT!

Sandy Hook Remembered [.pdf] 61.0KB
Check Yourself Out [.pdf] 41.0KB
Checklist for Assessment [.pdf] 104.5KB

Sandy Hook Remembered

Are you relieved that we are finally having the broader conversation about this challenge as a country? Many factors contribute to this multilayered and complex issue. Instead of listing what needs to be done by other, my choice is to contribute to the dialogue while working to support change within my profession.

Meeting this challenge needs to be more than a crisis plan, crisis counseling, and memorial services. They are essential, but not enough to realistically meet this issue head-on. I am convinced that we need to focus on what Grow With Guidance offers now more than ever.

The Grow With Guidance System offers over 24 formulas to address dynamics at play in the layers of this crisis including:

  1. General Challenges
  2. Student Skill Development
  3. Student Self-Destructive Behaviors
  4. Student Destructive Behaviors Toward Others

The foundation of each formula includes the Grow With Guidance System. This System focuses on teaching and developing the personal, emotional, behavioral, and social skills (PEBS) in an inviting environment with positive relationships. Accountability, assessment, and evaluation are woven throughout based on specific standards, benchmarks, and indicators. When a comprehensive, developmental guidance system is in place, we are proactive in laying the components necessary for prevention while establishing our ability to respond and not just react when a tragedy occurs.

Check Yourself Out. See how many YES responses you have. The greater number or YES responses, the greater your level of pro-action and prevention.

  1. Do you teach basic personal, emotional, behavioral, and social skills (PEBS) to all students K-12?
  2. Do your students learn the 21st Century Skill scaffolding developmentally, K-12.
  3. Does staff support, participate, and implement those skills taught?
  4. Do you include self-talk, self-picture, relaxation, brain integration, and sensory activities for all students?
  5. Do you have a positive behavior plan for all students?
  6. Does your staff participate in personal and professional growth plans?
  7. Do you include family involvement in the process?
  8. Do you have an inviting school climate plan?
  9. Do you evaluate and use diagnostic assessments to guide your student (PEBS) skill progress every year?
  10. Do you prioritize working with the Whole student?
  11. Do you avoid being focused on academics and testing to the detriment of empowering the whole student?
  12. Do you prioritize your professional time working with all students, staff, and families?
  13. Do you have a reasonable ratio of school ADM to professional in your school district and school?
  14. Do you have an identified resource network for community connections and support?

Check Yourself Out. The Classroom Group Guidance System Checklist is another way you can assess and evaluate your program for pro-action and prevention.

Checklist for Assessment [.pdf] 104.5KB

REMEMBER:

Personal, social, emotional and behavioral skills are the only constant in every situation. The level of development of those skills determines if one will respond or react over time. —Tommie R. Radd, PhD

Reference: Teaching and Counseling for Today’s World