When Stress Makes it Harder to Listen
From Susan Hopkins, EdD | Executive Director This reflection was originally published in The MEHRIT Centre newsletter. Sign up for
From Susan Hopkins, EdD | Executive Director This reflection was originally published in The MEHRIT Centre newsletter. Sign up for
Sometimes, in the middle of a busy day, we don’t need more information. We need something that helps us reconnect
Start with the core ideas, then follow the path that matches what you want to understand next.
Understand the full picture of stress. Explore biological, emotion, cognitive, social, and prosocial stress, and how stresses across the Five Domains interact.
Explore the science beneath what we see and experience. Go deeper into stress and energy, brain-body states, self-regulation and self-control, behaviour, co-regulation, and resilience.
Put the Self-Reg lens into practice. Explore the Five Steps: Reframe, Recognize, Reduce, Reflect, and Restore, and how they create a pathway for understanding stress and finding restoration.
Learn about applied Self-Reg in practice. Explore Energy-Centred Teaching, Self-Reg Havens, and the Self-Reg Journeys for applied Self-Reg
10 Comments
It is so very true that kids/students sense alot of things .They sense that Negative energy from individuals. Like the saying goes Leave your private life and troubles at the door, Although this maybe difficult for some we have to learn to do so.
Thanks for your comment, Tan! I wonder how we can do this when it’s a challenge. How might we support adults in self-regulating? Thoughts?
Aviva
One thing that I have learned, and practice daily is allowing myself, to know when I need to switch off with another staff member and take a break from the situation because I am not in the right space at that time to support that child. I used to look at it as I can’t do that this is my job have to deal. When really, it’s better to step away collect yourself and come back and try again when you have had time to breathe and think of your next steps. This is very hard to do but is such a very important step so we can lend our students our calm when they need it the most.
Thanks for sharing this approach, Suzanne! Can you tell more about the impact that this has had with later resolving the problem? I would love to hear more.
Four frames of ECT–protect, connect, collect, and detect–are great tools for relationship building. Healthy relationship is the key to work with children.
Thanks Baljit! I agree that this healthy relationship is so important. What do these four areas look like in your experiences? I would love to hear more.
Aviva
protecting means creating a safe space where kids feel secure enough to take risks. Connecting is about meeting them where they are.When we use these frames, we stop focusing on behavior control and start focus on co-regulation, which changes everything in the classroom.
Thanks Magali for sharing your thoughts. I’m wondering more specifically about what protecting and connecting might look like in the classroom. What do you think?
Aviva
I really liked the idea of the 4 ECTs: Protect, Connect, Collect, and Detect. These steps show how important strong relationships are for supporting students. They reminded me to take the time to understand each child and their individual needs.
Thanks for the comment, Sara! What are some ways that help you connect with and understand kids more? I would love to hear more.
Aviva