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The Siena School Blog

Archive for the "Social and Emotional Health" Category

10 Experiential Self-Care Lessons in a School Day

May 21, 2020
By Holly Rothrock, Counselor at The Siena School
distance learning, mental health, mindfulness, anxiety management

Stress management and self-care tools are needed for our students in normal times, but it’s especially important to offer these tools now. 

How do we as educators and counselors keep teaching students about self-care and stress reduction when so much has changed—and continues to do so? When possible, practicing the following exercises virtually alongside our students allows them to feel the benefits in the moment and take them outside class time. 

distance learning, mental health, mindfulness, anxiety management, breathing Mindful breathing: While teaching the biology of deep breathing and its activation of the parasympathetic nervous system can be helpful, practicing the following breathing exercises can allow students to feel a sense of calm immediately after the practice. Some breathing exercises to note are:

mental health, mindfulness, anxiety managementProgressive muscle relaxation: You can guide students through a brief relaxation exercise of tensing specific muscle groups and then relaxing that muscle group completely. Continue this from head to toes. This is a great stress reliever that students can easily do on their own.

 Mindfulness: There are numerous ways to practice mindfulness, many of which our students might be doing every day. Grounding exercises help students better understand the concept of paying attention to the present moment without judgment. A simple way to introduce the concept of mindfulness is to have students practice the 5 senses by naming:

  • 5 things they can see, 
  • 4 things they can hear, 
  • 3 things they can feel, 
  • 2 things they can smell, and 
  • 1 thing they can taste.  

mental health, mindfulness, anxiety management Positives: Research has shown us that when people list 3 Good Things that happened during their day for a period of at least two weeks, they have lower stress and anxiety. Having students list 3 Good Things, big or small, regularly encourages them to focus on the positives in their lives. For instance, Siena teachers and students shared some early positives from our move to distance learning. 

mental health, mindfulness, anxiety management Gratitude: Ask students to write a letter of gratitude during a class and what they appreciate about a person, object, topic—or even themselves. 

mental health, mindfulness, anxiety management, emotions Emotion check-in: Create a routine in which students label how they are feeling. This can be done through a Google form or in other creative ways; educators can offer new emotional vocabulary to help students expand their (evolving) feelings. 

mental health, mindfulness, anxiety managementControlling what they can: Ask students to draw a circle on a page and write things they can control inside the circle: e.g., their attitude, their perspective, their hygiene, their next meal or drink, how they spend their time, how they care for themselves, and so on. On the outside of the circle, ask students to write things they cannot control at this time; e.g., how others act, the virus, when things will open, etc. Identifying what they can and can’t control can help assuage students’ anxiety, as well as ground them in the moment.

mental health, mindfulness, anxiety management, creativity Creative projects: Often when students engage in creative endeavors, they are naturally practicing mindfulness. After working on a project, ask students to reflect on how they felt while doing it. 

mental health, mindfulness, anxiety management, movement Movement: Whenever possible, add movement into your lessons. For example, there are many chair yoga poses or other quick bursts of movement that students can do. See this blog post from Siena for how teachers keep students (and themselves!) moving during online classes.

distance learning, mental health, mindfulness, anxiety management Self-care: Ask about your students’ self-care routines. Encourage them to name ways they take care of themselves. Normalize self-care and allow students to share this with one another; hearing from their peers may just encourage them to adopt a new tool. If they’re reticent about sharing, consider giving them some suggestions based on your own self-care techniques. (See below for an example of a weekly wellness challenge.) 

Anxiety management and attention to mental health will continue to be important in the coming weeks and months. Getting students to think now about self-care and anxiety management not only helps them finish the school year; it also sets them up for similar practices in the summer when they might miss the structure of school. 

As teachers, counselors, parents, and others in students’ support networks are caring for our whole selves, we can keep ensuring that students know how to care for themselves and others. 


 

Caring For Our Whole Selves: Tips and Resources

March 20, 2020
By Holly Rothrock, Counselor at The Siena School
distance learning, mental health, mindfulness, anxiety management

While we’re all being extra-aware of physical health and wellness, remember that our mental health, anxiety management, and self-care are important as well. We’re learning more each day about what to do to keep ourselves and others healthy physically. There are also resources to help support your own and your family’s mental health during this time of distance learning.

Note: The Siena School does not endorse or assume responsibility for any of the programs, services or individuals listed below. This list is solely for the reader’s information.

 

2-1-1 Maryland

2-1-1 Maryland is partnership of four agencies working together to provide simple access to health and human services information. 2-1-1 is an easy to remember telephone number that connects people with important community services. Our specially trained call specialists answer calls 24 hours a day, every day of the year.

Learn more here

Child Mind Institute

In addition to numerous articles helping parents navigate this challenging time, the Child Mind Institute is offering the following clinical and supportive resources:

EveryMind

During this time of heightened anxiety, EveryMind is encouraging people to utilize their phone, text, and chat call specialists. They are available 24/7 to listen and provide support. This service is free and open to all members of the community. You do not have to be in crisis to connect with EveryMind. Reach out even if you are just looking for ways to support someone you are concerned about.

Call/Text: 301-738-2255

GoZen

GoZen is a suite of educational programs and tools designed to give parents and practitioners what they need to arm kids with essential life skills to not only manage anxiety but to live with deeper engagement and purpose.

During this challenging time, GoZen is offering video chats by four experts to discuss the myriad of challenges that families are navigating.

Helping Kids Play Independently - Avital Schreiber-Levy

Helping Kids Manage Coronavirus Fears - Dr. Laura Markham

Helping Parents Navigate Life Changes Due to Coronavirus - Dr. Shefali Tsabary

Applying Mindfulness to Quell Anxiety - Dr. Elisha & Dr. Stefanie Goldstein


Resources to Help Manage Anxiety

Counselor Keri Blog Post: Helping Kids Who are Worried About the Coronavirus

Counselor Keri: Worry Warrior Videos for our 4th-6th grade students

NY Times Article: 5 Ways to Help Teens Manage Anxiety About the Coronavirus

CNN Article: How to Keep Coronavirus Fears from Affecting Your Mental Health
 

Resources to Help Manage Anxiety - Apps/Online Activities

Calm: Free Curated Resources for Guided Meditations, Calming Sounds, Movement, etc

Reach Out Australia: Various apps to help manage stress and anxiety 

Positive Psychology: 25 Mindfulness Exercises and Games

Free Mindfulness Classes: For Elementary Students

Note: We do not endorse these apps. Check the privacy and appropriateness for your teen.

Our physical and mental health are strongly connected, and you can get the support you need to maintain both for your family—and yourself. Siena will continue to share valuable tips and ideas as we learn more about how to take care of our whole selves. Help is available online and in our communities

Mental Health Awareness Month

May 14, 2019
By Holly Rothrock

Written by Holly Rothrock, Counselor at The Siena School

Mental Health America (MHA) was founded in 1909 by Clifford Beers, who suffered from a mental illness and was subjected to much abuse as he sought treatment. As a result, he helped found MHA to bring awareness of the need for more humane and effective mental health treatment. In 1949, MHA established the month of May as Mental Health Month to destigmatize mental illness and promote treatment options. 

A lot has changed in our culture's perception of mental health since the inception of Mental Health Month, 70 years ago. In the early part of the 20th century, mental health was often a taboo subject and considered a private family matter. Individuals suffering from mental health issues were often institutionalized and suffered discrimination and abuse. Throughout the years MHA and other organizations have fought for comprehensive prevention and treatment. Thankfully through education, the stigma that was once associated with having a mental illness is diminishing but there does remain many misconceptions which is why continuing education programs for the public are imperative.  

According to the Department of Health and Human Services, in a given year, approximately 46 million Americans are affected by mental illness and one in five youth experience a mental health disorder. In fact, half of the individuals living with mental illness experienced the onset of their illness by the age of 14. Educators have long known that a students' mental health impacts learning.  As of 2018 only two states, New York and Virginia, mandate that mental health is taught in schools.  The expectation is that by educating youth, students will be better able to recognize the signs of mental illness in their peers and in themselves and reach out for help. Many organizations are pushing for other states to mandate mental health in health curricula. 

At The Siena School, we believe strongly that the health curriculum should be comprehensive and include physical and mental health lessons. Starting in elementary school, we introduce mindfulness as a healthy coping strategy. Recently, elementary students focused on a lesson that incorporated listening skills and mindfulness. Using a singing bowl, the students were instructed to listen until they no longer heard the vibrational sounds, they were then challenged to listen for sounds outside of the room. We then make the connection between this activity and active listening. We feel students respond best by both practicing various mindfulness activities and understanding the biology behind why it works; we incorporate lessons about how mindfulness allows for different regions of our brain to communicate with each other.  

In middle school, we begin our discussion on stress and the science behind stress. We want students to recognize that some stress is needed for motivation and can be a healthy part of human functioning. Throughout middle school, we are brainstorming healthy coping strategies and specifically which individual strategies work for each student. In one lesson, we explore our individual strengths. We talk about personal challenges, or as students labeled it, "turbulence", and explore which of these identified strengths will help us cope during this "turbulence". 

For our high school students, The Siena School hosts health workshops. We have had outside speakers come in to discuss personal experiences with mental illness.  An important part of the curriculum is talking about the signs of common mental health disorders as well as review the myriad of treatment options. These workshops are designed to show students that treatment is available and it works.  We also focus attention on the benefits of exercise, sleep, nutrition, and social support to our mental wellness.

Family communication is an important component of our mental health education.  We have hosted a respected psychologist to speak with our families to answer questions about the difference between developmental changes and when to seek outside guidance. The Siena School shares relevant studies and resources in newsletters and letters to parents.

Our mental health is integral to being able to function and learn.  Taking a holistic approach to our health is necessary. The more we bring awareness to mental health, the better-equipped students and families will be to taking charge of their mental wellness.


Below are some other resources that may be helpful for parents or educators when learning about or discussing mental health.

Child Mind Institute: The Child Mind Institute is a great resource that explores both mental health and learning differences. It has a symptom checker that provides access to relevant resources based on a questionnaire. 

National Alliance on Mental Illness: This NAMI page offers tips on how to help your child if they have been diagnosed with a mental health condition.

National Institute of Mental Health: This NIMH page lists behaviors that might warrant a mental health assessment as well as links to find treatment providers in specific areas. 

Society for Adolescent Health and Medicine:  Lists a variety of online resources for specific mental health disorders and concerns. They also link to treatment service locator toward the bottom of the page.

Bringing Fun to Middle School with the Circle of Power & Respect

April 09, 2019
By Beth Fabijanic

Written by Beth Fabijanic, Humanities Department Chair and Middle School English Teacher at The Siena School
When I tell people that I teach middle school, their reaction is often, "Wow, I could never do that!" But the truth is the middle school teachers who I know love the daily challenge we face teaching middle-schoolers who are bridging the carefree elementary years and the pressure-cooker that is high school.

As middle-level educators, we believe that much of our job, beyond developing our learners' academic skills, lies in considering and meeting the unique needs of middle-level students as individuals not just learners. The Association for Middle Level Education's (AMLE) position paper, This We Believe: Keys to Educating Young Adolescents, has defined how middle school programs are designed. Two of the most important of the sixteen tenants are:

  • The school environment is inviting, safe, inclusive, and supportive of all.
  • Organizational structures foster purposeful learning and meaningful relationships.

In line with AMLE, the Origins Program's Developmental Designs (DD) approach succinctly defines the needs of the middle-schooler as fun, competence, relationship, and autonomy which join with supportive community, motivating instruction, and social-emotional skills, to create an engaged learner. 

One way that Siena provides for these needs and sets the tone for purposeful learning is with our regular "Circle of Power and Respect," meetings, CPR for short. In small advisory groups of 12-14 students, students and advisors/teachers spend time building community and relationships. The students come from all three grades but join together as a group. Each CPR meeting has four components: greeting, sharing, news, and games. 

Greeting and Sharing
By greeting each other, our students create an inclusive community. They practice basic social skills like making eye contact, shaking hands, and acknowledging people by name. After greeting, we share, from simpler to more complex formats as the school year goes on. In the fall, students might share a one-word answer to a question such as "What is your favorite color?".  Later in the year, students share more personally such as vacation plans or debating a current social issue as a group like "What's your favorite consumer technology?". We cultivate a listening dynamic by focusing on the give-and-take (i.e. in a whole group share, we only hear one voice at a time) and asking each other questions to deepen the conversation. As the school year progresses, we see new friendships develop across grade levels and students' conversational skills flourish.

News
The daily news takes many forms such as thought-provoking facts about history, science, popular culture, and current events as well as reminders of school events. 

Students often leave CPR heading out to first period, still talking about the daily news. Since we use the same daily news in every classroom, these are also topics that students may discuss with other middle-schoolers. Reminders of upcoming school events help support our students' time-management skills.

Games
To meet the students' needs for fun, we play games together such as hand hockey or "Evolution", a pantomime version of rock, paper, scissors where students evolve from a rock to a chicken, to a dinosaur, then to a king as they win rock, paper, and scissors matches. 
 

Sometimes the games might have a winner, but typically, the games prompt us to work together to achieve a goal. Our games become increasingly complex as the year goes on, and we return to old favorites. After playing, we reflect on strategy or ways to improve gameplay. Students often create new rules or suggest ways to increase the challenge level. Strategizing gameplay, playing together and reflecting on achievements and challenges within the game creates a shared, active and reflective mindset among students and teachers to start the school day.

The most popular games at Siena are:

  • Hand Hockey
  • Heads up, 7Up
  • Knots
  • Coin Toss - Hand- Squeeze
  • Laser Eyes / Look up - Look down

To see the list of games CPR uses, click HERE.

When we recognize and find valuable ways to fulfill our middle schoolers' needs for fun, relationships, competence, and autonomy throughout the day, we are all better prepared to weather the challenges of middle school.

The Benefits of Celebrating Kindness

March 27, 2019
By Holly Rothrock

Written by Holly Rothrock, Counselor at The Siena School

The Siena School recently concluded its fourth annual kindness week. We know from their daily interactions that our students at The Siena School are kind and empathetic. In fact, research Kiley Hamlin at the University of British Columbia, proved that children are wired to be kind. Celebrating and encouraging kindness has many benefits; for the recipient and especially for the person being kind.

Some of the benefits of kindness include the release of neurochemicals, dopamine and serotonin. Dopamine is released when we experience something rewarding or pleasurable; when we are kind, our dopamine is boosted giving us a “helper’s high”. Serotonin is associated with a sense of well-being. Being kind also strengthens relationships: when someone shows kindness to another person, it releases oxytocin which is the chemical known for creating bonds between individuals and building social trust. Multiple studies have also shown that when we are kind to another we are more optimistic and positive.

What did Siena’s Kindness Week look like this year? Colorful cards that read “The world needs more people like you” and “You are more than enough” were plastered on the students’ lockers. To download these printable cards, click here. Our student Kindness Committee created a video for the student body that depicts “kindness contagion”, the notion that when someone performs kind act for us, we are more likely to engage in kind behaviors as well. Students were also “Undercover Kindness Agents”. They picked names and were encouraged to perform anonymous acts of kindness. The students later reflected on the impact of their kindness, both on themselves and on the recipient.

Being intentional about kindness is another way to take care of ourselves. When we act in kind ways, we are improving not only the lives of others but our lives as well. Our kindness week succeeded in motivating our students towards acts of kindness and demonstrated the immediate benefits of their benevolence.

What's that Got to Do with Me? Social-Emotional Learning in the Classroom

January 31, 2019
By Maya Furukawa
Written by Maya Furukawa, Middle School English Teacher at The Siena School.
 
Why social-emotional learning?
According to Merriam-Webster, a school is "an institution for the teaching of children." It should thus come as no surprise that teaching expands beyond the confines of the academic. Grammar, punctuation, reading comprehension, and written language expression are all necessary and important parts of education; however, we would be remiss if we were not to apply the "teaching of children" to the areas of social-emotional growth.
 
What is social-emotional learning?
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a fantastic resource for social-emotional learning (SEL). It provides insight not only into the core SEL competencies but guidance on how to identify and nurture those competencies. These five main competencies include:
  • Self-awareness
  • Self-management
  • Social awareness
  • Relationship skills
  • Responsible decision-making
These are the competencies that make us successful in our day-to-day interactions. They are the skills which help us"read" a room during a presentation or self-motivate when we are behind on a deadline. In our personal lives, these are the skills which keep us from telling our partner that their outfit isn't as becoming as they think or empathize with a friend who is going through a difficult experience. These are the skills we use instinctively every day, but like all skills, they were finely honed by those around us as we grew and developed.
 
What does this look like in the classroom?
SEL looks different in every classroom. In my English classroom, "why" questions regarding characters' motives are often a good place to start. For example, while reading Twelfth Night by William Shakespeare, I might ask students:
  • Why did Viola disguise herself as a man?
  • Why does Antonio follow Sebastian into town, even though it is dangerous for him?
As students examine characters' motives, they will be forced to similarly examine their own. This indirect connection allows students to develop important social-emotional skills without saying so overtly.
 
That said, a more direct approach works as well. During my unit on The Outsiders by S.E. Hinton, students complete an assignment entitled "Outside Crisis." Students are asked questions based on Ponyboy and the Greasers' decision to keep their crisis to themselves. The assignment begins by asking students to provide advice to others regarding what to do in a crisis. They are then asked to identify more specific, personal things, such as:
  • Who we can turn to in a crisis?
  • What community services we can use in a crisis?
Lastly, students are asked what they would do: would they tell an adult about a problem they are unable to resolve? Would they help a friend in need? Through these more direct activities, students are pushed to relate directly to the characters and apply their individual social-emotional analysis skills to the situations.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
The Gist
Schools are meant to teach the "whole student." This includes the scientific process, Algebra, essay composition, and music. It includes the history of World War II and how to draw from different perspectives. But it also includes how to relate to your peers or control your impulses. Educating the whole student means working through academics, social skills, emotional management, and so much more.

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