Session 2
How the Brain Affects Behavior: How Emotional, Attributional, and Behavioral Competencies Combine to Facilitate Self-Management
[Total Session Time: 50:09 minutes]
- The Interdependent Components of Self-Management
- The Physical, Emotional, Attributional, and Behavioral Connections to Self-Management
This session first revisits the definition and interdependent components of students’ social, emotional, attributional, and behavioral self-management. It then describes the elements that help students to be (a) physically or physiologically healthy; (b) emotionally aware and in control from a neurological and brain-behavior perspective; (c) able to recognize how their expectations, beliefs, attitudes, and attributional thoughts affect both their emotions and behavior; and (d) motivated to learn and use their interpersonal, social problem-solving, conflict prevention and resolution, and emotional communication and coping skills.
During this discussion, there are videos that further discuss the relationship between how children grow up, their neurological development, and their behavior, and one video graphically addresses the impact of trauma and chronic stress on the brain-behavior connection.
The session concludes with a drill-down that describes the specific social skill behaviors that students need to learn in order to facilitate their academic and social-emotional development and self-management.
Feature Presentation
Presentation Handout
2 2 Session 2 Brain Behavior and Self-Mgmt Handout 3 2022.pdf
Presentation Audio Only
Quiz
Quiz Answers
Resources
Cantor, P. (2020). Stress and the brain. New York: Turnaround for Children.
4 2 1 Stress-and-the-Brain_Turnaround-for-Children.pdf
Therapist Aid, LLC. (2017). Common triggers of teen stress. Jacksonville, FL: Author.
4 2 2 Common Emotional Triggers of Teen Stress.pdf
Rosenzweig, J. M., Jivanjee, P., Brennan, E. M., Grover, L., & Abshire, A. (2017). Understanding neurobiology of psychological trauma: Tips for working with transition-age youth. Portland, OR: Research and Training Center for Pathways to Positive Futures, Portland State University.
4 2 3 Understanding Neurobiology of Psychological Trauma.pdf
Eklund, K. & Rossen, E. (2016). Guidance for trauma screening in schools. Delmar, NY: The National Center for Mental Health and Juvenile Justice.
4 2 4 Guidance for Trauma Screening in Schools NASP.pdf
Lesley University Center for Special Education. (Undated). Trauma-sensitive school checklist. Cambridge, MA: Trauma and Learning Policy Initiative of Massachusetts Advocates for Children and the Legal Services Center of Harvard Law School.
4 2 5 Trauma Sensitive School Checklist.pdf
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Homework
August 8, 2020 Blog (Knoff, H.M.): “Why Stress-Informed Schools Must Precede Trauma-Informed Schools”
4 2 6 Why Stress-Informed Schools Must Precede Trauma-Informed Schools.pdf
January 11, 2020 Blog (Knoff, H.M.): “Trauma-Informed Schools: New Research Study Says ‘There’s No Research’”
4 2 7 Trauma-Informed Schools_ New Research Study Says “There’s No Research”.pdf