Relationships, Technology, and Mental Health
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Presented by students from the Blue Valley Center for Advanced Professional Studies (CAPS) Teacher Education Program. Technology has had a positive place in education with its resources for learning and communication, but it also has received negative press considering addictions to devices, time on task, and isolation of students. Students, however, feel that they are not connected to devices but rather connected to a network and community in which they live. Educators could feel more comfortable with this concept if technology could be viewed as an asset rather than a distraction. Join us to hear from students on how teachers can leverage technology to not only build better relationships with students and each other, but also as a way to promote mental health, confidence, positivity, and acceptance into a lifelong community of learners. This session is created by and presented by eleventh and twelfth grade high school students who are a part of a Teacher Education program at the Blue Valley Center for Advanced Professional Studies. They work with practicing teachers and their students and also research and study innovations in learning.
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Relationships, Technology, and Mental Health
- 1. & Blue Valley Center for Advanced Professional Studies
- 4. Taylor Falkner 2nd Year CAPS TEACHER ED Kansas Educators Rising Co-Vice President @educatorsrising @edrisingks
- 7. @youthworxgood @kidgritedu @jeffreyljordan 25 Stories from young adults about successful navigation through change --------------------------------
- 8. “Schools and systems of education that do not embrace digital learning and place a high emphasis on standardization will always fail to resonate with our students.” -Cort Monroe Ed.D
- 10. How do kids with special needs benefit from peer mentors in the classroom? -Relationships outside the classroom -Socialization -Behavior Models How do the students benefit from building relationships with their teachers? -Improves student attitude -More likely to ask for help LetMeTalk Peer Mentors ONLY 55% of T E A C H E R S reported receiving training in SOCIAL-EMOTIONAL LEARNING according to a nationwide survey. EducationPost.org
- 11. ● Relationship building through exchange of positive events ● More student/teacher engagements ● Pressing into students + care = high performance Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses On Achievement. Routledge. Student-Teacher Relationships
- 12. Johnson, David W. “Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization.” Chicago's Charter High Schools: Organizational Features, Enrollment, School Transfers, and Student Performance | UChicago
- 13. Middleton, M. J., & Midgley, C. (2002). Beyond Motivation: Middle School Students’ Perceptions of Press for Understanding In Math ure
- 14. THE POWER OF CREATIVE THINKING - The use of imagination or original ideas to create something - Build connections within a digital community https://ifaketextmessage.com/
- 16. ● Improved communication ● Provided digital models ● Encouraged online group collaboration ● Provided opportunities for open education How does technology improve the ability to work, to learn, and to develop relationships?
- 17. ● Change in student & teacher roles ● Increased motivation/self esteem in students & teacher Technology Strengthens Classroom Environment
- 19. Kids aren't addicted to technology, they are addicted to the relationships they have built through it. Certain apps can help enhance student learning and help them to build better relationships.
- 20. Positive use of these apps can help students learn!
- 21. Gaming In Classes - Video games connecting teachers and students alike (Optional Teaching Method) - Example: Battlefield 1, Valiant Hearts: The Great War, Class Craft)
- 22. Mental Health
- 24. Mental Health in the Classroom ● Addressing students to help their mental health ● Express empathy ● Avoid argument ● Affirm, reinforce, and complement ● Positive Feedback ● Acknowledging failure and success equally Activities that are helpful in the classroom ● Yoga ● Walk in my shoes activity ● CBT thought record ● Mood tracker
- 25. Implementing Brain Breaks What is a brain break and why should it be used? ● Incorporating short bursts of physical movement to stimulate neurological pathways and help both hemispheres of the brain work together, helps with retaining knowledge and reducing stress How can brain breaks help build relationships and better mental health? ● Long periods of sitting can stunt your learning and not allow your full brain to retain knowledge; brain breaks help you become more focused when working ● Allows students a quick breather to relax and interact ● Helps reduce student stress load https://www.realmomnutrition.com/brain-breaks/ https://www.youtube.com/watch?v=cZeM18fPbvI https://www.edutopia.org/article/brain-breaks-restore-student-focus-judy-willis
- 26. Meditation ● 60% of workers in America report being stressed 3 or more work days a week ● Meditation helps you decompress ● You can meditate multiple ways at multiple place 1 minute meditation https://hbr.org/2015/12/how-meditation-benefits-ceos
- 27. Paws to Read ● Helps students with self confidence, fluency, and comprehension. Therapydogs.com https://www.pinterest.com/pin/491666484311659893/ ● Fee to become a therapy dog- $30 annually and a one time new member fee of $10 Benefits Students With: ● Special Needs ● Anxiety ● Depression ● Heavy Stress
- 29. Technology and the Impact on Mental Health “Friendly reminder that doing your best does not mean working yourself to the point of a mental breakdown.” “You don’t have to be positive all the time. It’s perfectly okay to feel sad, angry, annoyed, frustrated, scared and anxious. Having feelings doesn’t make you a negative person. It makes you human.” - Lori Deschene ”Healing takes time, and asking for help is a courageous step.”
- 30. Technology Promoting Positivity Students can feel a sense of accomplishment.
- 31. Mental Health Technology Tools Helpful Video Links: https://youtu.be/kmSinPMVU2U ~School-Link: Caring for the mental health needs of children and young people https://youtu.be/eitRd2Zlvz0 ~Student with Mental Illness Apps: WorryWatch Benefits of Technology: ● Virtual Reality and computer games ● Cheaper solution ● Provides a comfortable and safe environmentAnxiety Reliever
- 32. Reminding Everyone of Mental Obstacles and Liberating from Depression R.E.M.O.L.D App Prototype Wireframe
- 33. Drop Down Options ● Activities/Games ● Recipes ● Exercises ● Hotlines ● Mood Tracker ● Journaling R.E.M.O.L.D App
- 34. Social Media Twitter: @wevegotclass @bvcaps @tammyfry @pozikc Instagram: @capsteachered @pozikc http://tinyurl.com/capsteachered https://bvcaps.yourcapsnetwork.org Thank you for coming to our presentation!
- 35. Additional Resources From your Presenters
- 36. Relationship Building Activities 1 https://docs.google.com/document/d/1s3vu2WOdTHiur-_qgvppjG5siCLqACo65G9cPNZMjr4/edit?usp=sharing HP Maddie - The Human Knot - Control Tower: guides the person with a blindfold through an obstacle course - Scavenger hunt - The Perfect Square: blindfolds trying to make a square - Two Truths and a Lie Jacqueline “Where do you stand” Maddie Four Corners Game-Everyone chooses one option presented on the screen that they comply with. Once everyone gets in their groups, they can introduce each other, talk about their favorite show or car, and build relationships with those people.. Ideas: -Favorite Netflix Show -Dream Car Human Scavenger Hunt- Everyone gets a paper with a list of people traits. We will tell people to walk around the room, find people with those traits, and put their name next to that trait. Now, when you look at a person that you may have met in this activity, you will think of that trait they have. It helps people get to know each other in a fun way. Campfire Stories*- This is an activity that inspires storytelling and improves team bonding. Teams gather in a circle and share their workplace experiences. Along the way, they learn things about each other and relive old memories. Gather your people into groups of 5-10 people. Make some cards with trigger words such as “first day” or “work travel,” Everyone will get into a circle and pass around the cards. One at a time, each person will look at a card, see the trigger word and tell a short story that connects to that.
- 37. Relationship Building Activities 2 Paige Headbands: Have the students each take a piece of paper that has a career name on it and tape it to their heads. Then they go around the room getting hints from other students while trying to guess the career the have on their head. Or if the class knows each other well enough, have the papers have other students in the classes name on them. 4 Quarter Stories: A Game where one student starts the story and then the story gets passed on to the next student and the continue from where the other student left off. Speed: SPEED – 1) Make THREE teams. 2) Each team will send one person to the board. Read a “Speed” question (random trivia). 3) The person with the nearest answer gets ONE point. If their answer is exact then they get THREE points. 4) After answering everyone must put the TOP on the marker. First to do this will break all ties. 5) If you win that round, you stay at the board while the other teams send up their next player. If you win three consecutive rounds, your team gets TEN points. Sal Video Games: Playing multiplayer/ co-op games such as “LEGO Star Wars” or “ Wii Sports” to bond by creatively thinking of ways to overcome challenges and figure out what they like and dislike. Amanda Who is my match? Prepare name tags for every guest with a "match" name tag to go along with it that another guest has. Example, peanut butter and jelly; ketchup and mustard; pens and pencils. Participants will go around the room and introduce themselves and describe the other person's tag to find out who they are and their match.
- 38. Relationship Building Activities 3 Game of Possibilities Time: 5-6 minutes Number of Participants: One or multiple small groups Tools Needed: Any random objects Rules: This is a great 5-minute team building game. Give an object to one person in each group. One at a time, someone has to go up in front of the group and demonstrate a use for that object. The rest of the team must guess what the player is demonstrating. The demonstrator cannot speak, and demonstrations must be original, possibly wacky, ideas. Objective: This team building exercise inspires creativity and individual innovation.
- 39. Relationship Building Activities 4 Ally - Matching game: Hand out cards to everyone and have each card with a match like disney prince and princess, lilo and stitch, etc. and each person tapes it to their back and you have to find your match without talking, peers can be used but it is a quiet activity. Sloan Marshmallow and Toothpick Challenge Divide students into groups of equal numbers. Pass out an equal number of marshmallows and wooden toothpicks to each group. Challenge the groups to create the tallest, largest, or most creative structure in a set amount of time, each member taking turns doing the actual building. Afterward, have each group describe what they made. No-Hands Cup-Stacking Challenge Decide how many students you want in each group and tie that number strings to a single rubber band, making one for each group. Each person in the group holds onto one of the strings attached to the rubber band, and as a group, they use this device to pick up the cups (by expanding and contracting the rubber band) and place them on top of each other in order to build a pyramid
- 40. Relationship Building Activities 5 Katie The Mine Field- Divide the participants into groups of two, and find an open space (parking lot). Place a variety of objects across the open area. One teammate will be blindfolded while the other will have to verbally navigate their teammate through the obstacle without stepping on any of the items. The blind folded participant cannot speak. There can be specific routes the blind folded member has to take to make matters more difficult, or a certain objective the team has to complete. This games objective is to improve on trust, communication, and good listening skills. Lorily Team Storytelling - One person starts with a simplified starter sentence and you go around the room clockwise or counterclockwise. Each person adds a word to the sentence and builds a story out of it. You can go around as many times as the group wishes too, or until everyone feels the story should end.
- 41. Relationship Building Activities 6 Passion project ● Match up into small groups/Partners and talk about your hobbies or passions that you don’t normally get to talk about. Make time for questions from others. Encourage non-educational subjects, while still being appropriate.
- 42. I wish it didn’t happen Fence Campout Embarrassing moment Grounded Lost Warning Dream Animal In a pickle 1st date LOL Autocorrect Car At work Problems while traveling 911 Clumsy moment Sleepover Broken bone 1st day Best advice Proud A student mishap Worst advice *Sample Triggers for Campfile Activity
- 43. Relationships, Mental Health, and Technology: A student-focused conversation Technology has had a positive place in education with its resources for learning and communication, but it also has received negative press considering addictions to devices, time on task, and isolation of students. Students, however, feel that they are not connected to devices but rather connected to a network and community in which they live. Educators could feel more comfortable with this concept if technology could be viewed as an asset rather than a distraction. Join us to hear from students on how teachers can leverage technology to not only build better relationships with students and each other, but also as a way to promote mental health, confidence, positivity, and acceptance into a lifelong community of learners. This session is created by and presented by eleventh and twelfth grade high school students who are a part of a Teacher Education program at the Blue Valley Center for Advanced Professional Studies. They work with practicing teachers and their students and also research and study innovations in learning. Presentation Abstract
Editor's Notes
- YOU TUBE url of the intro video: https://www.youtube.com/watch?v=Zg_dKE_caKk
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- JACQUELINE WEDNESDAY Madelyn TUESDAY
- Stop for campfire activity Maddie Peterson--Tuesday explain campfire activity
- Maddie Peterson--TUESDAY Amanda wednesday Audio: https://drive.google.com/file/d/1R1TmDQiiOKIUKOLmA6ct2NZfPDMBOgcv /view?usp=sharing My Idea: Peer Mentors in the Special Ed Classroom How do peer mentors benefit in a special needs classroom? -Building relationships with students outside the special education classroom -The goal would be to make these students more social -Motivates them to come to school and enjoy it -Students would act as role models for the kids that they would look up to How do the students benefit from building relationships between their teachers? -Students will feel more engaged with the class and work harder -It improves the students overall attitude about the class -Students are more likely to ask for help because they feel more comfortable if they have a good relationship Yellow Graphic- is from EducationPost.org How do these special needs kids communicate with their peers? Technology!! An app that might help these kids communicate with their peers: LetMeTalk Available on the app store Suitable for kids with disabilities such as: down syndrome, autism, cerebral palsy, etc. Acts as a “talker” for these kids who have trouble communicating. Simply click on a picture and the device will read aloud that word. You can build sentences and learn new words too. -explain what peer mentors are -personal peer mentor experience - “I built relationships with some of the students” -talk about app with first part -ADD HEADER
- Hannah- TUESDAY COLE- wednesday Amanda/Savannah/Cole AUDIO: https://drive.google.com/open?id=1nkafeTNJeJCM70X1ReZU1KT_AbZIMkOp http://rbkglobalschool.org/blog/importance-of-teacher-in-students-life.html Studies have shown that by allowing students to interact through regularly scheduled discussions, they can build upon their classroom relationships. This interactive process is known as “social capitalization” which works on building a student’s social capital with peers and advisors. Through asking questions and responding about something a student has had happen or is passionate about makes them more willing to engage with those who seek to know more. This facilitates a positive, confident environment where the students know how to answer questions without pressure or potential failure. http://larryferlazzo.edublogs.org/2010/08/02/the-value-of-sharing-positive-events/ To forge deeper relationships between student-teacher, the educator must come forward being warm, empathetic, and available. Students can see when a teacher is truly invested in their face to face interactions. Furthermore, by pressing students to be their best selves in class is necessary. Encouraging students to try their best and not letting them get away when they “slip through the cracks” with assignments or misbehavior in the classroom sets a standard to the student that the teacher will press them to grow and to succeed in their class and are less willing to slack off. Relationships can be shown different day to day, whether that may be for better or worse. Typical ways of interacting with students can be as follows: (use chart for reference) Authoritarian: high pressure, less empathy. More rigid environmental with a social hierarchy structure that promotes competitive mentality to be #1. Friendly: low pressure, high empathy. More free flowing, student-directed learning. Allows for more mediocrity and chaos in classrooms. However, this also promotes students to learn individually in topics they want to know more about and are more willing to pursue. Aloof: low pressure, low empathy. More indifferent, “going through the motions” type teaching. More passive-aggression is found within students. High performance: a mix of both friendly and authoritarian styles. They have high pressure, high care. They press students to excel in class while also investing in how the course affects the students and how they utilize it within their own lives. http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/teacher-student-relationships/ Clarify bullet points Graph is confusing.
- Sean S--Tuesday COLE- WEDNESDAY AUDIO: https://drive.google.com/open?id=1LU-dLzOSPnbN3QiEQ6q_mxB18Y9W0l_w “In fact, disadvantaged schools with high-quality relationships actually felt safer than advantaged schools with low-quality relationships.” -University of Chicago Urban Education Institute study “Student and Teacher Safety in Chicago Public Schools” -explain graph
- Christian--Tuesday SAVANNAH- WEDNESDAY Amanda Savannah Cole https://drive.google.com/open?id=1ZLMg8MqSXV_GJegteP88BRo8j9ijW0Q Student, teacher Relationships can be shown different day to day, whether that may be for better or worse. Typical ways of interacting with students can be as follows: (use chart for reference) In the top left hand is Authoritarian which is high pressure, less empathy. This creates a more rigid environmental with a social hierarchy structure that promotes competitive mentality to be #1. On the bottom left hand side is Friendly which is low pressure, high empathy. This styles promotes free flowing, student-directed learning. However, it allows more mediocrity and chaos in classrooms. On the other hand, it lets students learn individually in topics they want to know more about and are more willing to pursue. In the bottom left corner is an Aloof style which is low pressure, low empathy. This is least recommended because it’s more an indifferent, “going through the motions” type of teaching. This facilitates more passive-aggression within students. Finally, the read square in the top right hand corner is High performance which is a mix of both friendly and authoritarian styles. This is both high pressure, high care. It presses students to excel in class while also investing in how the course affects the students and how they utilize it within their own lives. http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/teacher-student-relationships/ On any given day, these styles can take over a classroom. Everybody has their moments of weakness and lack to some category. However, for best classroom results, it comes from a predominantly high performance stance of teaching to actively engage students and expect success. -explain graph axis -is press supposed to be pressure?
- HANNAH PATTERSON--Tuesday JADA- WEDNESDAY Creativity is an important tool to take advantage of in the classroom. It builds imagination and innovation and, through different technology devices, can begin to build a network and build stronger relationships. It is said that creativity will be the number one most important thing to emphasis in the classroom in the next five year. There are five different types of creative thinker. Divergent thinking: exploring lots and lots of possible solutions Lateral thinking: thinking outside of the box, or thinking about possible solutions that most would not usually think of, looks for completely new ideas Aesthetic thinking: thinking about things in the sense of beauty and how things look Systems thinking: see how things are interrelated and form a larger “whole” Inspirational thinking: perceiving ideas from something else or someone else, sometimes happens in dreams You can stimulate these learners in the classroom many ways. One thing to do is so make you student ask what if questions. Let them come up with imaginary problems and solutions that apply to real world Let your classroom be flexible. It is so frustrating to enter a classroom on the first day and be assigned a spot that you will sit at for the rest of the year, when you know that you would learn better if you could sit somewhere new everyday. Use technology to connect your students with influencers around the world. Youtube is a great source. There are also other fun things to do such as Fake iphone text. Even most kindergarteners know how texting works, and bringing that aspect to a lesson would be so fun. And teaching students how to be creative and yet have a safe relationship with technology not only builds a bond between student and teacher, but also begins to build relationships for the future. https://drive.google.com/open?id=1WcCx6nQDBEC13q9R-JQQ2x1_-E60Cy86 -redo title and rethink meaning -talk how creativity comes from building great relationships -rethink what slide is really saying
- Katie George AND Madelyn Slaney--Tuesday KENZIE- WEDNESDAY “Education is evolving due to the impact of the Internet. We cannot teach our students in the same manner in which we were taught. Change is necessary to engage students not in the curriculum we are responsible for teaching, but in school. Period.” Online group collab- learning communities, students can teach teachers on technology and create a back and forth between students and teachers. How technology improves relationships between students and teachers, and how it improves their ability to learn (helping each other with school work). Improved communication- No matter what activity your students are participating in, effective communication is necessary. Ever since technology has emerged in classrooms, communication has become much easier and the flow of education has been improved. The classroom can turn into a community, where teachers can assign projects to their students and the student can ask questions and ask for clarification if needed. In addition, students can interact with each other with ease with their school related concerns and help one another. Digital Models- For some students, traditional learning does not work for them and it’s difficult for them to understand what they’re being taught. Digital models can help students learn better and also get familiar with the modern day world and its technological advances. Having digital models and simulations has also been proved to be a helpful resource for teachers who find it difficult to explain certain concepts within the boundaries of a physical classroom. Teachers can prepare lessons in a more strategic manner by including all different kinds of models,types of text, activites, and interactive control for students. Online group collab https://drive.google.com/open?id=1RebFW6N64XfjZQvZQB9uw8Cxgi5J5s5C Open Education- -reword title -make title parallel -explain bullets
- Kristin Tira--Tuesday Sloan Logsdon--Wednesday Change in Student and Teacher Roles When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast Technology use allows more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity More collaboration between students w each other & student w teacher, thus enhancing all of the relationships in the classroom Increased Motivation and Self Esteem a greater willingness to write or to work on computational skill Teachers also frequently cite technology's motivational advantages in providing a venue in which a wider range of students can excel. Compared to conventional classrooms with their stress on verbal knowledge and multiple-choice test performance, technology provides a very different set of challenges and different ways in which students can demonstrate what they understand (e.g., by programming a simulation to demonstrate a concept rather than trying to explain it verbally). Both the increased pride they feel after mastering technology-based tasks and their awareness of the value placed upon technology within our culture, led to increases in students' (and often teachers') sense of self worth https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html Voice over -add animations -graphics come in one at a time while talking - one pic at a time OG: Technology improves the overall attitude of and relationships in the classroom environment when used effectively.
- Maddie Peterson--Tuesday Sloan Logsdon--Wednesday See audio on slide 27
- Macy Talkington--Tuesday LORILY-WEDNESDAY Kids aren't addicted to their technology they are addicted to the relationships that they have built through their technology. We have a need for human connection and technology is something that allows us to connect with people from a distance. Apps such as Skype, Facebook, and Snapchat allow us to communicate and keep in touch with people who we don't always see.Technology triggers pleasure systems in the brain similar to the ones that substances do. YouTube is an app where people can find videos that are very relatable to their everyday lives. It can help kids feel like they aren't alone in the world. Certain games also allow people to connect and have friendly competition with one another. They also are a fast way to communicate when you just need to say something quick. Everything we do on our phones replaces something we were doing in the past. For example books, TV, radio, etc. There are still many concerns when it comes to technology but as long as kids are monitored it's not a bad thing and can be used to enhance children's everyday lives. Google docs can be used for students to collaborate and share their work. Audio Recording: https://drive.google.com/open?id=18GaP9judJtZLCIasYpLPoT-PQ2_Oogxw https://www.hazeldenbettyford.org/articles/fcd/teen-technology-addiction https://www.inc.com/geoffrey-james/no-youre-not-addicted-to-your-phone-neither-are-your-kids.html
- Hannah P AND MACY--Tuesday JADA-WEDNESDAY
- Christian--Tuesday Sal--Wednesday Sal norris Allows students and teachers to enter a different way of learning history through “simulation” of World War One. “Story Information Cards”. Playable Factions: Imperial German Army, Ottoman Empire, Russian Army, Royal Marines “British”, British Army, United States Army, Austro-Hungarian Empire, Red Army, Royal Italian Army, French Army, White Army, Australian and New Zealanders Army Corps, Allied and Axis Tank, Flying Corps, Naval, and Cavalry Regiments. “In The Name of the Tsar” - Russian Storyline “Apocalypse” - Based off of most Devastating WW1 Battles “They Shall Not Pass” - French Storyline “Northern Tide” - Australian/New Zealanders Storyline Story Missions: “Nothing is Written” - Based on Arab Revolt w/ the Lawrence of Arabia “Friends in High Places” - Based primarily on the introduction and involvement of Aerial Combat for the first time, uses Salmson 2 (Attack Plane). “Through Mud and Blood” - Based on the introduction of Tank Warfare, uses Mark V Landship. “Avanti Savoia!” - Based on the Italian Arditi ( Italian version of Shock Troopers) fighting in the Italian Alps to push back the Austro-Hungarian forces. “The Runner” - Based on the failed “Gallipoli Campaign”, play as a Message Runner for the Australian and New Zealander Army Corps. “Epilogue” An overall message to explain to players the gravity of remembering. https://youtu.be/pvzEZ1Sq4tI ( Battlefield 1 Trailer Historical Analysis) https://youtu.be/qYDA5usUzmg (Gameplay Analysis) https://youtu.be/sh6sTblFyPk ( “In The Name of the Tsar”, “They Shall Not Pass”, Trailer Breakdown) ((( All sources are from a channel known as “The Great War”. Primarily based on WW1 Historical Discussion/Explanation. ALTERNATIVE GAME: (VALIANT HEARTS: THE GREAT WAR) https://youtu.be/MP8q5F6dFqQ https://stmed.net/wallpaper-219718 “While films are a very visual and emotional artistic medium, video games take it one step further into the realm of a unique personal experience”. - Jet Li (Chinese Film Actor) “Normally, improving contrast sensitivity means using glasses or surgery to correct the eye. But we've found that action video games train the brain to process visual information more efficiently and improve vision”. -Daphne Bavelier (Professor at the University of Geneva located in Geneva, Switzerland)
- Maddie Nei--Tuesday AMANDA- WEDNESDAY
- Sean--Tuesday Lorily--Wednesday
- Kristin Tira--Tuesday Ally--Wednesday Ally LESS WORDS
- Kristin Tira--Tuesday SAL-WEDNESDAY 60% of workers in America are stressed 3 or more work days a week. Meditation helps you decompress by taking longer breaths, causing your brain waves to slow down. You can meditate multiple ways at multiple places. You can meditate with apps, music, and videos online, at home, at work, in school We thought that the picture that was deleted was 1) too blurry and 2) didn’t connect well. Find something more connective to the idea. Love, Savannah :) what do the bullets mean? https://drive.google.com/open?id=1VJf5W_rYnaiqvslQ8GnEM4MfAubvGY5I
- Christian Spitz--Tuesday Jaqueline AND SAVANNAH--Wednesday
- Madelyn Slaney-- Tuesday KENZI- WEDNESDAY Need to connect quotes to the header- how does this relate to technology?
- Sean Suchma--Tuesday SAVANNAH-WEDNESDAY Research- http://blog.mimio.com/promote-positive-student-behavior-through-technology -Drastically changes outcome for students. -Changes how students view school.How Technology would promote better confidence and positivity (Positive Outcomes). Teachers say students have a better willingness to work on computational skills. Students would feel a sense of accomplishment and satisfaction with immediate feedback from the computer. http://www.pewinternet.org/2013/01/04/section-6-overall-impact-of-technology-on-the-arts/ https://edtechmagazine.com/k12/article/2012/08/why-teachers-want-technology-infographic
- Maddie Nei--Tuesday Ally-WEDNESDAY Educators face the simple fact that, often because of a lack of resources, there just aren't enough people to tackle the job. And the ones who are working on it are often drowning in huge caseloads. Kids in need can fall through the cracks. And yet most children — nearly 80 percent — who need mental health services won't get them. The U.S. Department of Health and Human Services recommends at least one nurse for every 750 students, but the actual ratio across the country can be much higher. “Up to one in five kids living in the U.S. shows signs or symptoms of a mental health disorder in a given year.“ -Mental Health In Schools: A Hidden Crisis Affecting Millions Of Students, Meg Anderson https://youtu.be/kmSinPMVU2U https://youtu.be/eitRd2Zlvz0 Helpful Solutions: -Allowing flexible deadlines or letting the student have an option to re-do work so they feel more confident turning it in. -Helping the teacher to recognize escalating anxiety in a child and equipping them with the tools to intervene and help the child to implement strategies that help manage their anxiety. -Pre-planning for group discussions to help reduce their anxiety about what they will share or say. -Make plan for what to do when they are unable to focus due to worries. -Allow for breaks or opportunities to de-stress. (http://www.acmh-mi.org/get-help/navigating/problems-at-school/) Significant indications of mental illness in students: https://cpr.bu.edu/resources/reasonable-accommodations/how-does-mental-illness-interfere-with-school-performance/ -marked personality change over time, -confused thinking; strange or grandiose ideas, -prolonged severe feelings of depression or apathy, -feelings of extreme highs or lows, -heightened anxieties, fears, anger or suspicion; blaming others, -social withdrawal, diminished friendliness, increased self-centeredness, -denial of obvious problems and a strong resistance to offers of help, -dramatic, persistent changes in eating or sleeping habits, -substance abuse, -thinking or talking about suicide. Goals: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1525289/ -Directly facilitate physical, social, and emotional development; -Minimize psychosocial and mental health problems; -Identify, correct, or at least minimize problems as early after their onset as is feasible; -Provide for coordinated treatment of severe and chronic problems; and -Provide services for severe-chronic psychosocial/mental/physical problems. Among Americans ages 10 to 24, suicide is the third-leading cause of death. Yet estimates show that almost half of all children with those emotional or psychological conditions don’t receive either medication or psychological services, and only 7.4 percent of adolescents report visiting with a mental health professional over the course of a year. https://www.the74million.org/the-hidden-mental-health-crisis-in-americas-schools-millions-of-kids-not-receiving-services-they-need/ Benefits of Technology for Mental Health: Researchers at Yale are using virtual reality and computer games to understand the feelings and emotions of social rejection with people who have personality disorders. This could lead to new ways of eliminating bad memories and experiences that these people have experienced. In the classroom, teachers can use uplifting games and virtual reality to allow a comfortable and safe workplace for children who are struggling with their mental health. The app Worry Watch is an anxiety journal for self-monitoring chronic worry and any anxieties you may have. This can be a useful tool in the classroom for when a student is getting worked up by a certain event and needs some alone time to express their emotions. Technology can be used as a cheaper way to provide help and comfort than the normal and usual way of of therapy Technology also provides people with a comfortable way to stay home but also receive treatment. With the various apps that are created for mental health treatment, it would be very helpful in a classroom. A child could grab a classroom iPad or computer and listen to a calming video or mental health app to calm their nerves. Some Helpful Apps Include: BetterHelp: This is an online counseling service with licensed therapists that are able to video chat, call, or text Anxiety Reliever: allows you to track anxiety triggers, symptoms, and improvements for those problems (self help app) Moodkit: provides cognitive behavior therapy activities for people with depression, anxiety, anger issues, and other issues https://worrywatch.com https://www.anxietyrelieverapp.com/ Audio: https://drive.google.com/open?id=15LFkEo7Z4kv7MQWF7cEKfE_F7XfiL4E1 (Check if apps are free. Fix bullet points. Boarder all boxes or none :)
- Katie George--Tuesday EMMA-WEDNESDAY Audio File: https://drive.google.com/open?id=1jNJZevhpJRR1kGfp0zaYtBPakk6vIjHC HOW TECH AFFECTS TEEN DEPRESSION: People using popular media sites like Instagram and Snapchat are at a 3x higher risk of depression than those who don’t. Research shows an increase of depression in teenagers from 8.7% in 2005, to 11.3% in 2014, due to social media. When there was only TV, parents were able to limit and monitor what their kids were seeing. Now teens can be on their phones seeing and doing whatever they want unmonitored. Likes on social media can cause teens self esteem to drop. When they see all the likes everyone else is getting it causes them to not feel the best. Guiding daydreams, treat yourself (go to the movies, take a bath, shopping), talk to religious leaders, take time to help yourself (cry, talk to someone, take a sick day, sleep in) Eat the right food(serotonin producing), salmon, chocolate, eggs, WAYS TO HELP DEPRESSION: Distraction-(keeping thoughts off itself and on other things help…) Encouragement-( Social media and block all negativity but combine all social media site All social media in one app which blockers all negatively. "Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved." -Helen Keller HOW DOES THIS CONNECT TO RELATIONSHIP BUILDING:
- Katie George--Tuesday JADA- WEDNESDAY Audio File: The app would have a section for things depressed people can do in order to boost their serotonin levels like guiding daydreams, being around others, going to social events, treating yourself (go to the movies, take a bath, shopping), talking to religious leaders and taking time to help yourself (cry, talk to someone, take a sick day, sleep in). We would also want to include some recipes that include salmon, chocolate and eggs since these are high in producing serotonin. These activities can be used in any classroom where you have the kids making food to serve to a shelter or making a school effort to pair up with other places to encourage healthy minds and build dreams. According to Psychology Today, people who focused more on compassionate goals for six weeks (helping others and having compassion towards mistakes) found that they had lower stress and depression levels and improvement in their relationships.
- Maddie Peterson-- Tuesday EMMA AND SAVANNAH-WEDNESDAY