612.

03 Debate
Kat, Shelina, Carli, Jackie, Jayla
VS.
Presentation Overview
1. Need for SEL Interventions
2. Overview of Zones
3. Arguments for and against Zones
4. Overview of MindUP
5. Arguments for and against MindUP
6. Conclusion
The need for SEL Interventions
- 1 in 5 children/adolescents experience psychological disorders severe enough for
mental health services (US Public Health, 2000)

-Institute of Medicine (IOM) identified 14.8 billion to be the direct treatment cost of
youth disorders in 2007

-In 2009 an IOM report indicated prevention and empirically supported SEL
interventions to be critical in the reduction of mental illness through promoting
social and emotional health

-Positive correlation between measures of SE skills and measures of later
psychological health
Durlack et al., 2011; Schonert-Reichl, et al., 2011; Schonert-Reichl & Lawlor, 2011 ; Royse, Thyer, & Padgett, 2006

.
Zones of Regulation Influences
Teach skills rather than simply punish disruptive behaviours
Zones of Regulation
Overview of Program
CBT approach
Systematic
18 lessons
Goal is to help children
recognize when they are
becoming less regulated and to teach
them how to help themselves feel better and
get to a better place

The 4 Zones of Regulation
RED
extremely heightened state -
-out of control
anger, rage, terror,
devastation
YELLOW
heightened state of alertness
--some control
stress, frustration, anxiety,
excitement, nervousness


GREEN
calm state of alertness
happy, focused, content,
ready to learn
where optimal learning
occurs
BLUE
low state of alertness
tired, sad, sick, bored
Life is 10% what happens to us and 90% how we react to
it.
- Charles Swindoll
Zones of Regulation
Argument FOR:
Comprehensive
Based on evidence
Neuropsychological impact
Concrete visual supports
Categorization
Natural environment
Considers sensory needs
Easy to use and adapt in classroom
Supplemental App available
Comprehensive
Addresses emotional and sensory regulation
issues, executive functions, and social
cognition
Integrates many evidence based theories
Prizant et al. (2006) argue that an education approach
needs to address the core developmental challenges of the
students, as well as take into account the learning style of
the students
Collaborative Problem Solving
Results indicate that CPS produced significant improvements across multiple domains of
functioning at posttreatment and at 4-month follow-up in 47 effectively dysregulated children with
ODD (Greene
et. al, 2004)
Adaptive Psychosocial Functioning
Results indicate that emotional regulation contributes to the development and maintenance of
relationships with others, and poor ER skills can be implicated in most forms of childhood
psychopathology (Zeman,
Cassano, Perry-Parrish, & Stegall, 2006)
Exploring the Function of Emotions
It is important to examine the function of individual emotions rather than only assessing global
negative emotionality versus positive emotionality because the examination of specific
emotions can provide more precise information about the types of emotion that can cause
disruption for an individual (Zeman, Cassano, Perry-Parrish, & Stegall, 2006)
Based on Evidence
Sensory Regulation
Difficulty managing sensory experiences can result in learning, behavioural, and emotional
problems
(Miller et al, 2007)

CBT and Self Regulation
CBT has demonstrated to be an effective psychosocial intervention across a range of childhood
disorders that result in the impairment of self regulation.
(Kendall & Panichelli-Mindel, 1995)

Social Thinking
For children with ASD, research supports the implementation of Social Thinking for improving
positive social behaviours and decreasing less desirable social behaviours.
(Crooke, Hendrix, & Rachman, 2008)
Curriculum Targets:
o Executive Functioning
enables self regulation of our social actions and
display of our emotions
o Emotional Recognition
Neural systems interact to produce emotional
and cognitive activity involved in self regulation

(Lewis & Todd, 2007)
Neuropsychological Impact
.
Visuals
systematic
connects visuals
to words and to
emotions
foundational skill


Categorization
Natural Environment
Natural environments increase motivation to participate,
as well as generalization

Self-regulation in the natural environment = practice
interpreting social information

Despite environment, still systematic
and structured
Sensory Needs
Varying levels of sensory needs can impact
behaviour & learning; Zones considers this
All students have sensory needs
Students recognize what optimal learning
looks/feels like for them
Opportunity to explore and
communicate sensory needs
Easy to Use/Supplementary App
Doesnt need many resources
Easy to integrate into classroom; minimal
training
App uses cognitive behaviour approach
o strategies and tools for each zone
o mini games - recognizing emotions, triggers, etc.
o calming techniques, cog. strategies, sensory supports

Zones of Regulation
Argument AGAINST:
Program is practiced based on evidence, not
evidence based practice
May be too childish for use with older students
Requires teacher discretion to tailor concepts,
lessons and expectations based on students
maturity, grade, cognitive level
(Kuypers, 2011)

Argument AGAINST:
Requires average to above-average
intelligence to develop complete
understanding of the Zones


(Kuypers, 2011)
Zones of Regulation
Response:
Based on evidence = strong foundation
Teacher discretion = individualized
Program promotes customization based on age,
cognitive level and maturity of student(s)
Able to adapt concepts to meet diverse needs
o Program was designed to ensure best practices in
regards to ASD and ADHD (among other disorders)
were followed

Overview of Program
Social and emotional curriculum based in
Mindfulness, Positive Psychology,
Neuropsychology, Social and Emotional
Learning
Goal: develop social emotional competence
and psychological well being through explicit
instruction in 4 main units Hawn Foundation, 2011, CASEL, 2013


MindUP Continued
-Self regulation and executive function plays a
key role in the school success, and social
emotional competence of children

-One way that has been shown to improve
executive functioning and self regulation is
through mindfulness training
Schonert-Reichl et al., 2011
MindUP Unit 1: The Brain
1) How the brain
works
2) Mindful
awareness
3) Focused
awareness Hawn Foundation, 2011




Core Practice: Deep Breathing
Core Practice deep breathing and attentive listening done throughout the day
Mindful attention: foundation for learning and interacting

1) Enhance self-
awareness
2) Focus Attention
3) Encourage Self-Regulation
4) Decrease Stress



CASEL 2013; Hawn Foundation, 2011

MindUP Unit 2: Sharpening Your Senses
1) Mindful listening
2) Mindful seeing
3) Mindful smelling



Hawn Foundation, 2011
MindUP Unit 3: All About Attitude
1) Perspective taking
2) Choosing optimism
3) Appreciating happy experiences



Hawn Foundation, 2011
MindUP Unit 4: Taking Action Mindfully
1) Expressing Gratitude
2) Performing Acts of Kindness
3) Taking Mindful Action
in the World


Hawn Foundation, 2011
MindUP:
Argument FOR:
Grounding in neuroscience and
social/emotional learning
Empirically supported
Focus on sensory needs
Visual supports/explicit lesson instructions

Requires minimal inputs
Process manageable for implementation
Suggestions included for ELL
Suggestions for extensions that attach to
curriculum (math, writing, PE, journal)
Neuroscience/Social Emotional

-Both neuroscience and social and emotional research support benefits of
mindfulness

-Mindfulness based stress reduction enhances connectivity in areas of
attention, sensory perception, reflective awareness

- Leads to increased ability to self regulate distress, increases self reports of
well being
Reiger, 2012; Schonert-Reichl & Lawlor, 2011; Mccolloch, 2012
Empirically Supported
Enhanced optimism and self concept in students after
MindUP curriculum
-82% of students became more optimistic with more
positive thoughts
-81% of students learned to make themselves happy
-87% were more accepting of others perspectives
-58% tried to help others more
-88% thought they could use at least one thing taught in
MindUP
Schonert-Reichl & Lawlor, 2011 ; Hawn Foundation, 2011


Sensory Needs
-Lessons include a sensory focus
-Developmentally appropriate visuals provided

Input

-Affordable positive outcomes: cost of implementation ($ 7 per student) includes training cost ($280/
person 7 hour day) and materials

-Option to train the trainer to enhance sustainability; training not required

-Minimal class time is used to implement curriculum (less than a full lesson) once per week for 3-4
months

-Class wide implementation makes it accessible and available to many students

-Does not have to be implemented school wide

Siegel, 2011; Hawn Foundation, 2011; Royse, Thyer & Padgett, 2006



Hawn Foundation, 2011; Royse, Thyer, & Padgett, 2006
MindUP Process for Teachers
-Lessons easy to implement (explicit instructions), minimal preparation

-Implementation of all components of lesson 75% (moderate to high
implementation)

-Core Exercises were rated as easy to implement, average 87% over 9 weeks
(high level)

-Tools for program monitoring and behaviour measurement included

Schonert-Reichl & Lawlor, 2012
Extensions Included
-ELL suggestions
-Ties to curriculum
-100% used extensions

-100% used extension activities
(gratitude journal)
MindUP
Argument AGAINST:
Lack of longitudinal Studies
Imposition of Buddhist practices in a secular,
pluralistic setting
Requires consistency and commitment of
classroom teacher that may be difficult to maintain
Reliance on metacognition-not accessible to all
students

Emphasis on positive feelings, ALL feelings are
important to understand and communicate
MindUP
Response:
-Expanding implementation
-Randomized method must be used in future
in representative public schools
-Verbalize mindfulness objectively (pay attention to thoughts, feelings, senses
throughout day)
-Gradual implementation
-Scheduling Core Practice
-Focus on attention training using sound/breathing
Mccoloch, 2013
Conclusion
BOTH:
- Too new to have been conclusively researched
- Are based on current understandings of child and youth
mental health
- Can be implemented in one classroom, or school-wide
- Offer flexibility for teachers to extend activities
-multimodal

Conclusion
ZONES
-designed with ASD
and ADHD in mind
-Can be considered
juvenile
-All emotions are
accepted

MINDUP
-designed with ELL
students in mind
-Can be considered
fad-like or secular
-focuses on positive
emotions
THANK-YOU!
References
Collaborative for Academic, Social, and Emotional Learning. (2013). MindUp program design and implementation
support. Retrieved from http://www.casel.org/guide/programs/mindup/

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing
students social and emotional learning: A metaanalysis of schoolbased universal interventions. Child
development,82(1), 405-432.

Gerdtz, John. (2000). Evaluating Behavioral Treatment of Disruptive classroom Behaviors of an Adolescent with
Autism. Research on Social Work Practice. 10(1). Sage Publications, Inc.

Greene, R. W., Ablon, J. S., Goring, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., ... & Rabbitt, S. (2004).
Effectiveness of collaborative problem solving in affectively dysregulated children with oppositional-defiant disorder:
initial findings. Journal of Consulting and Clinical Psychology, 72(6), 1157.
The Hawn Foundation. (2011). MindUp Curriculum: Brain focused strategies for learning-and living. Columbia
Universitys Center for New Media Teaching and Learning. Retrieved from
http://teacher.scholastic.com/products/mindup/pdfs/MindUP_K-2_Sample.pdf
Minds. (2013). What is mindfulness? Retrieved from http://mindsincorporated.org/mindfulness/




The MindUP Curriculum, Brain-Focused Strategies for Learning-And Living, Grades PreK-2. The Hawn Foundation,
2011.
K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents
well-being and social and emotional competence. Mindfulness, 1(3), 137-151.
Kuyper, L. M. (2008). A Curriculum Designed to Foster Self-regulation in Students with Neurobiological Impairments
(Doctoral dissertation, Hamline University).
Kuyper, L. M. (2011). A Concept to Foster Self-Regulation and Emotional Control. Retrieved from:
http://www.zonesofregulation.com
McColloch, C. (2013). Mindfulness Intervention in Education: Can we address cognitive and non-cognitive deficits of
children in poverty at school? (Doctoral dissertation).

Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS model. A
comprehensive educational approach for children with autism spectrum disorders, 1.
Regier, C. C. (2012). MindUp and mindfulness: an optimistic expansion of the mission and vision of the MindUp
program through contemplative, moral, and ideological inquiry.
Royse, D., Thyer, B., & Padgett, D. (2009). Program evaluation: An introduction. Cengage Learning.


Schonert-Reichl, K., Oberle, E., Lawlor, M., Abbott, D., Thomson, K., Oberlander, T., & Diamond, A. (2011). Enhancing
cognitive and social emotional development through a simple to administer school program. Manuscript submitted for
publication.

Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents.
Journal of Developmental & Behavioral Pediatrics, 27(2), 155-168.

Zones of Regulation. (2014). What are the Zones of Regulation. Retrieved from http://www.zonesofregulation.com