Therapy for the brain at St. Mary
Think about that.
How often has that simple, yet incisive, phrase buzzed into a conversation? How many applications, how many topics or trains of thoughts can attach to it?
Understanding the thinking process and how it pertains to focus and performance is an innovative approach to scholastics that has found a welcome, fertile germination at St. Mary Catholic School in Stayton.
The approach pivots off what is known as "Brain Talk Therapy," and it’s applied through the therapy’s co-creator, social-cognitive specialist Hanna Bogen. In addition to working with St. Mary, she works with a number of other catholic schools in the greater Portland area as well as schools in Washington and California. She's also provided professional development training for the Northwest Regional Education Service District.
Bogen has already begun making visits to the Stayton school to implement the curriculum, which among other things strives to bolster the efforts of students who have struggled with focusing in the classroom.
The therapy instills critical thinking skills, allowing students to respond mindfully rather than react impulsively. In a sense, the practice affords a moment to intercept the reaction – which Bogen labels as the NOW Bubble -- with the purpose of allowing a fruitful response in its stead; it encourages thinking about it.
“In Brain Talk, the curriculum I co-created with Carrie Lindemuth, the NOW Bubble is the immediate moment following a trigger or stimulus,” Bogen explained in one of her Brain Talk blog posts. “In this moment, impulses are activated in order to drive action that seems most in line with the brain’s seek and/or avoid urges.”
She offers an example.
“If someone cuts you off on the freeway, you may feel the impulse to yell out your car window in the NOW Bubble. For some, that impulse takes over and drives a reaction; they find themselves moving faster than the speed of thought. In this case, action is driven only by what would feel good right now; past experience and future interest are not considered.”
The first step to sidestep that often ill-disposed reaction is recognition.
Bogen, who studied at Linfield College and the University of Washington, is based in California. Clearly, her bailiwick is social communication and self-regulation. At St. Mary she had one-on-one meetings with teachers to discuss ways they could integrate her curriculum into their classrooms.
Additionally, there was a meeting with parents where they were apprised of the program and how it works.
“I am excited about the willingness of the St. Mary's staff to explore brain learning with their students,” Bogen said.
“Knowledge is power, and understanding how and why impulses happen can help all students, including those who struggle with self-regulation, separate from their own moments of impulsivity and partner with teachers, parents, and other caregivers to learn and use regulating strategies,” she explained. “A student is never the problem, even if the consequence of an impulse is problematic, and part of our roles as educators and caregivers is to empower students to use the tools and strategies that help them be successful across different settings and activities. I see the St. Mary's staff embarking on what I hope will be an ongoing journey to weave brain learning into classroom teaching at all levels PreK-eighth grade.”
During Bogan’s first visit at St. Mary, she taught self-regulation, executive functioning, mindfulness and social-cognitive strategies; strategies that include helping people gain control of their thoughts when they encounter distractions such as noise or bright lights.
Such distractions and the consequential reactions to them have far-reaching implications.
“Many students today are not given the opportunity to hone these skills,” Bogan asserted. “The lack of self-regulation skill can lead to social, emotional and academic difficulties, resulting in strained relationships with peers, difficulties in the classroom, organizational and time management struggles, poor academic performance and disciplinary issues.
“Understanding how your brain works is the most powerful tool we can give your child.”
To that end, Bogan’s curriculum involves teaching about how the brain works. From that base of knowledge, teachers are guided toward methods of helping students apply their own capacities in reducing impulsive behavior.
Teachers also help students understand that their learning is impacted by their behaviors and attitudes.
“Through our work with Hanna, I have learned in-depth information about Executive Functioning and Emotional Intelligence,” St. Mary first-grade teacher Ann Robinson said. “Hanna provided concrete ideas and resources that I could use with my students. One thing my class has already learned about is the emotional thermometer. With this tool, we check how we are feeling and manage our feelings in appropriate ways.”
Additional steps in the curriculum will follow. Bogen will work one-on-one with teachers to develop a personalized implementation plan. More teacher observations, consultations, and target team meetings are planned to continue throughout Bogen’s contract with the school.
Bogen’s visits have also afforded her the chance to meet with parents to help give them skills that can support the teacher’s efforts.
Think about that?
jmuch@StatesmanJournal.com or 503-769-6338, cell 503-508-8157 or follow at twitter.com/justinmuch
Regis, St. Mary to share Principal Schindler
On the web
For information on Bogen or the Brain Talk Therapy program visit www.braintalktherapy.com.
For information on St. Mary Catholic School go to www.stmarystayton.org.
