School to Home Wellness

The purpose of this newsletter is to share strategies we use at school to address behavior concerns, which can also be helpful at home. By working together, we can reinforce behavior expectations and support our students' success both at school and at home.

Click on the title for an example of how to use a catastrophe scale.

Neuroplasticity! The way that our brain develops ideas into habits can be thought of as sledding down a fresh snow covered hill. The first time there is no path and we can choose where we want that path to be. After a couple runs down the same path though, the snow becomes packed down making us go faster and making almost a groove the sled fits in. This is similar to how the repetition of thoughts works in our minds. Our brain is an expert pattern finder and once it makes those neural connections it goes yep this is the path that we want to follow. Have you ever heard the phrase stuck in a rut? This is what is happening in our brains.

The cool part about our brains is that we have the ability to change those paths. Forging a new thought pattern requires repetitive activity to ensure that we don’t fall into that overly comfortable groove. This scale gives us the tool to step away from the catastrophizing thoughts of “this is literally the worst thing that has ever happened” and into the space where we can ask our rational brain not only what level of problem is this but also what are possible solutions.

Using a catastrophe scale with children who have behavior problems can offer several benefits:

1. Perspective on Problems: It helps children understand the relative severity of their issues. By categorizing problems from minor to severe, students can learn to differentiate between small annoyances and major crises.

2. Emotional Regulation: The scale can aid in teaching children how to manage their emotional responses. Recognizing that not all problems are catastrophic can help reduce overreactions and promote calmer, more measured responses.

3. Problem-Solving Skills: Children can develop better problem-solving skills by learning to assess the severity of a situation and respond appropriately. This can lead to more effective and constructive ways of dealing with challenges.

4. Resilience Building: Using the scale can encourage resilience by helping children bounce back from setbacks. Understanding that they can handle smaller problems can build confidence and reduce anxiety about facing larger issues.

5. Improved Relationships: By managing their reactions better, children can improve their interactions with peers and teachers. This can lead to a more positive and supportive classroom environment.

Conflict scripts can be highly beneficial for students in several ways:

1. Improved Communication Skills: By practicing conflict scripts, children learn how to articulate their thoughts and feelings clearly and respectfully. This helps them communicate more effectively in real-life situations.

2. Enhanced Empathy: Engaging in conflict scripts allows children to see situations from different perspectives. This fosters empathy and understanding, which are crucial for resolving conflicts amicably.

3. Better Problem-Solving: Conflict scripts provide a structured way for children to practice resolving disputes. This helps them develop critical thinking and problem-solving skills, which are essential for navigating conflicts constructively.

4. Emotional Regulation: Through role-playing, children can practice managing their emotions during conflicts. This can lead to better emotional regulation and reduced impulsivity when dealing with real-life disagreements.

5. Increased Confidence: Regular practice with conflict scripts can boost children's confidence in handling conflicts. Knowing they have the tools and strategies to manage disputes can make them feel more secure and capable.

Using puppets can be a fantastic way to teach conflict resolution to young children. Puppets can make the learning process engaging and relatable, allowing kids to see and understand different perspectives in a playful and non-threatening way.

Here are a few tips for using puppets to role-play conflict resolution:

1. Create relatable scenarios: Use situations that children might encounter in their daily lives, like sharing toys or taking turns.
2. Model positive behavior: Show the puppets demonstrating good conflict resolution skills, such as using "I" statements, listening to each other, and finding a compromise.
3. Encourage participation: Let the children take turns using the puppets to act out their own solutions to conflicts.
4. Discuss the scenarios: After the role-play, talk with the children about what they saw and how they felt about the solutions.

Puppet making can be a delightful and creative activity for the whole family. It allows everyone to use their imagination, work together, and create something unique. Plus, it's a great way to spend quality time together and make lasting memories.

Talk it Out

Person 1: We need to talk it out

Person 2: Okay

Person 1: “It makes me feel ________ when you _________.”

Person 2: Looks and listens to Person 1 without speaking. “So you’re saying you feel ________ when I _________.

• Person 1 says yes or no

• If Person 1 says no then Person 2 tries again

Person 2 can say

• “Thanks for telling me”

• “Sorry”

• “I’ll help fix it”

• “I won’t do that again”

• “We need a grown ups helo”

If Person 2 needs to talk it out with Person 1 it is now their turn

Person 2 says “Still friends?”

Person 1 says “Still friends”

I am a proud graduate of Dillingham High school and am excited to be working at my alma mater. I received my undergraduate degree in Psychology from Concord University. I have previously worked in case management and direct advocacy services before transitioning to mental health administration. I received my Masters in Business Administration from the University of Alaska Fairbanks. Realizing how much I missed direct care services led me back to a career in social work where I obtained a Masters in Social Work from Baylor University. I believe everyone is the expert in their own story. I like to work collaboratively with clients to identify their strengths and underlying issues. I enjoy utilizing humor, perspective, and mindfulness to create an individualized approach to help clients achieve their goals. I believe some of the greatest healing can be found on the other side of discomfort. I deeply value cultural humility, social justice and helping others to feel capable. I enjoy the outdoors all year round from skiing in the winter to gardening, kayaking and hiking in the summer. I adore a good romance or mystery novel and welcome recommendations. In my free time, you’ll find me testing out new recipes and spending time with my dog, Sir Alistair Growley.

Hello! My name is Phoebe, and I’m happy to be a part of Dililngham City School District as I work toward earning my Ed.S. in School Psychology. I was born and raised in Alaska and graduated from a high school in the Anchorage School District before heading to the University of Florida, where I completed my undergraduate degree. Prior to pursuing school psychology, I was a self-contained special education teacher. I’m passionate about special education and dedicated to fostering students’ social-emotional well-being, behavioral, and academic success. I now live in Florida with my husband and our horses and love getting to travel back to Alaska to collaborate with everyone to support our students and schools!

Cama’i! I moved to Alaska from Texas in 2023. My family lived in the U.K. during my adolescence, and later transferred to the Houston area where I attended the University of Houston, earning a B.S. in Psychology and a B.S. in Sociology. My background is in education, child abuse investigations, and crisis interventions, along with work in drug/alcohol abuse and disaster relief. I was also honored to sit on the Board for an organization serving alcoholics in recovery. My life’s work is committed to ensuring that all children (and families experiencing domestic violence) have access to safety, equity and social justice. I am on track to receive my LCSW in 2026. When I’m not working, you will likely find me at the Zen Center, boxing, practicing hot yoga, or traveling: three continents to go! Quyana!